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Title I is a law improving the academic achievement of the disadvantaged. 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. Title I was put in to place in 1965. (U.S. Department of Education, n.d.)

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The Components of the TEC that Drive a CIP/CNA

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The Components of the TEC that Drive a CIP/CNA

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The largest component of the Texas Education Code that  drives the CIP/CNA is Section 11.253. This section is  titled Campus Planning and Site-Based Decision making.

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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We envision a school in which every student graduates college, career, and life ready. Every graduate will be an effective problem solver, who is positive with a strong work ethic, are creative, technologically competent, life long learners, gritty, resilient, goal oriented, calculated risk takers, and intrinsically motivated.

Together, we will inspire learning by creating interesting and meaningful experiences for every student-every minute-every day.

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From the presentation given by Tami Knight, according to the TEC Section 11.251 he team should include:

Professional Staff

⅔ classroom teachers

⅓ district & professional staff

SpEd Teacher (at least one)

Indiv. who will carry out plan

Students (if secondary)

Parents (not an employee)

Business Representative
(location & residency does not matter)

Community Members
(reside in LEA; age 18+; not a parent)

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By May 2021, 80% of the campus will show succesful learning walks on the identified campus lever.
ECHS Expected Outcome achievement will improve from 50% to 80% by May 27, 2021
Increase the amount of time students are in class by decreasing the average amount of weekly referrals.
We will increase our CTE SPED STAAR EOC passing rate in ELA from 11.6% to 26% by May 27, 2021
IFs will use GBF coaching for an average of 3 teachers per week at least 28 of 36 weeks.
By May 2021 100% of English and Science (noncoaching) design teams will use a design team protocol plan to tracking progress toward SMART goals aligned to instruction and assessments.
Increase by 10% the percentage of testers scoring a 3 or higher on AP exams and increase by 10% the number of students earning TSI exemption through College Prep Eng/MAth
ESL Students' TELPAS Composite achievement will improve from 37% to 40% by May 27, 2021
ELA & Science departments will use a common data protocol with 70% of teachers regulary using Tier 1 reteach/extension strategy identified in the ER process.
90% of all assessments show a correlation between written, taught and assessed curriculum and align to proficiency scales.
ECHS ILT will increase from 10.5 to 13  weekly average WTs by EOY. and will document weekly on the visible scoreboard.
ELA & Science departments will use a common data protocol with 70% of teachers regulary using Tier 1 reteach/extension strategy identified in the ER process.
90% of all assessments show a correlation between written, taught and assessed curriculum and align to proficiency scales.
ECHS ILT will increase from 10.5 to 13  weekly average WTs by EOY. and will document weekly on the visible scoreboard.
65% of KPI will be achieved by May 27, 2021
ECHS will improve from 82% teacher retention to 85% by EOY
In all three of the targeted continuums (1. Guaranteed and Viable Curriculum, 2. Leadership Effectiveness, Culture and Climate), campus will move from the initiation stage to the implementation stage by the end of the 20-21 school year
Implement a formal process to increase participation of staff, students, parents and the community from 50% to 70% on quarterly input surveys by May 27.
Increase our overall partner survey satisfaction rate from 91 to 96 percent by May 27.
ECHS will improve management of assesst systems and become more fiscaly responsible to better support our campus goals.
Student daily attendance will improve to 93% by 5/27/2021.

The goals stated in the ECHS campus improvement plan are SMART goals. They are specific citing percentages as goals, measureable by making that data points trackable, attainable by building on actions already taking place, realistic by increasing percentages by small amounts, and time limits given by specific end dates.

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There is not a specific parent policy section in the ECHS CIP, however, in Priority Area 3: Inclusive and Collaborative Partnerships the CIP does state that one goal is to  "Implement a formal process to increase participation of staff, students, parents and the community from 50% to 70% on quarterly input surveys by May 27. " This goal will be achieved by training all teachers on Talking Points and use it as their primary communication tool with students and parents.  Quarterly Thought Exchange to be filled out by staff, students and parents to receive input for the decision making process.

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Overall the CIP has goals that are aligned to each of the four priorities listed in the document. Priority area one focuses on teaching and learning. The goals here focus mostly on teaching and how teachers should plan for and prepare as a design team. There are a few goals for specific student populations but not the student body as a whole which is the focus of the vision and mission of the school. The remaining priorities are on maintaining and creating a workforce, collaborative partnerships and resources and operation. I believe that by looking at our CIP along with our vision and mission we can see the framework being put in to place so that we may reach our vision in the future. We are in the building the foundation for success.

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The funding section of our Campus Improvement Plan is listed as codes. When reaching out to ask what those codes stood for I was unable to receive a response in time for this assignment.

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The goal that states 80% of Learning walks will show the identified lever has been actively pushed for in professional developments and by administration. Teachers have been told the lever is Learning Targets that are aligned to curriculum, on pace with teams, and visible to students.

Another goal states the 90% of assessments will be aligned between written, taught and assessed curriculum and align to proficiency scales. There has been a major push for design teams to meet weekly and align assessments to the proficiency scales then to work backwards as a team and come up with common learning and teaching practices.

The campus improvement plan also states that teachers and staff must communicate through our Talking Points App. This has been made a requirement and all join codes for all teachers have been posted on the school website.

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The Campus Needs Assessment is what the stakeholders will use to prepare the Campus Improvement Plan. The campus needs assessment identifies the areas in which the school could improve and the Campus Improvement Plan is the document that lists the specifics of how the needs will be met with measureable goals.

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One may supplement Title I programs but you may not create your own programs that replace and provide the same services as Title I programs.

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The goal of the Effective Schools Framework (ESF) is to provide a clear vision for what districts and schools across the state do to ensure an excellent education for all Texas students (TEA, nd).  There are five levers identified to assist schools in reaching this goal :
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. 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. Positive School Culture- Positive school culture requires compelling and aligned vision, mission, goals and values, explicit behavioral expectations and management system, proactive and responsive student support services, and involved families and community.
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. 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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Levers of Effective Schools Framework Satisfied by CIP

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Levers of Effective Schools Framework Satisfied by CIP

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The CIP should strive to use the levers of the Effective Schools Framework to guide its goals. Developing the CIP is part of lever 1- Strong School Leadership and Planning. The leadership should have a well thought out CIP that supports the remaining four levers. Overall the ECHS CIP touches on all the levers however the for the current school year levers 2, 4 and 5 are more focused areas than that of lever 3- Positive school culture. While this lever is included it really only has one goal while the other levers have multiple goals.

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East Central High School (2020). ECHS 20-21CIP. [PDF file]

Tami Knight. (2020). Campus Planning What do ESSA and TEC Require? [Google Slides]

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

Texas Education Code . Section 11.253 (2009).

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