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

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

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-Title I is a federally funded program that provides funds to  schools that have a high population of students who live in poverty ("Title I School Law," n.d.).
- The funding provided through Title I is meant to help low income schools reach educational goals ("Title I School Law," n.d.).
- Title I is a part of the Every Student Succeeds Act of 2015. Prior to 2015 (ESSA), ESSA was known as the Elementary and Secondary Education Act of 1965 (ESEA) ( "Texas Education Agency," 2018, p. 1).
-ESEA was passed under former president, Lyndon B. Johnson. It served as a way to improve the educational opportunities for disadvantaged children( "Texas Education Agency," 2018, p. 1).
- Although the original concept for ESEA still remains, the rules for education agencies and the way that the funding can be used has become more strict ("Texas Education Agency," 2018, p. 2)

# 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?

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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 tness 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, stafng 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.

Texas Education Code, Title 2 Public Education. § Sec 11.253

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Vision; "To transform lives for the benefit of society" ("Westwood High School," 2019, p. 2).

Core Values:
- Respect all in a welcoming and accepting environment.
- Uphold a learning culture built on perseverance and continuous growth.
- Value both inquiry and experience.
- Encourage innovative, creative thinking.
- Foster excellence and balance.
- Embrace professional autonomy and collaboration.
- Practice, support, and promote honesty

("Westwood High School," 2019, p. 2).

Note: Westwood does not have a mission statement; rather, a set of core values that we strive to meet.

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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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1. Schools should conduct a comprehensive needs assessment that questions whether schools are are meeting the needs of students who are failing or at-risk of failing to meet state standards ("Whats Your Plan," n.d., p. 1).

2. Schools will complete a school wide plan that outlines how the school will improve academic achievement throughout the school; additionally, the school will detail how it will improve the academic achievement of low-achieving students. The details will specify strategies that will provide assistance to students requiring academic support ("Whats Your Plan," n.d., p. 1).

3. Schools will meet annually to analyze campus data from state assessments and student performance data to ensure if the goals and objectives are effective for student learning ("Whats Your Plan," n.d., p. 1).

Key Stakeholders: ("Whats Your Plan," n.d., p. 2).
- District Leadership
- Teachers
- Paraprofessionals
- School Staff
- Parents
- Community Members
- Students (High School)

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Goal 1:

We will ensure all facilities are safe and advance learning for every student.
Performance Objective 1:
100% of campus staff and students will participate in safety drills.
Evaluation Data Source(s) 1: 100% of required drill dates and reflection logs will be reported in the ERIP system.
Performance Objective 2:
The faculty, staff, students, parents and the community perceive the school environment as safe and orderly.
Evaluation Data Source(s) 2:
85% or greater agree or strongly agree on the 2020 Climate Survey.

Goal 2:
We will promote academic excellence through learning and enrichment opportunities that engage and inspire every student.
Performance Objective 1:
The percentage of students who are successful on the first attempt of the End of Course assessment will increase in English I EOC from 88% to 91% and in Algebra I from 87% to 90% by June 2020.
Evaluation Data Source(s) 1:
91% of students taking English I EOC and 90% of students taking Algebra I will earn approaches mastery on the 2020 first administration of the End of Course State of Texas Assessments of Academic Readiness.
Performance Objective 2: Increase performance rates of Economically Disadvantaged, Special Education, and ESL students by 5% on English I, English II and Algebra I EOC exams to meet "Approaches" passing standards.
Evaluation Data Source(s) 2:
2020 STAAR EOC results.
Performance Objective 3: Increase the percentage of students who score at the "masters" standards level on English I, English II, Algebra I and Biology EOC exams by 5%.
Evaluation Data Source(s) 3: Evaluation Data Source(s) :2020 STAAR EOC results.

Goal 3:
We will implement internal and external communication systems to engage and inform, build trust, and develop partnerships with students, staff, parents, and the Community.
Performance Objective 1: Teachers, staff, students, parents and the community have formal ways to provide input and receive information regarding the optimal functioning of the school.
Evaluation Data Source(s) 1: Evaluation Data Source(s) :90% or greater agree or strongly agree on the 2020 Climate Survey.
Performance Objective 2:
The success of the whole school, as well as individuals within the school, is appropriately acknowledged and/or celebrated.
Evaluation Data Source(s) 2:
90% or greater agree or strongly agree on the 2020 Climate Survey.

