The ANN JERKINS-HARRIS ACADEMY OF EXCELLENCE
(formerly the Academy of Educational Excellence)
Schoolwide Program Participant
Title I of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.) was amended to read as follows:
- TITLE I--IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED
- The purpose of this title is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments. This purpose can be accomplished by —
- (1) ensuring that high-quality academic assessments, accountability systems, teacher preparation and training, curriculum, and instructional materials are aligned with challenging State academic standards so that students, teachers, parents, and administrators can measure progress against common expectations for student academic achievement;
- (2) meeting the educational needs of low-achieving children in our Nation's highest-poverty schools, limited English proficient children, migratory children, children with disabilities, Indian children, neglected or delinquent children, and young children in need of reading assistance;
- (3) closing the achievement gap between high- and low-performing children, especially the achievement gaps between minority and non-minority students, and between disadvantaged children and their more advantaged peers;
- (4) holding schools, local educational agencies, and States accountable for improving the academic achievement of all students, and identifying and turning around low-performing schools that have failed to provide a high-quality education to their students, while providing alternatives to students in such schools to enable the students to receive a high-quality education;
- (5) distributing and targeting resources sufficiently to make a difference to local educational agencies and schools where needs are greatest;
- (6) improving and strengthening accountability, teaching, and learning by using State assessment systems designed to ensure that students are meeting challenging State academic achievement and content standards and increasing achievement overall, but especially for the disadvantaged;
- (7) providing greater decision making authority and flexibility to schools and teachers in exchange for greater responsibility for student performance;
- (8) providing children an enriched and accelerated educational program, including the use of schoolwide programs or additional services that increase the amount and quality of instructional time;
- (9) promoting schoolwide reform and ensuring the access of children to effective, scientifically based instructional strategies and challenging academic content;
- (10) significantly elevating the quality of instruction by providing staff in participating schools with substantial opportunities for professional development;
- (11) coordinating services under all parts of this title with each other, with other educational services, and, to the extent feasible, with other agencies providing services to youth, children, and families; and
- (12) affording parents substantial and meaningful opportunities to participate in the education of their children.
What is Schoolwide Program?
A schoolwide program is a comprehensive reform strategy designed to ensure that all students, particularly those who are low-achieving, demonstrate proficient and advanced levels of achievement on State academic achievement standards.
A schoolwide program uses its Title allocation to upgrade the entire educational program of the school in order to raise academic achievement for ALL students at the school. No longer are students or teachers labeled “Title I,” but instead all students and all the teachers at the school use Title I dollars to improve the school’s entire academic program.
A schoolwide program is built upon schoolwide reform strategies rather than separate, add-on services. This schoolwide reform strategy requires that a school –
Conducts a comprehensive needs assessment;
Identify and commit to specific goals and strategies that address those needs;
Create a comprehensive plan; and
Conduct an annual review of the effectiveness of the schoolwide program and revise the plan as necessary.
Why “Go” Schoolwide?
For the lowest achieving students in the most impoverished schools to meet high standards, their entire instructional program, not just a separate Title I program, must be substantially improved.
When an entire school is the target of change, schools serving the most disadvantaged youth can achieve success.