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Retrieved from:https://statuteEDUCATION CODETITLE 2. PUBLIC EDUCATIONSUBTITLE C. LOCAL ORGANIZATION AND GOVERNANCECHAPTER 11. SCHOOL DISTRICTSSUBCHAPTER A. GENERAL PROVISIONSs.capitol.texas.gov/Docs/ED/htm/ED.11.htm

U.S. Department of Education. (2004). Title I: Improving the Academic Achievement of the Disadvantaged. https://www2.ed.gov/policy/elsec/leg/esea02/pg1.html

Texas Education Agency. (2018). Supplement, Not Supplant Handbook: A Guide for Contracts, Grants, and Financial Administration. Version 3.1. https://blackboard.angelo.edu/bbcswebdav/pid-2251931-dt-contentrid19189053_2/courses/13073.202010/13073.202010_ImportedContent_20191008084901/ SN S%20Handbook_3.1--revised%2012-2018.pd

What's Your Plan? Comprehensive Needs Assessment. Retreieved from https://blackboard.angelo.edu/bbcswebdav/pid-2251930-dt-content-rid19189052_2/courses/13073.202010/13073.202010_ImportedContent_20191008084901/C NA%20Process%20Resource%20Guidebook%281%29.pdf

Texas Education Agency. (2019).ESF: The Framework. https://texasesf.org/framework/

Pipkin, Cameron (Sep 2015). How to craft an effective school improvement plan. EdSurge.

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What is the Effective Schools Framework and why is it significant?  

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What is the Effective Schools Framework and why is it significant?  

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Lever 1 Strong School Leadership and Planning:
Instructional leaders with clear roles develop and implement focused improvement plans.

Lever 2 Effective, Well-Supported Teachers:
Campus administration retains effective teachers and support them. They also strategically recruit and assign instructors based on student need so students have high quality instruction.

Lever 3 Positive School Culture:
School culture requires compelling and aligned vision, goals, mission and behavior expectations and involves all stakeholders.

Lever 4 High Quality Curriculum:
Students will have TEKS-aligned resources and engage in appropriate levels of rigor.

Lever 5 Effective Instruction:
Students have appropriate lessons that are objective ready, classroom routines and assessments that ensure accurate data to drive instruction.

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What is the definition of the term "supplement, not supplant?

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What is the definition of the term "supplement, not supplant?

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According to the Supplement, Not Supplant by the Texas Education Agency, " The term “supplement, not supplant” is a provision common to many federal statutes authorizing education grant programs. There is no single supplement, not supplant provision. Rather, the wording of the provision varies depending on the various statutes. In order to be in compliance with each program’s version of the supplement, not supplant requirements, LEAs must be cognizant of how the provision is applied in each specific program"

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What is the difference between a campus needs assessment and a campus improvement plan?

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What is the difference between a campus needs assessment and a campus improvement plan?

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The Campus Needs Assessment identifies the issues that need to be addressed. The CNA also sets priorities by addressing needs that are crucial.

The CIP is the blueprint for the need identified in the Campus Needs Assessment. The purpose of the Campus Improvement Plan is to align goals, objectives, strategies, and actions which will lead to high levels of performance for all students and student groups, close achievement gaps, and support systematic change.

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What initiatives do you currently have on your campus that align to the CIP?

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What initiatives do you currently have on your campus that align to the CIP?

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We have several initiatives that align to the CIP.

1. Monthly Coffee with the principal will help and sustain parent partnerships.

2. Productive PLC's and using performance matters to help fine turn instruction.

3.Every teacher will attend PD sessions the will help in areas of growth in their practice.

4.Several assemblies planned through out the year to celebrate the achievement of students and staff.

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Does the funding included in the CIP support the goals listed in the CIP?  

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Does the funding included in the CIP support the goals listed in the CIP?  

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There is a plan in place to distribute money to fund initiatives in the CIP. The CIP states, " Use funds create and promote innovative programs that meet the varied needs of our students at Molina in order to keep them in attendance at this campus. Continue to further brand and market Molina HS. Continue to fully implement the BTECH early college high school (school within a school) for the 2018-19 school year with at least 125 students enrolled per 9th and 10th grade. Provide ESL strategy training to teachers to assist our LEP and ESL students in meeting the highest standards of STAAR."

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Do all of the components of the CIP work together and support the goals listed, and the overall vision of the campus?  Is there something missing?

