# data[].attributes.headline
What is the difference between a campus needs assessment and a campus improvement plan?

# data[].attributes.subject
What is the difference between a campus needs assessment and a campus improvement plan?

# data[].attributes.body
(Element 1) SWP Comprehensive Needs Assessment (Section 1114(b)(6))
Campuses operating a school wide program must conduct a comprehensive needs assessment of the entire school
that includes:
¢ Information on the academic achievement of students in relation to the challenging State academic
standards, particularly the needs of those students who are failing, or are at-risk of failing, to meet the
challenging State academic standards and any other factors as determined locally.
(Element 2) SWP Campus Improvement Plan (CIP) (Section 1114(b))
An eligible school operating a schoolwide program may use Title I funds for any activity that supports the needs of
students in the school as identified through the comprehensive needs assessment and articulated in the schoolwide plan. The school shall develop a Campus Improvement Plan that includes:
¢ A description of the strategies that the school will be implementing to address school needs, including
a description of how the strategies will:
provide opportunities for all children to meet the challenging State academic standards*
use methods and instructional strategies that strengthen the academic program in the school,
increase the amount and quality of learning time, and help provide an enriched and accelerated
curriculum, which may include programs, activities, and courses necessary to provide a well rounded education
address the needs of all students in the school, but particularly the needs of those at risk of not
meeting the challenging State academic standards
¢ if programs are consolidated, the specific State educational agency and local educational agency
programs and other Federal programs that will be consolidated in the schoolwide program. (Weatherford, n.d.)

# data[].attributes.headline
What is title 1 and  why/when did it originate? 

# data[].attributes.subject
What is title 1 and  why/when did it originate? 

# data[].attributes.body
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. Federal funds are currently allocated through four statutory formulas that are based primarily on census poverty estimates and the cost of education in each state. (U.S. Department of Education, 2018)

The Title I program originated as the Title I of the Elementary and Secondary Act of 1965. It is now associated with Title I, Part A of the No Child Left Behind Act of 2001 (NCLB). Its primary purpose was to ensure that all children were given the opportunity to be provided with a high-quality education. (Meador, 2019)

# data[].attributes.body
References

References

(n.d.). Block House Creek Elementary School. https://bhc.leanderisd.org

Education Code. (1995, May 30). https://statutes.capitol.texas.gov/Docs/ED/htm/ED.11.htm

Knight, T. (n.d.). ASU-Title 1 Basics [PowerPoint Slides]. https://docs.google.com/presentation/d/1Wtmh7g0qROnYJAWHWiWvU_8OSlqVZIYOrUKleQ7Oh1c/edit#slide=id.ga1784462f7_1_93

Meador, D. (2019, July 3). How does the federal title I program helps students and schools? ThoughtCo. https://www.thoughtco.com/how-the-federal-title-i-program-helps-students-and-schools-3194750#:~:text=Title%20I%20provides%20federal%20funding,failing%20to%20meet%20state%20standards

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. (2019, September). Supplement, Not Supplant Handbook. https://tea.texas.gov/sites/default/files/SNS%20Handbook_4.0--revised%209-5-2019.pdf

Texas Education Agency. (n.d.). The framework. https://texasesf.org/framework/

U.S. Department of Education. (2018, November 7). Title I, part a program. https://www2.ed.gov/programs/titleiparta/index.html

Weatherford, V. (n.d.). What's Your Plan? Comprehensive Needs Assessment [PDF document ]. Region 7 Education Service Center. 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

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

# data[].attributes.headline
What components in the Texas Education Code and/or Texas Administrative Code drive a CIP/CNA?

# data[].attributes.subject
What components in the Texas Education Code and/or Texas Administrative Code drive a CIP/CNA?

# data[].attributes.body
(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.(Education Code, 1995)

# data[].attributes.headline
How do you create a CIP/CNA, and who should be a part of the decision making team?

# data[].attributes.subject
How do you create a CIP/CNA, and who should be a part of the decision making team?

# data[].attributes.body
Establishing a Schoolwide Planning Team
Identify Key Stakeholders to be Involved, Including:
o District Leadership
o Teachers
o Paraprofessionals
o School Staff
o Parents
o Community Members
o Students (High School)
(Knight, n.d.)

# data[].attributes.headline
Identification of the goals listed in your CIP.  Are they listed as SMART goals?

# data[].attributes.subject
Identification of the goals listed in your CIP.  Are they listed as SMART goals?

# data[].attributes.body
Goal 1: Maximize academic growth for each student.
Goal 2: Prepare each student for college and career success.
Goal 3: Inspire the whole child.
Goal 4. Engage every student in relevant learning.
Goal 5: Ensure a world class workforce that focuses on student achievement.
Goal 6; Communicate effectively with our community to build relationships.

