100 North First Street, N-242

Springfield, Illinois 62777-0001


Section 1114, Every Student Succeeds Act

Instructions: This completed template along with all related documentation must be:

  • Approved by the Local Board of Education
  • Signed by the School District Superintendent
  • Kept on file with all Title I records
  • Only send to ISBE if requested


PH Miller Elementary
Laurel Mateyka
904 N Lew St.
Plano, Il 60545
Planning Year:Poverty Rate at Board Approval: 40% Waiver: Y/NLocal Board of Ed. Approval Date:
2017-1860.17YesJune 18, 2018
District Name/Number: Plano Community Unit School District #88
Superintendent:Dr. Hector Garcia
Email address:hgarcia@plano88.org

Superintendent’s Signature



Schoolwide Plan Components

  1. Please include the names of the participants in the creation of this plan:
Laurel MateykaPrincipal
Angelica NicolaPreschool Team Leader
Heidi HeimanKindergarten Team Leader
Kari Gerakaris1st Grade Team Leader
Eduardo PerezDual Language Team Leader
Carol BivinsReading Specialist
Missy CrisciK-2 Instructional Coach
Brittany PezoldPreschool Instructional Coach
Ann ArendsFine Arts/PE Team Leader
Andrea Otto-ClassenPreschool (half-day) Parent Representative
Elia RubioPreschool (full day) Parent Representative
Tiffany ByrdKindergarten Parent Representative
Ryan Carter1st Grade Parent Representative
Celeste PierreDual Language Parent Representative
Colleen KindelinSchool Social Worker
  1. If applicable, please include a list of State educational agency and local educational agency programs and other Federal programs under subsection (a)(3) that will be consolidated in the schoolwide program:
  2. Conduct a comprehensive needs assessment of the entire school:
    1. Include a copy of the document used to conduct the assessment.
      1. 5ESSENTIALS 2017-18
      2. Culture and Climate Survey 2017-18
    2. Sample available at http://www.cde.state.co.us/FedPrograms/consapp/na.asp.
  3. Describe schoolwide reform strategies in narrative form to include the following:
    1. provide opportunities for all children, including each of the subgroups of students (as defined in section 1111(c)(2)) to meet the challenging State academic standards;
    2. use methods and instructional strategies that strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education; and
    3. address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State academic standards.
Part One: Provide opportunities for all children, including each of the subgroups of students (as defined in section 1111(c)(2)) to meet the challenging State academic standards:PH Miller has taken great strides to provide all students with equitable access to educational opportunities and effective school conditions regardless of economic status or cultural diversity. Students are encouraged to challenge themselves to reach their full potential and are provided with support through intervention to meet rigorous State standards. Academic support programs have been developed to meet the needs of diverse learners from minority backgrounds and economically disadvantaged households. Comprehensive services, including dental check-ups twice a year and a monthly on-site food pantry, are provided wherever possible to students with SEL needs. Measures are taken to ensure all students have access to education through identification of at those at risk. Components for a well-rounded instructional program at PH Miller are consistent with District and building initiatives and aligned to six core areas

Aligned and Rigorous Curriculum

1. Written curriculum that is aligned to standards, contains learning objectives and outcomes, and is supported through resources and materials.

2. Teachers implement the written curriculum with integrity.

3. Formative and summative assessment is representative of what students should know and be able to do.

4. Exposure to college exploration and preparation, career exploration, and vocational education and experience is embedded in our environment via ‘Collegiate Corners’ and guest speakers from the community.

Effective Instruction

1. Professional Development aligned to improvement goals.

2. Instructional Coaches for mentoring, modeling, instructional strategy support, curriculum development and implementation, and PLC guidance.

3. Access for all students to resources which support academic achievement including: technology, intervention, and enrichment.

Use of Formative and Summative Assessment and Student Assessment Data

1. Frequent use of formative assessment data to improve educational outcomes through identification of students at risk or achieving beyond expectations.

2. Use of data to provide support and enrichment for all students.

Positive School Climate Focused on Achievement

1. Frameworks for providing safe, caring, supportive, and positive learning environments for all students are developed, reviewed, and consistently implemented.

