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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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All levers would be satisfied within a Campus Improvement Plan.

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

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

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The ESF is a framework that increases focus on campus practices, narrows focus on high leverage needs, and implements and monitors to support the framework.  The 5 levers that make up the framework are:
1. Strong School leadership and Planning- effective instructional leaders with clear roles and responsibilities to 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 - Aligned vision, mission, goals, and values, explicit behavior expectations and management systems, proactive and responsive student support services, and involved family and community.
4. High-Quality Curriculum - All students have access to a TEKS-aligned, guaranteed and viable curriculum, assessment, 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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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.

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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. 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.

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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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"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, LEA's must be cognizant of how the provisions is applied in each specific program."Supplement, not Supplant Handbook, p. 1).

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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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See Powerpoint

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What initiative do you currently have on your campus that align to the CIP?

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What initiative do you currently have on your campus that align to the CIP?

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Grade level Data Walls; Student data Binders

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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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There is no funding listed within any of the goals.

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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 fo 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 fo the campus?  Is there something missing?

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The components of the CIP appear to work together, but there is no Resources (Local Funds, State, SCE, or Title) listed.

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-Encourage your child to put a high priority on education
-Ensure your child completes all homework
-Become familiar with all of your child's school activities
-Monitoring your child's academic progress

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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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Goal 1: Academic Achievement
Goal 2: Staff Quality
Goal 3: School Climate/Safe and Heathly School
Goal 4:  College & Career/Graduation/Dropout Reduction
Goal 5:  Parent/Community Engagement
Goal 6: District Commitment
These goals are SMART goals: they are Specific, Measurable, Achievable, Relevant and Time-based (without COVID-19 ;-(()

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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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The link below details who should be part of the decision making team.
https://www.esc1.net/cms/lib/TX21000366/Centricity/Domain/108/TEC-Chapter-11-SBDM.pdf

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East Elementary is committed to providing all students the opportunity to develop skills necessary to learn and achieve. It is our belief that all students can learn and achieve their goals and dreams if given the time and instructional guidance. we are committed to the development of students who are self-directed, life-long learners who will become successful members of society.

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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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Federal Programs drives CIP/CNA. "The purpose of the CIP is to align goals, objectives, strategies, and actions which will lead to high levels of performance for all students and student groups, close achievement gaps, and support systematic change. The process is directly linked to and begins with Comprehensive Needs Assessment (CNA)"

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The purpose of the Campus Improvement Plan is to align goals, objectives, strategies, and actions which will lead to high levels of performance for all students and student groups, close achievement gaps, and support systematic change. The planning process is directly linked to and begins with Comprehensive Needs Assessment (CNA).

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Federal Programs / Campus Improvement Plan

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The purpose of the Campus Improvement Plan is to align goals, objectives, strategies, and actions which will lead to high levels of performance for all students and student groups, close achievement gaps, and support systematic change. The planning process is directly linked to and begins with Comprehensive Needs Assessment (CNA).

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What is Title 1 and why/when did it originate?

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What is Title 1 and why/when did it originate?

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A law that was passed under President Lyndon B. Johnson in 1965 to insure equal educational opportunities for school children.

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Download this section (pdf)
Back to main report page
Title I of the Elementary and Secondary Education Act of 1965 requires that schools receiving funds under Title I be comparable in services to schools that do not receive Title I funds. The public policy purpose: To ensure federal financial aid is spent on top of state and local funds to which all public school children are entitled. Title I was one of five titles in the legislation, which was introduced in Congress on January 12, 1965, and was passed by Congress on April 9, 1965.

President Lyndon B. Johnson signed the legislation on April 12, 1965 in front of the old one-room school house on his ranch on the banks of the Perdernales River. The new law was considered a legislative triumph because previous attempts to provide federal aid to primary and secondary education by Congress had always floundered on the "two R's," race and religion.

The first of the two obstacles, race, had been resolved the previous year with enactment of the Civil Rights Act of 1964, Title VI of which prohibits recipients of federal financial assistance from discriminating on the basis of race, color, or national origin. All prior attempts at providing federal aid to pre-collegiate education had been stalled by the Powell Amendment attached to bills by Rep. Adam Clayton Powell II, chairman of the House Education and Labor Committee. The Powell Amendment prohibited the use of federal money to build racially segregated schools. Under Title VI school systems that operated racially segregated schools pursuant to state law were required to have acceptable desegregation plans in order to be eligible for federal funds. With the passage of the Civil Rights Act, Powell allowed ESEA to move forward to enactment.

The second impediment concerned federal funding of religious schools. Such aid to parochial schools rested on a constitutional minefield, but post-war inflation and enrollment surges affected religiously affiliated as well as public schools, especially in northern cities. The objection to aid for religious schools was removed by the creation of the so called "child benefit" theory. Under this approach, the Title I formula was designed to distribute its funds to school attendance areas having high concentrations of children from low-income families. All children residing in such a school attendance area were deemed eligible for services whether they attended the public school or the church-affiliated school in that attendance area.

Now, for the first time, there was federal aid for the nation's elementary and secondary schools. But controversies over how it was spent were soon to follow.
More on Ensuring Equal Opportunity in Public Education

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The History of Educational Comparability in Title I of the Elementary and Secondary Education Act of 1965 - Center for American Progress

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Download this section (pdf) Back to main report page Title I of the Elementary and Secondary Education Act of 1965 requires that schools receiving funds under Title I be comparable in services to schools that do not receive Title I funds.