The Every Student Succeeds Act requires educator voice in determining how to support students and schools. At the national, state, district and building level, this law requires the input of educators and gives them the power to help define what success looks like for each and every student. Education professionals work with students every day, know their names and what they need to be successful. As trusted professionals, all educators are uniquely prepared to drive discussions and decisions that lead to student success.
At the building level, Title I Part A funds are utilized to support both low-income students and to support school improvement efforts. Title I school level programs are based on the number of low-income students and families served by the school. School Improvement efforts are for schools identified for support based on the Washington School Improvement Framework. These two categories are not mutually exclusive. For example, a Comprehensive Support School most likely will also provide a Schoolwide Program due to the number of low-income students they serve.
Title I Schoolwide or Targeted Schools
Schools that serve a high proportion of low income students must describe how Title I A funds will be utilized to serve eligible students. The two kinds of building level programs are described below:
- Title I Schoolwide Programs: schools where 40% or more of students are from low-income families (schools with less than 40% may receive a waiver from OSPI to offer schoolwide services). A schoolwide program is not required to identify students for services.
Building Plan Requirements:
- Developed with the involvement of parents and educators involved in carrying out the plan (such as teachers, paraprofessionals and specialized instructional support personnel).
- Is based on a comprehensive needs assessment of the entire school.
- Includes detailed strategies on how to support student learning and supports
Title I Targeted Assistance Schools
- Schools ineligible for a schoolwide program but still receive Title I A funding. Funding may only be used to support students identified for service.
Building Plan Requirements:
- Identify students to be served
- Resources can be used for academic and non-academic supports for eligible students
- No formal plan submission required under ESSA, but reporting to OSPI should be expected
Comprehensive and Targeted Support Schools
School Improvement: Schools identified for support based on the Washington School Improvement Framework must develop a school improvement plan to increase student growth and learning.
Washington uses the following designations to identify schools for support:
- Comprehensive: the lowest performing 5% of schools
- Comprehensive – Low Graduation: high schools with less than a 67% 4-year graduation rate
- Targeted 3+: schools with 3 or more student groups whose multiple measures score falls below the “all students” comprehensive support identification
- Targeted 1-2: schools with 1 or 2 student groups whose multiple measures score falls below the “all students” comprehensive support identification
- Targeted EL Progress: schools with the lowest measure on the English Learner progress measure
- Foundational: schools not identified for additional supports, can access self-directed and foundational supports available to all schools
My School, My Voice: For ideas on how you can get more involved with your school’s school improvement efforts check out the following resources:
Learning Assistance Program (LAP)
In addition to federal funds allocated through ESSA, Washington state also funds the Learning Assistance Program for low-income schools. To learn more about district and school LAP funds, including whether or not your school receives a LAP High Poverty School allocation, new in 2017-18, access our LAP FAQ here.