2. School-wide expectations for behavior that are clear and enforced fairly, consistently, and equitably across all subgroups.

3. Zones of Regulation is used to teach and practice self-regulation.

4. CHAMPS school wide behavior guidance is utilized consistently by all adult staff (certified and non-certified) to set expectations for conversation, how to ask for help, what activity is expected, how students should move, what participation looks like in order to have success in all learning areas/environments

5. Pyramid Model is followed as a framework for determining student need at each tier and selecting appropriate behavioral/social emotional supports.

Effective Leadership

1. School leaders will develop school improvement plans that are evidence based, equitable, and supportive.

2. School leaders will embed their work within all aspects of the school, serve as role models, and place student safety, support, and achievement at the forefront of all decision-making practices.

3. School leaders will engage families and community in the learning process.

Family and Community Engagement

1. Engage families in two-way communication through acknowledgment and responsiveness to the difficulties families may have in participating in the learning process. Schools develop methods which support individual families in communicating with the school.

2. Engage families and the community in partnerships which support and establish academic goals/targets and plans for improvement in addressing the needs of all students equitably. The Parent Advisory Committee is comprised of 2 parent representatives from each grade level, teachers from each grade level, the Family Support Worker, Preschool Instructional Coach, and Building Principal. The Parent Advisory Committee meets quarterly to review school programs and practices, provide input, and determine next steps for school improvement.

Parent Universities are offered to families throughout the year. Topics include positive discipline, information about community services, healthy living, language & literacy, marvelous math, and social/emotional development.

Part Two: Use methods and instructional strategies that strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education:

Professional Development for Teachers which Support Effective Instructional Practices

Kagan Cooperative Learning Structures: The district makes high quality instruction a priority for all students. Kagan Structures are research-based instructional strategies that improve academic achievement and social outcomes. Teachers throughout the district have been trained in Kagan Cooperative Learning Structures.

Professional Learning Community Training: PLC teams meet weekly with a focus on improving lesson implementation practices, utilization of data to identify and monitor student performance, and to review, revise, and develop intervention and enrichment for individual students. Content areas teams also meet weekly by grade level and monthly across the building, to ensure horizontal and vertical alignment of curriculum, to become more consistent in instructional practices PK-1, and to review assessment results PK-1.

Curriculum Training: We have provided on site professional development for Journeys, Lucy Calkins, Guided Reading, Guided Math, as well as sending teachers teams to visit other districts who were in full implementation of such curricular programs to observe. Two Instructional Coaches certified in the areas of early childhood and elementary education are employed at the building level to develop instructional practices and provide modeling and coaching to teachers in grades PK-1.

Diversity Training: Training is provided to develop culturally sensitive understanding and practices for teachers and students.

Dual Language/Bilingual/ESL

Bilingual Parent Advisory Council (BPAC) meets monthly to engage diverse families in the educational experiences of students. Diverse staff members are engaged in mentorship opportunities with students. Bilingual/Dual Language classrooms are in place and materials in native language are provided for students. Teachers have access to SIOP training and biliteracy training (Biliteracy Conference) hosted in district. The K-1 Dual Language team meets weekly to review curriculum, instructional practices and assessment results.

Social Emotional

Second Step, PBIS, Character Counts, Zones of Regulation, and Pyramid Model are utilized as a social-emotional curriculum for students grades PK-1. A full-time social worker is provided for students PK-1.


The district is committed to a guaranteed and viable curriculum for all students. Curriculum Trak, a curriculum software program is being implemented to ensure curriculum is aligned to standards, identify gaps in the curriculum, and ensure assessments are aligned to what students should know and do.

Stakeholder Partnerships

PH Miller seeks to increase parent involvement and community relations. We currently engage parents in the educational process through BPAC (Bilingual Parent Advisory Council), Performing and Fine Arts events, Curriculum Nights (PT conferences, Explorations of Curriculum Night), Explore after school program for 1st grade, Co-curricular activities such as STRETCH (Scholars Taking Risks by Engaging in Teamwork, Challenges, and Higher level thinking), Reading Corners, Special Education Parent Education events, Parent University, Kendall County Food Pantry (satellite location), SMILES Mobile Dentistry, Parents as Teachers Program, Two Rivers Head Start, the Kendall County Health Department, AOK (All Our Kids), and PAASSS (Plano Area Alliance Supporting Student Success).