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Do all of the components of the CIP work together and support the goals listed, and the overall vision of the campus?  Is there something missing?

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Based on the CIP, I believe that the goals are in alignment with the CIP. They support the vision statement of Molina High School. The goals involve all stakeholder to realize the goals.

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There is a continued need to increase and sustain community/parent partnerships. There is a continued need to increase active PTSA membership. Increase mentor programs More parent information meetings Gain involvement by other churches Inspirational programs for families

Monthly Coffee with the Principal was well attended. An active PTSA exists with 100+ members. 100% of our parents have signed up for access to the Parent Portal. DCCCD provided ESL and GED classes to parents. Extracurricular activities are well attended by parents and the community. Parents, community, and business members are involved with SBDM committee.

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Identification of the goals listed in your CIP.  Are they listed as SMART goals? 

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Identification of the goals listed in your CIP.  Are they listed as SMART goals? 

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DALLAS INDEPENDENT SCHOOL DISTRICT BOARD GOALS

GOAL 1: All students will exhibit Satisfactory or above on performance on State assessments. Students below Satisfactory performance will demonstrate more than one year of academic growth.

GOAL 2: Dallas ISD schools will be the primary choice for families in the district.

GOAL 3: The achievement gap by race, ethnicity, and socio-economic status will be no greater than 10% on all academic measures.

GOAL 4: 95% of students will graduate. Of the graduates, 90% have the qualifying scores for community college, college, military, or industry certification.

GOAL 5: 95% of entering kindergarten students are school-ready on a multidimensional assessment.

GOAL 6: All students will participate in at least one extracurricular or co-curricular activity each year.

DALLAS INDEPENDENT SCHOOL DISTRICT STUDENT OUTCOME GOALS

GOAL 1: Student achievement on state assessments in all subjects at level II or above will increase from 66% to 75% by 2022.

GOAL 2: Student achievement on the 3rd grade state assessment in reading at level II or above will increase from 63% to 75% by 2022.

GOAL 3: Student achievement on state assessments as measured by postsecondary readiness standard in two or more subjects will increase from 22% to 35% by 2022.

THE STATE OF TEXAS PUBLIC EDUCATION GOALS

GOAL #1: The student in the public education system will demonstrate exemplary performance in the reading and writing of the English language.

GOAL #2: The students in the public education system will demonstrate exemplary performance in the understanding of mathematics. In accordance with TEC 11.251, District Performance Goals/Objectives (approved by Dallas ISD Board of Trustees, February 23, 2017) are aligned with Campus Performance Goals/Objectives.

GOAL #3: The students in the public education system will demonstrate exemplary performance in the understanding of science.

GOAL #4: The students in the public education system will demonstrate exemplary performance in the understanding of social studies.

THE STATE OF TEXAS PUBLIC EDUCATION OBJECTIVES

Objective #1: Parents will be full partners with educators in the education of their children.

Objective #2: Students will be encouraged and challenged to meet their full educational potential.

Objective #3: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma.

Objective #4: A well-balanced and appropriate curriculum will be provided to all students.

Objective #5: Qualified and highly effective personnel will be recruited, developed, and retained.

Objective #6: The state’s students will demonstrate exemplary performance in the comparison to national and international standards.

Objective #7: School campuses will maintain a safe and disciplined environment conducive to student learning.

Objective #8: Educators will keep abreast of the development of creative and innovative techniques as appropriate to improve student learning.

Objective #9: Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development, and administration.

Goals are listed as SMART goals. (See CIP)

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How do you create a CIP/CNA, and who should be a part of the decision making team?

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How do you create a CIP/CNA, and who should be a part of the decision making team?

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Steps in the Comprehensive Needs Assessment Process:

1. Establish a School-wide Planning Team

2. Vision for Reform

3. Create School Profile

4. Identify Data Sources

5. Analyze Data

Key Stakeholders
o District Leadership
o Teachers
o Paraprofessionals
o School Staff
o Parents
o Community Members
o Students (High School)

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According to the United States Department of Education, "The purpose of this title is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments" (US Department of Education).

Title 1 originates in 1965 with ESEA, Elementary and Secondary Education Act. Through ESEA, the federal government attempted to organize a formula in which states could receive federal grant money, to schools with high poverty rates and educationally disadvantage children.

