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What is Title 1

Diablo Communtiy Day School is a Schoolwide - Title 1 School

Diablo Community Day School is now a Schoolwide Title 1 Program. 


What is a Schoolwide Program?

Authorized programs and targeted assistance schools under the No Child Left Behind Act (NCLB).

An Overview of Schoolwide Programs

A schoolwide program is a comprehensive reform strategy designed to upgrade the entire educational program in a Title I school; its primary goal is to ensure that all students, particularly those who are low-achieving, demonstrate proficient and advanced levels of achievement on State academic achievement standards.

In general, a Title I school may operate as a schoolwide program only if a minimum of 40 percent of the students in the school, or residing in the attendance area served by the school, are from low-income families. [Section 1114(a)(1) of Title I of ESEA].

Whereas Title I targeted assistance programs only provide educational services to identified individual students, schoolwide programs allow staff in schools with high concentrations of students from low-income families  to redesign their entire educational program to serve all students. The emphasis in schoolwide program schools is on serving all students, improving all structures that support student learning, and combining all resources, as allowed, to achieve a common goal. Schoolwide programs maximize the impact of Title I. Adopting this strategy should result in an ongoing, comprehensive plan for school improvement that is owned by the entire school community and tailored to its unique needs. 


Core Elements of Schoolwide Programs

The schoolwide approach is based on the premise that comprehensive reform strategies rather than separate, add-on services are most effective in raising academic achievement for the lowest achieving students in a school.  A well-designed and implemented schoolwide program touches all aspects of the school’s operation and offers an appropriate option for high-poverty schools seeking to improve achievement for all students, particularly the lowest achieving. The three main core elements of a schoolwide program are (34 CFR 200.26):

  • A school operating a schoolwide program must conduct a comprehensive needs assessment that identifies the school’s strengths and challenges in key areas that affect student achievement [Section 1114(b)(1)(A) of Title I of ESEA].
  • The school must develop a comprehensive schoolwide plan that describes how it will achieve the goals it has identified as a result of its needs assessment [Section 1114(b)(1)(B-J) and (34 CFR 200.27) of Title I of ESEA]. The schoolwide plan must:
    • Identify reform strategies, aligned with the needs assessment, that are research-based and provide opportunities for all children to meet the State’s proficient or advanced levels of academic achievement;
      • Provide instruction by highly qualified teachers;
      • Offer high-quality, ongoing professional development;
      • Create strategies to attract highly qualified teachers;
      • Create strategies to increase parental involvement;
      • Develop plans to assist preschool students through the transition from early childhood programs to local elementary school programs;
  • Identify measures to include teachers in decisions regarding the use of academic assessments;
  • Conduct activities to ensure that students who experience difficulty attaining proficiency receive effective, timely, additional assistance; and
  • Coordinate and integrate Federal, State and local services and programs.

Additionally, the school plan must document that it has met the intent and purposes of each program whose funds are consolidated if it chooses to consolidate funds from Title I, Part A, and other Federal education program funds and resources without maintaining separate fiscal accounting records by program, or meeting most statutory requirements of those programs. (34 CFR 200.29(b)(1))

(See Federal Register: July 2, 2004 Volume 69, Number 127 External link opens in new window or tab. for information on the programs that can be consolidated in a schoolwide program and examples of how to meet the intent and purposes of such programs.)

  • The school must evaluate annually the outcomes and the plan’s implementation to determine whether the academic achievement of all students, and particularly of low-achieving students, improved, whether the goals and objectives contained in the plan were achieved, and if the plan is still appropriate as written (34 CFR 200.26).