Summer Enrichment Program

Providing opportunities to engage our students in summer enrichment is an essential goal for our school. Extensive community outreach through promotion at school events, phone contact, emails, fliers, and recruitment has been made. Access to a robust and engaging summer program provides opportunities for our students to reduce the chance of regression over the summer for students who need support, fosters the opportunity to expand learning opportunities that may not otherwise be provided, and keeps students in in an extended educational experience throughout the month of June.

Students entering kindergarten are enrolled in a summer transition program that allows them to become comfortable with the school setting, the staff, and the expectations of a longer school day. Preschool teachers, in collaboration with kindergarten teachers, develop the curriculum for the transition program. Over the course of four weeks, attendees are gradually transitioned from a ‘preschool’ type of experience (e.g., less adult-directed play/work, more choice, less structure) to a ‘kindergarten’ type of experience (e.g., more adult-directed play/work, less choice, more structure).

Part Three: address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State academic standards:

PH Miller works to educate each child from the holistic perspective including meeting students basic needs so children are ready to learn each day and are able to meet rigorous State standards.

At risk populations including those economically disadvantaged and homeless, ESL, and students with disabilities are targeted for at risk program and interventions.

McKinney Vento

PH Miller provided the following services to support enrollment of Homeless Children and Youth:

1. PH Miller complies with McKinney-Vento law and adheres to the registration guidance as published by the Illinois State Board of Education.

2. The district Director for Teaching and Learning serves in the role of McKinney Vento Coordinator.

3. The social worker at PH Miller acts as homeless liaison to the district appointed McKinney-Vento Coordinator, and works directly with families to identify and remove barriers for students ensuring access to and consistency in education.

4. PH Miller staff associated with registration/enrollment and service providers who work with homeless families are trained annually in registration/enrollment procedures, confidentiality, resources and supports, and community outreach.

5. Automatic qualification for the preschool program for children ages 3-5.

To ensure timely and consistent attendance, transportation services are identified and provided in collaboration with residing district, including transportation by bus/district vehicle, taxi, and/or providing gas cards to and from the student's current housing location. The social worker keeps in direct contact with homeless families/students to determine if housing changes require changes to transportation arrangements ensuring families/students have support and to maintain consistent attendance patterns preventing a disruption to education.

PH Miller has established connections to many service providers for struggling families on the verge of homelessness, or who are identified as homeless students/families to receive housing/housing plan development, clothing, home goods, food, school supplies, access to reduced cost health care, social-emotional supports, parent education, legal support, employment support, and transportation support including: Carpenter's Homeless Prevention Program (homeless prevention), Transitional Living Community, LIGHT-House (housing), Plano's Closet (clothing), Waubonsee Community College - Comprehensive Resource Center (employment), Breaking Free (substance counseling), Caring Hands Thrift Store (home goods), Kendall County Food Pantry (food), Harvest New Beginnings (food), Kendall Cares (resources/contacts for food, financial assistance, housing, health care, legal services, social services, and substance abuse), support groups (Passages, Griefshare, Spectrum, Rainbows for all God's Children, DivorceCare, and DivorceCare for Kids) PADS (Public Action To Deliver Shelter (free shelter, food and hospitality), local churches (food and clothing), gas cards (transportation), Tri-County Counseling (affordable counseling), Nandra Family Practice (reduced cost physicals), Hesed House (housing support and plan development, legal services - Hope Legal Clinic and Prairie Legal Services, Leap Program), Kendall County Free Clinic (free medical care)and Parents as Teachers (parent education) to ensure homeless students can come to school each morning ready to learn, without barriers which result in reduced attendance in school, creating disparities in access to an education.

Homeless children are given priority to access community resources where provided.


Students who are free/reduced eligible are provided with resources, school supplies, snacks, lunch/breakfast, and access to summer enrichment programming.

