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"Title I, Part A (Title I) of the Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act (ESEA) provides financial assistance to local educational agencies (LEAs) and schools with high numbers or high percentages of children from low-income families to help ensure that all children meet challenging state academic standards." (U.S. Department of Education, 2020)

Title 1 is a program that was designed to ensure a school's diverse population receives proper, equitive, and fair education. It has evolved over time from the Elementary and Secondary Education Act (1965) to the Every Student Succeeds Act (2015).

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Sec. 11.002.  RESPONSIBILITY OF SCHOOL DISTRICTS FOR PUBLIC EDUCATION.  The school districts and charter schools created in accordance with the laws of this state have the primary responsibility for implementing the state's system of public education and ensuring student performance in accordance with this code. (Education Code, n.d.)

Sec. 11.252.  DISTRICT-LEVEL PLANNING AND DECISION-MAKING.  (a)  Each school district shall have a district improvement plan that is developed, evaluated, and revised annually, in accordance with district policy, by the superintendent with the assistance of the district-level committee established under Section 11.251. (Education Code, n.d.)

As part of the responsibility for each school district, by way of accountability, school's must follow the state's system of public education. Title 1 is a significant matter established by TEA and supported by the Texas Education Code.

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The mission of Clark Junior High School is to help students develop the necessary knowledge, skills, and work ethic to become responsible, successful citizens of our republic. (Clark Middle School, n.d.)

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There are six major steps to create a CIP/CNA.
1. A team must be established. This team should be made up of a diverse group from within the school and the community. It should include: District Leadership, Teachers, Paraprofessionals, School Staff, Parents, and Community Members.
2. A shared vision of a reformed school campus should be shared. Prior to addressing the how's of the problems, the team must recognize what they want the school to look like in the future.
3. A list of school needs must also be compiled. This includes students' needs, curriculum and instruction needs, professional development needs, how to get parents and community involved, and how well is the school functioning and improving currently.
4. Locate data that will help drive discussions on accountability and reform.
5. Evaluate that data. Look at assessments, community stats, and other data in order to understand the school's needs.
6. Create a plan to improve the school.

(Weatherford, n.d.)

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1. Excel in State & Local Assessments

Each student will achieve “Masters” or improve his or her scores on the STAAR tests

To improve curriculum and instruction

2. Increase Attendance

To increase the average daily attendance during the 2018-2019 school year to: 96% Jr. High

3. Decrease Drop-Out Rate

To meet the state standards for the Drop-Out rate of less than or equal to 1%

4. Provide a safe and Orderly School Climate, conducive to learning

Decrease Discipline referrals resulting in Suspension or Expulsion

Decrease Tobacco, Alcohol, and Drug Offenses

Decrease Incidents of Violence

5. Increase Parental and Community

Involvement

Increase the number of parent and community participants

6. Provide for Special Populations

Provide services for Special Education Students

Provide services for Bilingual / ESL Students

Provide services for Career and Technology Students

Provide services for Dyslexic Students

Provide services for At-Risk Students

Provide services for Gifted and Talented (GT) and Advanced Academic Students

Provide for Community Education

7. Provide for the growth and ever changing demographics of Princeton ISD

Provide for growth and changing demographics

(Clark Middle School, n.d.)

These goals are not SMART goals as the goal itself is written. While they are specific in most areas, they are not always measurable or timely. Some of these areas are addressed in the strategy for the goal however.

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The parental policy established in the CIP tends to be a passive approach to impacting parents. The specific goals regarding parents are as followed:

Provide Progress Reports to Parents

Provide Convenient Times for Parent Conferences

Watch Dog Program or Father Involvement Program

Create list of ways parents can be involved on campuses

Create list of parent’s skills for volunteering

Offer Father/Daughter and Mother/Son Dances

Information to Parents on Volunteer Opportunities and Events

Utilize Direct Emails to Communicate

(Clark Middle School, n.d.)

While it is fully understandable that informing parents of grades, discipline issues, and upcoming events is a significant part of parental involvement, very little is planned for parents to actually get involved.

