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Grape Creek High School (2020-2021), Grape Creek Independent School District: Grape Creek High School 2020-2021 Campus Improvement Plan . [PDF File]

Department of Contracts, Grants, and Financial Administration, Texas Education Agency (2018).  Supplement, not supplant handbook: A guide for grants administered by the Texas Education Agency (Version 3.1).  Retrieved from https://tea.texas.gov/sites/default/files/SNS%20Handbook_3.1--revised%2012-2018.pdf

ESSA (2015). Every Student Succeeds Act of 2015, Pub. L. No. 114-95 § 114 Stat. 1177 (2015-2016).

Region 11 (n.d.). What’s your plan: Comprehensive Needs Assessment. [PDF File].  Retrieved From https://www.esc11.net/cms/lib3/TX21000259/Centricity/Domain/489/CNA%20Process%20Resource.pdf

Texas Education Agency (n.d.). Effective Schools Framework.  Retrieved from https://texasesf.org/

Texas Education Code, Title 2 § 11.253 (2009).

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Slide 13 - Effective Schools Framework Connection to CIP

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Slide 13 - Effective Schools Framework Connection to CIP

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This CIP demonstrates and is clearly identified/aligned in analysis thinking with Lever 1 with a focus on strong leadership and planning.  The leadership as well as committee responsibilities are clearly identified and roles are clearly presented as well as transparency.  Due to good development planning, the GCHS CIP is providing very effective progressive standards and objectives from a leadership viewpoint.  Due to consistent monitoring throughout the school year, this plan is reviewed, analyzed, and modified in to determine if stated goals are being met.  It is believer in review and analyze that this CIP is exhibiting and following strong as to the five levers in being a very positive and effective schools framework.

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Slide 12 -Effective Schools Framework and the Five Levers  

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Slide 12 -Effective Schools Framework and the Five Levers  

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The overall goal for the Effective Schools Framework (ESF) is to provide clear vision insight for what districts and schools do towards ensuring excellent education for Texas students across the state (Texas Education Agency, n.d.).  Within this framework, there are five important levers which work together to help outline how a school can effectively and efficiently operate.  The five levers are:

1.     Lever 1 STRONG SCHOOL LEADERSHIP AND PLANNING - Effective campus instructional leaders with clear roles and responsibilities develop, implement, and monitor focused improvement plans that address the causes of low performance.

2.     Lever 2 EFFECTIVE, WELL-SUPPORTED TEACHERS - Campus leadership retains effective, well-supported teachers by strategically recruiting, selecting, assigning, and building the capacity of teachers so that all students have access to high-quality educators.

3.     Lever 3 POSITIVE SCHOOL CULTURE - Positive school culture requires compelling and aligned vision, mission, goals and values, explicit behavioral expectations and management systems, proactive and responsive student support services, and involved families and community.

4.     Lever 4 HIGH-QUALITY CURRICULUM - All students have access to a TEKS-aligned, guaranteed and viable curriculum, assessments, and resources to engage in learning at appropriate levels of rigor.

5.     Lever 5 EFFECTIVE INSTRUCTION - All students have rigorous learning experiences because the school ensures objective-driven daily lessons, classroom routines, and formative assessments that yield the data necessary for teachers to reflect, adjust, and deliver instruction that meets the needs of each student.

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As noted in “A Guide for Grants Administered by the Texas Education Agency” (2018), it is stated that the term supplement is a provision common to many federal statutes which authorize education grant programs.  Wording for the provision is determined by statutes in relation to each specific program as determined by LEA’s.  This is needed to ensure that these federal funds will be expended for the intended student population before any state or local funds are utilized.  There cannot be replacement and all federal funds must be spent first before any state/local funding resources can be applied.

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Slide 10 - Differences between Campus Needs Assessment and Campus Improvement Plan

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Slide 10 - Differences between Campus Needs Assessment and Campus Improvement Plan

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The overall CNA process involves the identification and engagement of all district stakeholders with a common interest for the success of the district and its students.  Stakeholders within the district all have a vested interest for the success of student performance which can also carry over to employment within the district areas.  The CIP once drafted and outlined by the campus/district site base committee is analyzed and documented to ensure that strategies and goals are set, followed, and measured over a period of time to ensure that progress is being maintained for overall school campus improvement.

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Slide 9 - Aligned Campus Initiatives to CIP

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Slide 9 - Aligned Campus Initiatives to CIP

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·       Special education students performance increasing on state assessments

·       More career exploration opportunities within vocational career areas for students

·       Student achievement strengths observed/monitored through interim tests/data performance

·       The gap between At Risk/SPED students observed

·       School data demographics are analyzed and researched

·       All CIP guidelines outlined directly with SMART Goal objectives and strategies

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It is not presently observed as to funding listed on CIP, but it is apparent that the district through transparency lists funding on the district website.  Grants have been obtained by the school district as well as Title I federal funds for identified needs areas per the CNA.  All the listed/supported strategies as outlined within the CIP target needs areas as stated per the SMART goals of where funding is to be directed.  The campus budget information is collected and retained through district office.