  1. Provide any activity information regarding counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas.
Social EmotionalSecond Step, PBIS, Character Counts, Zones of Regulation, and the Pyramid Model are utilized as a social-emotional curriculum for students grades PK-12. A full-time social worker is provided for students PK-1.All adult faculty and staff members that work directly with students are trained in and implement the Zones of Regulation. Every classroom/learning area has a ‘calm down kit’ that includes social stories, fidgets, yoga pose cards, glitter bottles, etc. for students to use when they need a break or need to regulate their emotions.

An MTSS team meets weekly to consider the academic and social emotional needs of students who are struggling in one or more settings. Plans are developed to provide additional support based on student need and follow up takes place every 6-8 weeks (or as needed).

  1. Include any activity information regarding the preparation for and awareness of opportunities for postsecondary education and the workforce, which may include career and technical education programs and broadening secondary school students’ access to coursework to earn postsecondary credit while still in high school (such as Advanced Placement, International Baccalaureate, dual or concurrent enrollment, or early college high schools).
PH Miller incorporates opportunities to learn about postsecondary education through implementation of College Wednesdays, Collegiate Reading Corners, Spring Parent University: “How to Turn a Happy Meal into a College Education” (financial planning and savings workshop).
  1. Specify any activity information regarding the implementation of a school wide tiered model to prevent and address problem behavior, and early intervening services, coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.).
PH Miller utilizes Ages and Stages Questionnaire (ASQ-SE) and the PFA Eligibility Checklist to identify at risk students in Preschool. PH Miller identifies at risk students for preschool based on results from the ASQ-3, ASQ-SE, and Eligibility checklist.TSG is used to assess student growth and progress in preschool. Students who are not meeting widely held expectations are identified as at risk and are given additional support. Checkpoint data is collect three times throughout the year and is used to evaluate programmatic practices and areas for improvement.MAP is used to assess student growth and attainment for grades K-1 to identify at risk students with criteria for identification of at risk students for grades K-1 at or below 40th percentile in reading and/or math on MAP.

PH Miller uses the following measures for identification of literacy/reading supports:

Phonemic Awareness (AIMSweb+ (<26%), ISEL (<25%), MAP (< 31%), Phonics (AIMSweb + (<26%), ISEL, Journey's Phonics Assessments, Lexia, Phonics for Reading), Fluency (AIMSweb+ (<26%), Cold Read-Hot Read Comparison, Literacy Tool Kit), Vocabulary (AIMSweb+ (<26%), Running Records, ISEL (< 25%), Literacy Tool Kit), Sight Words (ISEL (<26%), Dolch Sight Words Assessment) Comprehension (Running Records, F & P (< 26%), ISEL (<25%)), Decoding (Lexia), Standardized Assessments (KIDS, MAP, ACCESS).

PH Miller uses the following measures for identification of math supports:

MAP: <31%ile; Aimsweb: <26%ile and PM; Dreambox

PH Miller employs direct service providers to meet the individual needs of students to meet challenging State academic standards including: 1.5 FTE Reading Specialists K-1, Instructional Aides PK-1, PK-1 teachers endorsed in ESL to support bilingual students and students in the Dual Language program, and bilingual and Dual Language Aides.

PH Miller provides individual students (1:1 or 1:6) assistance (frequency and intensity) in meeting the challenging State academic standards within the school setting using Leveled Literacy Intervention as follows for grades K-1:

Grades K-1: Intensity: individual/small group, Frequency: 25-60 minutes, daily

Format includes bootcamp for kindergarten and small group for 1st grade.

Use of trained/certified instructional aides to deliver LLI to K-1 students.

PH Miller provides individual students assistance in meeting the challenging State academic standards at home as follows:

Access to computer-based intervention supports and skills practice at home through the following programs at the elementary level: Lexia, Dreambox, EPIC, Starfall

1. PH Miller provides students with access to computer-based intervention supports and skills practice at home through the following programs at the elementary school level: Lexia, Dreambox, EPIC, Starfall

2. Teacher created materials that are sent home include sight word cards, homework packets, reading logs, leveled readers to keep at home (Reading A-Z books), flash cards, summer activity/practice calendars.