U.S. Department of Education. (2004). Title I: Improving the Academi Achievement of the Disadvantaged. https://www2.ed.gov/policy/elsec/leg/esea02/pg1.hml

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What components in the Texas Education Code and/or Texas Administrative Code drive a CIP/CNA?

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What components in the Texas Education Code and/or Texas Administrative Code drive a CIP/CNA?

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Sec. 11.253. CAMPUS PLANNING AND SITE-BASED DECISION-MAKING.

(a) Each school district shall maintain current policies and procedures to ensure that effective planning and site-based decision-making occur at each campus to direct and support the improvement of student performance for all students.

(b) Each district's policy and procedures shall establish campus-level planning and decision-making committees as provided for through the procedures provided by Sections 11.251(b)-(e).

(c) Each school year, the principal of each school campus, with the assistance of the campus-level committee, shall develop, review, and revise the campus improvement plan for the purpose of improving student performance for all student populations, including students in special education programs under Subchapter A, Chapter 29, with respect to the achievement indicators adopted under Section 39.053(c) and any other appropriate performance measures for special needs populations.

(d) Each campus improvement plan must:

(1) assess the academic achievement for each student in the school using the achievement indicator system as described by Section 39.053;

(2) set the campus performance objectives based on the achievement indicator system, including objectives for special needs populations, including students in special education programs under Subchapter A, Chapter 29;

(3) identify how the campus goals will be met for each student;

(4) determine the resources needed to implement the plan;

(5) identify staff needed to implement the plan;

(6) set timelines for reaching the goals;

(7) measure progress toward the performance objectives periodically to ensure that the plan is resulting in academic improvement;

(8) include goals and methods for violence prevention and intervention on campus;

(9) provide for a program to encourage parental involvement at the campus; and

(10) if the campus is an elementary, middle, or junior high school, set goals and objectives for the coordinated health program at the campus based on:

(A) student fitness assessment data, including any data from research-based assessments such as the school health index assessment and planning tool created by the federal Centers for Disease Control and Prevention;

(B) student academic performance data;

(C) student attendance rates;

(D) the percentage of students who are educationally disadvantaged;

(E) the use and success of any method to ensure that students participate in moderate to vigorous physical activity as required by Section 28.002(l); and

(F) any other indicator recommended by the local school health advisory council.

(e) In accordance with the administrative procedures established under Section 11.251(b), the campus-level committee shall be involved in decisions in the areas of planning, budgeting, curriculum, staffing patterns, staff development, and school organization. The campus-level committee must approve the portions of the campus plan addressing campus staff development needs.

(f) This section does not create a new cause of action or require collective bargaining.

(g) Each campus-level committee shall hold at least one public meeting per year. The required meeting shall be held after receipt of the annual campus rating from the agency to discuss the performance of the campus and the campus performance objectives. District policy and campus procedures must be established to ensure that systematic communications measures are in place to periodically obtain broad-based community, parent, and staff input, and to provide information to those persons regarding the recommendations of the campus-level committees.

(h) A principal shall regularly consult the campus-level committee in the planning, operation, supervision, and evaluation of the campus educational program.

Added by Acts 1995, 74th Leg., ch. 260, Sec. 1, eff. May 30, 1995. Amended by Acts 1999, 76th Leg., ch. 510, Sec. 1, eff. Sept. 1, 1999; Acts 1999, 76th Leg., ch. 1202, Sec. 3, eff. June 18, 1999; Acts 1999, 76th Leg., ch. 1365, Sec. 1, eff. June 19, 1999; Acts 2001, 77th Leg., ch. 1420, Sec. 4.003, eff. Sept. 1, 2001. Amended by: Acts 2009, 81st Leg., R.S., Ch. 500 (S.B. 892), Sec. 1, eff. June 19, 2009. Acts 2009, 81st Leg., R.S., Ch. 895 (H.B. 3), Sec. 11, eff. June 19, 2009. Acts 2015, 84th Leg., R.S., Ch. 1094 (H.B. 2804), Sec. 10, eff. June 19, 2015. Acts 2017, 85th Leg., R.S., Ch. 807 (H.B. 22), Sec. 2, eff. June 15, 2017.

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Mission:
Molina High School will prepare students to be independent, productive citizens who are self-motivated, biliterate, critical thinkers able to be successful in an ever-changing global society.
Vision:
Molina High School students will graduate with 21st century skills prepared to enter a 4 year university or the workforce and be globally competitive, valuable members of the community who are ready to take on real world challenges and positively impact society.