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Slide 7 - CIP Holistic Cohesion and Campus Vision

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Slide 7 - CIP Holistic Cohesion and Campus Vision

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The school campus SMART goals and objectives as outlined and aligned in the CIP do work together cohesively in meeting the district overall vision statement as shown and listed here.  The stated SMART goals and objectives center in all areas of student achievement and performance.  There is emphasis in staff cooperation with all stakeholders involved as well as full parent/community involvement and feedback.  There does not appear to be anything missing and it is seen that the site base committee in review did a good overall analysis in providing goal objective areas for student overall performance, community involvement, and school safety.

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Slide 6 - Elements of Parent Policy Section of the CIP

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Slide 6 - Elements of Parent Policy Section of the CIP

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There is not a specific section in the GCHS CIP that addresses this, but SMART Goal 4 states that GCHS will involve families and the community in the educational process and that GCHS will host student/parent high school orientation presentations towards discussing state testing requirements, credits/transcripts, and other pertinent information to high school transition.  Also parent involvement is highly encouraged.

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Slide 5 - Identification in CIP as listed SMART goals

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Slide 5 - Identification in CIP as listed SMART goals

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Goal 1: All Grape Creek High School Students will attain maximum student achievement through relevant and rigorous instructional programs.

Performance Objective 1: Grape Creek High School will continue to achieve a TEA Accountability Standard of MET STANDARD based on performance of the 5 End of Course Assessments.

Performance Objective 2: (Student Performance) Students receiving special education services will increase performance on state assessments.

Performance Objective 3:  Grape Creek H.S. will increase opportunities in CTE and provide employment related certifications.

Goal 2: Grape Creek High School will provide a safe, risk-free educational environment conducive to learning.

Performance Objective 1:  Provide parents/students with District Code of Conduct and Campus Disciplinary Plans and implement consistently and fairly with all students.

Performance Objective 2:  Continue to maintain relationships with the Tom Green County Sheriff’s Office and encourage daily walkthroughs of campus and take advantage of the department’s training sessions, and use deputies for security when appropriate.

Performance Objective 3:  Collaborate with school counselor, SHAC, and student clubs to provide character education programs.

Performance Objective 4:  GCHS will strive to maintain a drug-free campus environment.

Performance Objective 5:  GCHS will strive to meet goals and objectives for the Coordinated Health Program develops by the SHAC (Student Health & Advisory Committee) and those guidelines outlined in Board Policy FFA Local.

Goal 3:  Improve attendance rate ½ % each year over 3-year period through 2019-2020 school year.

Performance Objective 1:  Attain attendance goals of 95% for the 2020-2021 school year.

Goal 4:  GCHS will involve families AND THE community in the educational process.

Performance Objective 1:  To provide a smooth transition from middle school to high school, provide both students and parents information to assist middle school students/parents with the transition to the high school campus.

Performance Objective 2:  Provide post-secondary admission and financial training (FAFSA) to families and students.

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Slide 4 - Creating a CIP/CNA, and the Decision Making Team

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Slide 4 - Creating a CIP/CNA, and the Decision Making Team

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The first step involves identifying key stakeholders who should be involved and a part of the district Comprehensive Needs Assessment Process.  It is maintained and important due to Texas Education Code that these key positions have certain people from the district in attendance and documented within this review process.  These positions will include district leadership, teachers, paraprofessionals, school staff, parents, community members, and possibly students (high school) (Region 11, n.d.).  This team will review and incorporate a vision/mission district statement, establish SMART goals with focus data areas for demographics, student achievement, school culture, staff quality/recruitment/retention, curriculum instruction/assessment, family/community involvement, school organization, and technology resources.

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Slide 3 - Campus Vision and Mission Statement

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Slide 3 - Campus Vision and Mission Statement

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The Grape Creek Independent School District’s mission statement listed on the CIP is to ensure that its smaller learning communities provide every student with a district performance advantage as well as citizenship value that is critical to success in the information economy of the future.  This vision statement is not shown on the CIP, but is listed on the Grape Creek ISD website as “effectively meeting the needs of diverse learners, one student at a time”.

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Slide 2 - Components in the Texas Education Code and/or Texas Administrative Code that drive a CIP/CNA

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Slide 2 - Components in the Texas Education Code and/or Texas Administrative Code that drive a CIP/CNA

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The section of the Texas Education Code which outlines the main legislative component section of the CIP/CAN process is Sec. 11.253 (a) – (h) which is also called the campus planning and site-based decision-making process.  This is included in Subchapter F. – District-Level and Site-Based Decision Making as well under Sec. 11.251., Sec. 11.252. - Planning and Decision-Making Process. (Texas Education Code, 2009).

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.

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Slide 1 - When and why did Title I originate?

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Slide 1 - When and why did Title I originate?

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Title I originated in 1965 as the first section of the Elementary and Secondary Education Act/ESEA of 1965 (20 U.S.C. 6301 et seq.) which was signed into legislation by President Lyndon B. Johnson.  The sole public purpose for ESEA was to ensure that federal financial aid is supplementally spent on top of any state and local fund for which public school children are entitled to.  This was a form of supplemental funding for what are called local educational agencies (LEAs) to better help and serve low-income students.  The Title I program is now associated with Title I, Part A of the No Child Left Behind Act of 2001 (NCLB) created to ensure that all children are given equal opportunity for high-quality education.