A r c h i v e d I n f o r m a t i o n

Implementing Schoolwide Projects - May 1994

Introduction

Two national panels on Chapter 1--the congressionally authorized Independent Review Panel and the foundation-sponsored Commission on Chapter 1--have argued that strengthening curriculum and assessment, improving instruction in all academic areas, and providing enrichment activities beyond the regular school day or year for all students in high-poverty schools would broaden opportunities for the neediest students. This view is summarized in the opening recommendation of the Independent Review Panel to Congress and the Secretary of Education: "The Panel agreed that the whole school program requires reform. High standards need to be established for all students in high-poverty schools and new assessment mechanisms put in place to hold schools accountable for reaching those standards." (U.S. Department of Education, 1993, pp. 9-10). Although these changes may be conducive to fundamental reform, they alone cannot improve the quality of teaching and learning in high-poverty schools. A framework for change is needed, one based on high standards, support for comprehensive planning and continuous professional development, flexibility to draw on all resources, and clear accountability for results. Chapter 1 must be redirected if it is to enable students and schools to achieve high standards. The achievements of the best schoolwide Chapter 1 projects--the kinds of learning environments described in this book--model the new directions that some schoolwide innovators have taken.

Proposals for reauthorizing Chapter 1--to be known as Title I--respond to this challenge. The new Title I is expected to expand the availability of the schoolwide option so it can reach more schools that serve high-poverty communities. Furthermore, it would enhance the effectiveness of schoolwide approaches by encouraging local programs to align Title I with challenging content and performance standards, comprehensive planning, strong family-school partnerships, and professional support. Proposals to transform Chapter 1 into a new Title I build upon lessons learned from several schoolwide projects.

Key Changes Proposed for Title I Schoolwide Programs

Eliminate dual standards by requiring that the standards for all children in Title I schoolwide projects be the same standards that states develop for all children. Title I schools would evaluate their students against proficiency levels that states establish to assess the performance of all students; schools would be more clearly accountable for achieving results.

Expand the schoolwide project approach and require comprehensive instructional reform that enables all children to meet challenging state standards. Base eligibility for schoolwide projects on the school's poverty level during the project's initial year. Even schools that fall below the poverty threshold in subsequent years could continue to operate their projects. New proposals anticipate that the schoolwide project option would, in time, become available to schools with poverty enrollments of at least 50 percent.

Enable schoolwide projects to combine Title I with other federal, state, and local funds to serve all students in the school. By allowing schools to integrate programs, strategies, and resources, Title I could become a catalyst for comprehensive instructional reform, rather than merely providing an add-on to the existing program.

Recognize that educators and communities need adequate time to learn new roles. A transition period would allow schools to introduce new, expanded roles for project personnel, higher academic expectations for students, streamlined management structures, and greater parent and community involvement in decision making.

Focus support and assistance on ensuring schoolwide program success. Statewide school support teams--led by experienced teachers and others knowledgeable about successful instructional strategies--would help schools develop schoolwide plans, align them with state and local reforms, and periodically review progress. Everyone would be re-educated--administrators, teachers, classroom assistants, and parents, as well as program coordinators.

Bring program decisions to the school level so that schools and districts can decide how to use funds to best meet student needs. Each Title I school, coordinating with its district office, would be free to direct funds to projects that make the most sense for students.

This idea book synthesizes the views of educators who are experienced implementers of successful schoolwide projects. The sites we profile were chosen after a review of relevant research, interviews with personnel from Chapter 1 Technical Assistance Centers (TACs) and the U.S. Department of Education, and lengthy discussions with principals and teachers involved in successful schoolwide projects. The staff in the sites profiled consistently emphasized academic reform based on evolving standards of achievement, teacher accountability for all students, student responsibility for learning, and parent involvement, among other qualities. They demonstrated that, given the proper encouragement and assistance, educators will reject the notion of business as usual and adopt higher standards of performance that anticipate the learning needs of the 21st century.

The discussion that follows integrates a review of research on the features of successful schoolwide projects with findings from an examination of almost 70 schoolwide projects and in-depth interviews with administrators and teachers from 21 of the schools. (Contact information on these schools is contained in Appendix A.) The sites serve a diversity of students in all regions of the country with a variety of approaches.

-###-

[Executive Summary]

[Chapter 1 - Schoolwide Projects: A Catalyst for Reform]