PH Miller utilizes the following educational assistance for literacy/reading:

Phonemic Awareness (Heggerty Phonemic Awareness, Zoo Phonics, Lexia, Journeys), Phonics (Guided Reading Plus, Lexia, EAK, Explode the Code, Journeys), Fluency (LLI, Dolch Sight Words, Journeys), Vocabulary (LLI, Guided Reading Plus, Journeys), Sight Words (Lexia, LLI, Dolch, Journeys) Comprehension (LLI, Guided Reading Plus, Journeys), Decoding (Lexia), NWEA literacy cards/activiites, Writing (Handwriting Without Tears), and accommodations/modifications per IEP-504.

PH Miller utilizes the following educational assistance for math:

Dreambox, Touch Math, Touch Money, NWEA math cards/activities, Math Awareness, accommodations/modifications per IEP-504

  1. Include any activity information regarding professional development and other activities for teachers, paraprofessionals, and other school personnel to improve instruction and use of data from academic assessments, and to recruit and retain effective teachers, particularly in high need subjects.
Professional LearningPH Miller School provides professional learning opportunities for staff via lunch and learns, SIP Days, Faculty Meetings, Team Meetings, Instructional/Recess Aide meetings. Learning sessions are provided by administrators, instructional coaches, staff members, and outside experts. In addition, PH Miller School staff participate in district professional learning throughout the school year. Professional learning is aligned to the district mission statement and building SMART Goals with emphasis on student achievement and growth, and support of staff in their growth and contribution to a collaborative and effective professional learning community. Specific professional development will be provided during the 2018-19 school year as follows: standards alignment, creation of quality formative and summative assessment, growth mindset, classroom management and school safety, culturally sensitive teaching, guided reading and math instruction, CHAMPS, Win-Win Discipline, ACES, cooperative learning strategies, curriculum alignment differentiation for high performing and high ability students, ALICE Training, CPI De-escalation training, PLC, MAP student profile and learning continuum to identify student needs, how to analyze running records, reading comprehension ‘strategies that work’, trauma-informed practices, Pyramid Model, ECERS-3, Creative Curriculum, Zones of Regulation. including paraprofessional learning opportunities--Jen Tate BCBA: How to Manage Student Behavior and PlayWorks Recess Implementation Training.Recruit and Retain Effective Teachers

1. PH Miller School identifies highly qualified teachers for all positions including teachers with an endorsement(s) in ESL.

2. PH Miller School hires the best available candidate for each position with efforts to recruit highly qualified, effective, and experienced candidates through participation in recruitment events.

3. Hiring practices include screening that is open to all participants and applicants. All hiring practices are free from discrimination that could limit access to any participant or applicant based on the following: gender, race, national origin, color, disability, or age. Persons with special needs would not be denied access to participate, apply or access any of the program activities.

4. Building administrators review applicants and participants to ensure that equity exists in the procedures and practices that lead to accessing program activities, employment opportunities,

participation, etc.

E) Administrators will provide Professional Development opportunities which support instructional

improvement that is culturally responsive, assists teachers in acquiring ESL endorsement through

professional coursework, and provides resources which support the retention of highly skilled and

qualified teachers.

F) PH Miller School works collaboratively with district schools. A rigorous evaluation and

professional development plan to support struggling teachers which includes access to Instructional

Coaches, mentoring, modeling, and comprehensive professional development as well as

administrative support, and collaboration through Professional Learning Communities has been


  1. Describe any activity information regarding strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs.
PH Miller, in collaboration with District leadership, has submitted requests for proposal for the Preschool for All and Preschool for All Expansion Grants for the 2018-2019 school year. In preparation for the expansion of the preschool program at PH Miller, we have established partnerships, which integrate comprehensive services into our PK-1 site including: collaboration with the Kendall County Food Pantry as a satellite distribution center of food to our students and families, with Ounce of Prevention to train two staff members for the Parents as Teachers program, and birth to 3 programming and support. A. Parents as Teachers will promote and support the integration of optimal early development, and engage parents and caregivers in the learning process and health of young children. B. Through community partnerships, the district will advance the delivery of high quality services to families through a comprehensive system of supports and innovative solutions.

