Schoolwide Programs: Annual Evaluation Plan

In order to determine the success of your campus's Title I, Part A schoolwide program, you must conduct an annual evaluation. You must evaluate the strategies and activities implemented by the schoolwide campus improvement plan (CIP) to determine if they are working and achieving the desired outcomes. Your evaluation plan must include ways to determine whether the academic achievement of all students, and particularly of low-achieving students, improved; whether the goals and objectives contained in the campus improvement plan were achieved; and if the CIP is still appropriate as written.

The CNA should identify your campus's particular needs and areas of focus. The evaluation should measure how successful the campus has been in addressing those needs and focus areas.

Planning the Evaluation

In planning and developing your evaluation, you should consider two basic questions:

  1. Is your campus implementing the schoolwide program as it was intended?
  2. Did your campus improve student achievement in meeting the state’s academic standards to the desired level, particularly for those students who had been furthest from achieving the standards?

The evaluation may be conducted by your own campus staff or by people outside of your campus, such as staff from the school district, from a regional education service center, from an institution of higher education, or from any other technical assistance provider.

Regardless of whether they are conducted internally or externally, most evaluations are organized and carried out according to the following steps:

Identification of Purpose and Intended Audience

The annual evaluation must determine the percentage of your students who reach proficiency on the state’s annual assessments, and also determine the success of your campus's specific instructional strategies, the participation of stakeholders, the degree of parental involvement, and other elements. The intended audience for the evaluation is anyone with an investment in your campus, who is interested in knowing whether or not the goals of the CIP are being met.

Identification of Issues and Development of Review Questions

This step can begin while your campus is developing its CIP. In developing goals and strategies for the CIP, the planning team should also consider how to measure success. Your campus should develop key review questions that are related to each goal in the CIP, and can address the following:

  • Inputs: what resources did the schoolwide program identify and to what degree were they used?
  • Activities: did planned events, such as professional development, parental involvement activities, and schoolwide instructional units, take place as scheduled?
  • Short-term effects: what were the short-term results of implementing a particular strategy in the CIP? Did the campus provide training for the targeted number of campus staff? Did the training affect subsequent instructional decisions?
  • Longer-term effects: can we evaluate information that tracks outcomes over time? For example, a schoolwide program might begin a dropout prevention program for sixth-grade students with the goal of a reduced dropout rate when those students are in ninth grade. Each year, the evaluation should determine if the campus reaches the goal.

Identification of Data Collection Instruments

Your campus must determine how to collect the actual data that can answer each review question. You will probably need to collect both empirical and numerical data, such as tallies and test scores, and qualitative data, such as survey responses on attitudes, personal interviews, observations, and journals. Your campus may need to create new data collection instruments.

Collection of Data

Every person or group who contributes data for the evaluation should understand why your campus is conducting the evaluation, the types of data you are collecting, and how you will use the results. Your campus should consider the specific needs of subjects (such as the desire to remain anonymous or the need for an interpreter) and obtain any required clearance or permission before it solicits information. Everyone involved in the data collection should receive the same instructions and procedures to eliminate bias and ensure that results are reliable across survey groups. Your campus should gather information from as many members of a sample group as possible to ensure that the results are statistically significant.

Analysis and Interpretation of Results

Your campus should check the collected data for accuracy, then analyze and interpret the data. Your campus must be prepared to analyze results on different levels as appropriate. For example, an analysis of assessment data might reveal that students, in the aggregate, perform better in reading/language arts than they do in mathematics. A second-level analysis might seek reasons for the difference in performance and consider possible reasons such as a relationship between test scores and the times of day that reading and mathematics are taught or differences in how a campus teaches the subjects. The information that emerges from the data analysis should clearly describe the campus's progress in implementing its schoolwide program and increasing student achievement, and also indicate areas where the campus needs to do additional work or make revisions to its CIP.


Your campus should write the evaluation report clearly and concisely and make it available to all stakeholders. The report usually includes background information, the review questions, a description of evaluation procedures, an explanation of how the campus analyzed the data, findings, and a conclusion with recommendations.

The evaluation can serve several valuable purposes. It can

  • Inform internal program management and help campus leaders make informed decisions to improve the quality of their program.
  • Answer stakeholder questions and help them better understand how effectively the campus is meeting its stated goals.
  • Increase understanding of specific strategies and help the campus determine the usefulness of the activities it has undertaken to increase student achievement.
  • Promote interest in and support of a program or activity by illustrating certain strategies and how they can improve student achievement.

In addition, the evaluation report can be given to TEA monitors to demonstrate that the campus achieved the goals and objectives contained in its campus improvement plan.

Additional Guidance from TEA

Additional guidance about Title I, Part A schoolwide programs is available at the following web pages:

Schoolwide Programs
This is the home page for Title I, Part A schoolwide programs, and provides general information about choosing to implement a schoolwide program, eligibility, and basic requirements.

General Information about Schoolwide Programs
This page describes the general purpose, goals, and fundamental principles of Title I, Part A schoolwide programs.

Schoolwide Programs: Comprehensive Needs Assessment
This page provides detailed information about the required comprehensive needs assessment, including recommended steps to follow.

Schoolwide Programs: Campus Improvement Plan
This page provides detailed information about the required campus improvement plan, including the required accounting and program components.

Choosing a Consolidation Option for Schoolwide Programs
This page contains a chart showing the differences between the three ways you can consolidate funds in schoolwide programs.

Fiscal Issues Related to Operating a Schoolwide Program
This page describes various fiscal issues related to operating a schoolwide program, including adequate documentation, appropriate accounting structures, and specific fiscal requirements such as set-asides, supplement not supplant, and time and effort.

 Additional Guidance from USDE 

This page summarizes the information and requirements given by the US Department of Education. The source documents are available at the links below:

Section 1114 of the Elementary and Secondary Education Act (ESEA)

Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006 (Word, 452 KB, outside source)

Title I, Part A Fiscal Issues, Non-Regulatory Guidance, February, 2008 (Word, 995 KB, outside source)

Federal Register, July 2, 2004 (Volume 69, Number 127)

Contact Information 

For more information about Title I, Part A schoolwide programs, please contact Anita Villarreal in the Division of Federal and State Education Policy at

For more information about the TEA federal flexibility initiative, please contact Terry Reyes in the Office for Grants and Federal Fiscal Compliance at