No, our campus goals are not written as SMART goals.

# data[].attributes.headline
Significant elements of the parent policy section of your CIP?

# data[].attributes.subject
Significant elements of the parent policy section of your CIP?

# data[].attributes.body
Significant elements include increasing parent communication to help build stronger communities.  Increasing attendance with campus events is one way the campus is hoping to achieve this goal.

# data[].attributes.attachment_link.title
BHC Goals_Performance Objectives_Strategies 20-21 (4) (1)

# data[].attributes.headline
Does the funding included in the CIP support the goals listed in the CIP?

# data[].attributes.subject
Does the funding included in the CIP support the goals listed in the CIP?

# data[].attributes.body
When further discussing funding and our CIP with my campus administrator, she informed me the LISD does not include budgets within the CIP.  She explained that she has previously worked in districts where budgets are linked directly to ensure you can successfully implement your CIP and that your CIP is a driving force for campus allocations.  However, in LISD campus administrators are provided a budget line item excel sheet. Within the budget, items are "locked" so that money is only spent in the specific area which reaches student populations such as ESL learners, special education departments, etc.  The other line items in a budget is where the campus administrator might have some flexibility to ensure enrichment, intervention, and community activities that are important to our CIP are allocated for appropriately.

# data[].attributes.headline
What initiatives do you currently have on your campus that align to the CIP?

# data[].attributes.subject
What initiatives do you currently have on your campus that align to the CIP?

# data[].attributes.body
Initiatives currently in place at Block House Creek include, Professional Learning Communities (PLC), Seven Habits Program, and LEADS which is a rubric system such as TTESS in order to help teachers be reflective within their classroom and instruction. All are further explained within the attached document.

# data[].attributes.headline
What is the definition of the term "supplement, not supplant"?

# data[].attributes.subject
What is the definition of the term "supplement, not supplant"?

# data[].attributes.body
Definition of Supplement, Not Supplant
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)

# data[].attributes.headline
What is the effective schools framework and why is it significant? Please provide a list and a brief description of the 5 levers?

# data[].attributes.subject
What is the effective schools framework and why is it significant? Please provide a list and a brief description of the 5 levers?

# data[].attributes.body
A Clear Vision

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. The ESF supports school and district continuous improvement efforts by providing the basis for the ESF diagnostic process and the foundation for the alignment of resources and supports to the needs each school.

At the core of effective schools is effective instruction: interactions between students, teachers, and content determine learning outcomes. This instructional core is strengthened and supported by effective, well-supported teachers, high-quality curriculum, and positive school culture. Strong school leadership and careful planning encompass and ensure each of these levers.

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.
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.
Lever 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.
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.
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 (Texas Education Agency, n.d.)

# data[].attributes.headline
Add your campus vision and mission statement. 

# data[].attributes.subject
Add your campus vision and mission statement. 

# data[].attributes.body
Our Mission Statement

At Block House Creek Elementary, we believe in all students’ ability to achieve high levels of success and commit to a culture of collaboration to help guide them to their fullest potential.

Our Vision Statement

Our vision is to create a high achieving school that develops innovative problem-solvers and empathetic leaders of tomorrow. (Block House Creek Elementary School, n.d.)

# data[].attributes.headline
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?

# data[].attributes.subject
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?

# data[].attributes.body
In my opinion, I believe each of our 6 goals address ways to inspire and grow the campus as a whole. Goal 1 focuses on academic growth which is our goal for all students is that within our system they grow academically. Goal 2 is though the lens of college and career readiness which is an overall hope for all students to have the necessary skills to purse careers or college as they decide. Goal 3 narrows in on the "whole child" which LISD is very big on growing. This goal grows students in the areas of social and emotional learning, but also address extra curricular activities that foster knowledge in areas that a student feels passionate about. Goal 4 focuses on providing instruction that captures social and emotional learning, however, also grows teachers in their classroom by addressing ways to challenge students and present relevant learning for all students. Goal 5 is in place to grow teachers as future leaders with systems in place like regular PLC collaboration meetings, as well as, professional development meant to grow teachers as leaders and strong collaborators. Goal 6 discusses ways to grow our relationships with our community members and parents and increase the communication within those stakeholders.

# data[].attributes.headline
What lever(s) would the campus improvement plan satisfy in regard to the effective schools framework?

# data[].attributes.subject
What lever(s) would the campus improvement plan satisfy in regard to the effective schools framework?

# data[].attributes.body
(Knight, n.d.)