C. Under the current Preschool For All Grant, three classrooms for Kindergarten Transition/Readiness are included in our summer enrichment program allowing our incoming Kindergarten students to spend four weeks on campus.

D. In Spring of 2018, Preschool for All students entering kindergarten in the fall of 2018, visited the classrooms of the teachers they will have for the 2018-2019 school year.

E. Local preschool campus are visited annually to promote the kindergarten registration.

F. Transitional supports for families of kindergarten students are provided and include introductions to office staff, the school nurse, parent organizations. Families also learn about the expectations for attendance, parent participation, and academic involvement. Incoming kindergarten parents attend an information night in Spring and an orientation in August of each year to gradually transition them and their children to kindergarten expectations, practices, and programs.

P.H. Miller Elementary School

Transition from Preschool to Kindergarten

Timeline and Activitie


  • Preschool and kindergarten teachers meet to discuss expectations for children going into kindergarten.

o What do kindergarten teachers expect?

o What are preschool teachers working on?

o What instructional strategies are used in Preschool and in Kindergarten? Compare and contrast

o Compare expectations and create a common lists of academic expectations aligned to both the IELDS and CCSS for kindergarten.

  • Preschool and kindergarten teachers discuss the Pyramid Model and early childhood learning.


  • P.H. Miller Elementary School sends information to families with children who are eligible for kindergarten in the next school year about kindergarten registration including: Current students in our preschool program

o Students in other preschool programs that typically send students to P.H. Miller for kindergarten

o Students on the waiting list for our program

o Students who have been screened but are not on the waiting list.


  • Kindergarten Registration is held at P.H. Miller Elementary School.

o Information provided to parents about programs at PHM—Dual Language, Summer Transition

o Community Resources are shared and some are on site—Public Library, Kendall County Health Department, Nandra Family Practice

  • Appointments are made for Kindergarten Assessment (to take place in August)
  • Preschool and Kindergarten teachers attend the Early Childhood Conference sponsored by Illinois ASCD
  • Information about the Summer Kindergarten Transition program is shared and parents can sign up for this FREE program
  • Preschool teachers encourage families to sign up for the summer program.
  • Play school during dramatic play and in centers in the preschool classrooms.
  • Pink/blue sheets and brief portfolios for each child entering kindergarten from our preschool program are shared with the kindergarten teacher who will receive the student the next year.
  • Parent Information Night


  • Preschool students who attend P.H. Miller Elementary School visit their kindergarten classroom and meet their teacher.
  • Kindergarten Parent Orientation and Family Event

o Presentation to parents about the transition to kindergarten

o Incoming students play together; free childcare provided

o Parent/child activity

  • Summer Program Orientation


  • Summer Kindergarten Transition Program (4 weeks, 4 hours/day)
  • Parent Workshops in Literacy, Math, and SEL
  • End of session parent event

o Share accomplishments of students in program

o Tour the school building

o Discuss ways to continue preparing for kindergarten during the month of July


  • Kindergarten Assessment takes place on site with kindergarten teachers
  • Free/low-cost school physical and immunization clinic is provided in District at Plano High School
  • Kindergarten Orientation takes place one week prior to the start of the school year
  • Coffee & Kleenex Event for families of kindergarten students on 1st day of school

o Meet the PHM principal, office staff, learn about expectations for attendance, participation, support, etc.

o Meet the PATT Executive Board and learn how to get involved

o Meet the Family Liaison and learn about family involvement and family event.

Kindergarten Transition Team includes:

Principal, Family Support Worker, PK Instructional Coach, PATT members, members of the Plano Area Alliance Supporting Student Success, kindergarten teachers, preschool teachers, and the P.H. MIller Parent Advisory Committee.

