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"The purpose of this title [which originated with the 1965 Elementary and Secondary Education Act] 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" (U.S. Department of Education, n.d.).

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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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The Texas Education Code (n.d.) provides that principals must build a Campus Improvement Plan (CIP) each year, which should be created in response to the Campus Needs Assessment (CNA). After assessing the needs, the campus-level committee must come up with a plan to address these specific needs. Throughout the year, the principal and the committee should reflect on the plan and adjust as needed (Education Code, 2017).

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Add your campus vision and mission statement. 

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Add your campus vision and mission statement. 

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Vision: To Be A Leader In Preparing Every Student To Excel in Tomorrow’s World

Mission Statement: To Provide An Education That Challenges All Of Our Students To Excel

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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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As a CIP helps make a campus a stronger and more academically involved place, it should involve a variety of stakeholders--parents, students (in secondary schools), school and district employees, and community members, to name a few. A CIP must be created after a CNA is conducted. A CIP must be a year-long commitment (ESSA). The team must consist of "district leadership, teachers, paraprofessionals, school staff, parents, community members, and--if a high school--students (Region 7, n.d.).

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From a holistic standpoint, 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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From a holistic standpoint, 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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Most of the CIP supports the listed goals and the campus vision. For example, the PBL with real-world application and increasing enrollment in CTE courses helps students prepare for the future. However, some goals do not seem to be aligned, such as the second opportunity for growth listed: "Maximizing every second of face to face time with students" (Belton, 2020, p. 2). While the indicators of success most likely support this challenge, the lack of SMART structure make the connection unclear.

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Significant elements of the parent policy section of your CIP. 

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Significant elements of the parent policy section of your CIP. 

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Parents are not frequently listed in BNTH@W's CIP. As the school is a project-based-learning school, though, the CIP provides that each class will invite parents to attend at least one presentation throughout the year.

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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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The CIP does not document any funding, though most of the goals can be completed without the need of additional funding.
1. Increase Assessment Scores - The results of the formal assessments provide the needed information, but the school may wish to use additional resources to compile and use the data. Furthermore, the school may wish to provide targeted professional development to help the administrators and instructors thoroughly use data.
2. Increase New PBL Units - Additional funds are not needed for this goal, though targeted professional development may be desired.
3. Improve Advanced Academic Courses - Additional funds are not needed for this goal, though targeted professional development may be desired.
4. Increase Enrollment in CTE Courses - Additional funds are not necessarily needed for this goal, though targeted professional development may be desired. The school may also wish to market their programs, which could incur costs.
5. Increase Student Enrollment at BNTH@W - Marketing costs apply to this goal.

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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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This year, Pre-AP classes at BNTH@W have College Board manuals; this is the first year that the Pre-AP classes have access to these resources. This transition will help increase the rigor of these courses. In the first six weeks of school--on top of three weeks of in-service--the administrators have not mentioned use of data, the expectation to create one new PBL unit a year (though this is something that the instructors at this school inherently do), and a plan to increase CTE and/or BNTH@W enrollment.

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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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Title I funding must go towards "ensur[ing] that federal grant funds are expended to benefit the intended population defined in the authorizing statute, rather being diverted to cover expenses that the LEA would have paid out of other funds in the event the federal funds were not available" (Texas Education Agency, n.d.).

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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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Belton Independent School District (2020) lists the following goals for Belton New Tech High @ Waskow (BNTH@W) for the 2020-2021 school year:
1. Increase Assessment Scores  - Utilize assessment data to show

improvement for all students (STAAR, AP, PSAT, SAT, ACT, TSI,

quarterly/semester/year grades and credits, increase in certiport

certifications, decrease in failing rate, common assessments,

interim assessments)

2. Increase New PBL Units - All teachers will create one new PBL Unit

per year showing a new project/product to ensure student

engagement through real-world application.

3. Improve Advanced Academic Courses - Increase rigor in Pre-AP

courses that will transition to AP courses resulting in a higher

number of students choosing to take AP courses and increasing

scores on AP exams.

4. Increase Enrollment in CTE Courses - recruit students to ensure

sequences remain on our campus for student choice and more

students can receive certiport certifications.

5. Increase Student Enrollment at BNTH@W - Marketing the campus

for the community and families to be informed of PBL learning to

choose our school by creating a marketing committee.

As a whole, the above goals are not SMART goals. Though all of the goals are attainable and relevant, they are not all specific, and only one is measurable and time-bound.

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What is the Effective Schools Framework and why is it significant? Please provide a list and brief definition of the five levers. 

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What is the Effective Schools Framework and why is it significant? Please provide a list and brief definition of the five levers. 

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The Texas Education Agency (n.d.) provides the Effective Schools Framework (ESF), which is a process that helps all districts perform with fidelity as they see needs in their campuses and then create and implement plans to address these needs. The ESF provides five levers, which help each school and district know what is expected of them as effective places of learning. The first, Strong School Leadership and Planning, ensures that the leaders within the district are both properly trained and placed in the position in which they can have the most impact. Next, Well-Supported Teachers ensures that all instructors are hired in an efficient manner, trained properly, and continually coached through observations. Positive School Culture provides that the school must proactively evaluate and put into practice the vision and mission statements, while creating a safe environment in school where students and their families feel free to engage. The fourth lever, High-Quality Curriculum, states that districts must provide schools TEKS-aligned curriculum and scopes and sequences. Finally, Effective Instruction ensures that educators provide rigorous and effective instructional practices, using data and interventions to help close the gap.

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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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While a CNA determines where a school currently stands in respect with students' achievements, grades, success rates, dropout rates, etc., a CIP consists of the goals the campus determines will address the needs identified in the CNA, along with the processes that will ensure that the students are able to have the best learning opportunities (Texas Education Agency, 2018).

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What lever(s) would the Campus Improvement Plan satisfy in regard to the Effective Schools Framework? 

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What lever(s) would the Campus Improvement Plan satisfy in regard to the Effective Schools Framework? 

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BNTH@W's CIP primarily satisfies three of the ESF's five levers. The goals concerning increasing Pre-AP, adding additional projects, and using data relate to the Effective Instruction lever. Positive School Culture can be seen in how the plan addresses the desire to increase AP involvement and student enrollment.

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Belton Independent School District. (2020). Belton New Tech High @ Waskow School improvement plan.
Education Code. (2017). §  11.253, https://statutes.capitol.texas.gov/Docs/ED/htm/ED.11.htm

Texas Education Agency (2018, April 10). ESSA schoolwide program requirements. https://blackboard.angelo.edu/bbcswebdav/pid-2630333-dt-content-rid-25182272_2/courses/11712.202110/11712.202110_ImportedContent_20200808074133/13073.202010_ImportedContent_20191008084901/ESSA%20Schoolwide%20Program%20Requirements%20v5%20FINAL.pdf
Texas Education Agency. (n.d.). The Framework. https://texasesf.org/framework/
U.S. Department of Education (n.d.). Title 1 - improving the academic achievement of the disadvantaged. https://www2.ed.gov/policy/elsec/leg/esea02/pg1.html
Weatherford, V. "Comprehensive needs assessment." Region 7. https://blackboard.angelo.edu/bbcswebdav/pid-2630330-dt-content-rid-25182269_2/courses/11712.202110/11712.202110_ImportedContent_20200808074133/13073.202010_ImportedContent_20191008084901/CNA%20Process%20Resource%20Guidebook%281%29.pdf