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Clark Junior High's CIP appears to be a good analysis of available data. It impacts every area of the school's mission statement. It also impacts every potential stakeholder in the community: students, parents, and community. Because of all this, the CIP is a consistent document that supports the goals listed.

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The funding listed in the CIP does seem to support the goals listed in the CIP and the school's mission statement. A few items that point to this are the campus funds for anti-bullying training, transportation funds after school tutoring, and campus funds to help incentivize students' attendance. (Clark Middle School, n.d.)

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Our current initiatives do not fully match the CIP goals and objectives largely due to TEA's guidelines concerning the Corona epidemic. For example, the CIP calls for a tutoring bus to transport students home who participated in after-school tutoring. Because of necessary seating arrangements on the buses, this had to be canceled. There are other aspects that have been added to help with accountability of our students. One thing teachers are doing this year is making phone calls on a regular basis to the virtual students, particularly the ones who do not participate in classes for a few days. Also, based on current CDC guidelines, we have added hand sanitizing when students enter and exit classes, desk sanitizing after each class, and mandatory mask wearing. All of these help meet the overall goal of student safety.

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The Campus Needs Assessment is a way to determine what needs the campus has. It is an evaluation tool in order to develop a plan to resolve issues. The Campus Improvement Plan takes those needs and develops a plan to resolve the issue. The CIP uses the data and analysis of the CNA to create goals and objectives to best impact student growth and student learning.

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"The term “supplement, not supplant” is a provision common to many federal statutes authorizing education grant programs. There is no single SNS 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 SNS requirements, LEAs must be cognizant of how the provision is applied in each specific program." (Texas Education Agency, 2019, Supplement, Not Supplant).

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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." This is a tool for school's to utilize in order to provide the best education possible for each student. This tool is significant because it helps ensure that each student has a proper education, school leaders are leading well, and there is a fairly consistent structure for each school in the state. It helps guide the discussion on school improvement and development. There are five basic areas, or levers, involved:
Lever 1- Strong school leadership and planning. This is the idea that schools need strong, trained leaders to help guide the strategic planning process for each campus.
Lever 2- Effective, well-supported teachers. This ensures students have high-quality teachers because school leaders recruit, train, and retain the best teachers possible.
Lever 3- Positive school culture. This requires a clear and concise vision statement that allows students, as well as school employees, to have a healthy environment so everyone can thrive.
Lever 4- High-Quality Curriculum. Students will have access to TEKS-aligned instruction.
Lever 5- Effective Instruction- This ensures all students have the rigor needed in the classroom because things like routine and assessments are allowing for the best practices concerning instruction. (Texas Education Agency (TEA), n.d., The Framework)

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If the CIP were to be attached to only one lever, it would be lever 1. Planning is the primary purpose of the CIP. However, in order for the CIP to be practical and achievable, all five levers are required. Without even one of the levers, the CIP does not function the way it is intended and the accountability to fulfilling the plan would not occur.

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Clark Middle School. (n.d.). CAMPUS IMPROVEMENT PLAN 2020-2021. https://www.princetonisd.net/Page/9502

Education Code. (n.d.). Texas Education Code Section 11.252. https://statutes.capitol.texas.gov/Docs/ED/htm/ED.11.htm

Texas Education Agency (TEA). (n.d.) The Framework. A clear vision for what districts and schools across the state do to ensure an excellent education for all Texas students. https://texasesf.org/framework/

Texas Education Agency (TEA).  (2019). Supplement, Not Supplant: A Guide for Grants Administered by the Texas Education Agency.

https://tea.texas.gov/sites/default/files/SNS%20Handbook_4.0--revised%209-5-2019.pdf

U.S. Department of Education. (2020). Improving Basic Programs Operated by Local Educational Agencies (Title 1, Part A).

https://www2.ed.gov/programs/titleiparta/index.html

Weatherford, Vicki. (n.d.). What's Your Plan? Comprehensive Needs Assessment. CNA Process Resource Guidebook.pdf