THE SCHOOLWIDE PLAN (section 1114)

Any eligible school that desires to operate a schoolwide program shall develop a comprehensive plan (or amend a plan for such a program that was in existence on the day before the date of the enactment of the Every Student Succeeds Act)


      1. Schoolwide programs may consolidate and use these funds with other Federal, State and local funds to upgrade an entire educational program that serves an eligible school attendance area that is not less than 40 percent of the children are from low-income families, or not less than 40 percent of the children enrolled in the school are from such families.
    1. If a schoolwide program will best serve the needs of the students at the eligible school attendance area (which less than 40 percent of the children are from low-income families, or a school for which less than 40 percent of the children enrolled in the school are from such families) by improving academic achievement and other factors, then that school may receive a waiver from the State educational agency.
    1. GENERAL
      1. Participation in a schoolwide program means a school does not have to identify any children or individuals as eligible or as receiving services provided as supplementary.
      1. A school participating in a schoolwide program can only use these funds to supplement where non-Federal sources may not be available, which includes funds needed to provide services that are required by law for children with disabilities and English learners; in accordance with the method of determination described in section 1118(b)(2).
      1. EXEMPTION
        1. Please note that the Secretary may exempt schoolwide programs from statutory or regulatory provisions of any other noncompetitive formula grant program administered by the Secretary (other than formula or discretionary grant programs under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.), except as provided in section 613(a)(2)(D) of such Act (20 U.S.C. 1413(a)(2)(D))), or any discretionary grant program administered by the Secretary, to support schoolwide programs if the intent and purposes of such other programs are met.
        1. A school that chooses to use funds from such other programs shall not be relieved of the requirements relating to health, safety, civil rights, student and parental participation and involvement, services to private school children, comparability of services, maintenance of effort, uses of Federal funds to supplement, not supplant non-Federal funds (in accordance with the method of determination described in section 1118(b)(2)), or the distribution of funds to State educational agencies or local educational agencies that apply to the receipt of funds from such programs.
      3. RECORDS
        1. Schoolwide schools must maintain records that demonstrate the use of funds from all Federal programs. These records must address the intent and purposes of each of the Federal programs that were consolidated to support the schoolwide program. Separate fiscal accounting records or the identification of specific activities is not required.


The comprehensive plan shall be:

  1. Developed during a one-year period, unless:
  • the local educational agency determines, in consultation with the school, that less time is needed to develop and implement the schoolwide program; or
  • the school is operating a schoolwide program on the day before the date of the enactment of the Every Student Succeeds Act, in which case such school may continue to operate such program, but shall develop amendments to its existing plan during the first year of assistance after that date to reflect the provisions of this section.
  1. Developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, other school leaders, paraprofessionals present in the school, administrators (including administrators of programs described in other parts of this title), the local educational agency, to the extent feasible, tribes and tribal organizations present in the community, and, if appropriate, specialized instructional support personnel, technical assistance providers, school staff, if the plan relates to a secondary school, students, and other individuals determined by the school;
  2. In effect for the duration of the school’s participation under this part and reviewed and revised, as necessary, by the school.
  3. Available to the local education agency, parents, and the public, and the information contained in such plan shall be in an understandable format.
  4. If appropriate, developed in coordination and integration with other Federal, State, and local services, resources, and programs, such as programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start programs, adult education programs, career and technical education programs, and schools implementing comprehensive support and improvement activities or targeted support and improvement activities under section 1111(d).
  5. Based on a comprehensive needs assessment of the entire school that takes into account information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging State academic standards and any other factors as determined by the local educational agency.


A school that operates a schoolwide program under this section may use funds available under this part to establish or enhance preschool programs for children who are under 6 years of age.


The services of a schoolwide program under this section may be delivered by nonprofit or for-profit external providers with expertise in using evidence-based or other effective strategies to improve student achievement.


    1. A secondary school operating a schoolwide program under this section may use funds received under this part to operate dual or concurrent enrollment programs that address the needs of low-achieving secondary school students and those at risk of not meeting the challenging State academic standards.
    1. A school using funds received under this part for a dual or concurrent enrollment program described in paragraph (1) may use such funds for any of the costs associated with such program, including the costs of;
      1. training for teachers, and joint professional development for teachers in collaboration with career and technical educators and educators from institutions of higher education, where appropriate, for the purpose of integrating rigorous academics in such program;
      2. tuition and fees, books, required instructional materials for such program, and innovative delivery methods; and
  • transportation to and from such program.
    1. Nothing in this subsection shall be construed to impose on any State any requirement or rule regarding dual or concurrent enrollment programs that is inconsistent with State law.