Goal 4:
We will identify, develop, support, and retain a talented team of teachers, administrators, and staff who are equipped to meet the needs of every student.
Performance Objective 1:
100% of new teachers and administrators to the campus will be assigned a mentor.
Evaluation Data Source(s) 1:
By September of 2019, 100% of new teachers and administrators will be formally assigned a mentor through the Westwood High School New Teacher and New Administrator OnBoarding Program.
Performance Objective 2: Teachers have formal roles in the decision-making process regarding school initiatives.
Evaluation Data Source(s) 2: Feedback form usage, focus meeting minutes, campus leadership meeting notes.
Performance Objective 3: Professional development will be designed and delivered to enhance teachers' ability to regularly interact to address common issues regarding curriculum, assessment, instruction, and the achievement of all students.
Evaluation Data Source(s) 3:
PLC, teacher feedback forms, PLC artifact database

Goal 5:
We will prepare every student for success after high school through a variety of experiences and learning pathways.
Performance Objective 1:
The percentage of students who successfully complete Career and Technical Education Courses that can lead to an industry certification will increase from 6% to 10% by June 2020.
Evaluation Data Source(s) 1:
By June 2020 the percentage of students who complete Career and Technical Education Courses that can lead to an industry certification will increase from 6% to 10%.
Performance Objective 2:
The percentage of graduates testing as college ready in reading and math will increase from 93% to 95% by June 2020.
Evaluation Data Source(s) 2:
By June of 2020 the percentage of students earning the College Readiness distinction by State of Texas Assessments of Academic Readiness will increase from 93% to 95%.
Performance Objective 3:
The percentage of high school students completing advanced coursework will increase from 65% to 68% by June 2020.
Evaluation Data Source(s) 3:
The percentage of students completing advanced course work will increase from 65% to 68% by June 2020.
Performance Objective 4:
The percentage of graduates who are College, Career, and Military Ready will increase from 96% to 98% by June 2020.
Evaluation Data Source(s) 4:
By June of 2020 the percentage of students who are College, Career, and Military Ready by State of Texas will increase from 96% to 98%.

Goal 6:
We will develop the whole child, cultivating the social and emotional skills needed to thrive in a diverse and ever-changing world.
Performance Objective 1: Decrease the disciplinary removal rates for all student groups by 5% for ISS, 5% for OSS, and 5% for DAEP by May 2020.
Performance Objective 2: Decrease student stress and academic anxiety. Evaluation
Data Source(s) 2:
85% or greater agree or strongly agree on the 2019 Climate Survey.

("Westwood High School," 2019)

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Significant Elements of the Parent Policy Section in CIP:

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Significant Elements of the Parent Policy Section in CIP:

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Westwood High School will implement the use of ongoing "quick data" survey checks  to monitor student, parent, staff and community opinion about safety and operation of the school ("Westwood High School," 2019).

Westwood High School will use the Black Board system to communicate with families and community ("Westwood High School," 2019).

Students, parents and staff will be given the opportunity to respond to multiple surveys, meetings and focus groups regarding school
issues throughout the year ("Westwood High School," 2019).

Campus committees will specifically address acknowledging and celebrating successes of teachers, parents and students: These committees will meet twice every 6 weeks and generate positive ways of celebrating school
successes ("Westwood High School," 2019).

Students and their parents will be acknowledged for positive behavior and academic effort through the use of the campus "positive behavior" referral system ("Westwood High School," 2019).

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Do all of the components of the CIP work together and support the goals listed, and the overall vision of the campus?  

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Do all of the components of the CIP work together and support the goals listed, and the overall vision of the campus?  

# data[].attributes.body
I do feel that the components of the CIP work together and support the goals listed, and the vision of the school. One of my principal's greatest strengths is his ability to involve the community in his decisions and use data to support the goals that are implemented.

More specifically, Goal 6 states that "We will develop the whole child, cultivating the social and emotional skills needed to thrive in a diverse and ever-changing world ("Westwood High School," 2019). My campus works to meet this goal through social-emotional learning strategies, restorative practices, a behavioral interventionist, professional development, and a revamp of the RTI support team named Connect.

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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
My school is not a Title I school and does not qualify for Title I funds.

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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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My campus has recently implemented Flex time into the school day. This is an opportunity for students to attend tutorials or EOC intervention during the academic school day. This is meant to provide an opportunity for students to work on homework or meet with teachers for tutorials. The idea is that there will be decreased failure rate and an increased passing on STAAR exams.

Additionally, my school has created an intervention committee called Connect A and Connect B to support struggling students in their academics and behavior. This allows the committee to track failure rates each 6 weeks and provide students with a mentor.

# data[].attributes.headline
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?

# data[].attributes.body
The campus needs assessment allows stakeholders to make informed decisions for the campus improvement plan. More specifically, stakeholders are able to analyze data, such a student demographics and STAAR scores, to identify areas where students are struggling. Schools are able to create problem statements from the data to create a campus needs assessment Once specific needs have been identified, stakeholders work to create a campus improvement plan. The CIP aligns specific SMART goals and objectives with the problem areas defined in the CNA.

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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 supplement, not supplant 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 supplement, not supplant requirements, LEAs must be cognizant of how the provision is applied in each specific program" ("Texas Education Agency," 2018, p. 1).

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What is the Effective Schools Framework and why is it significant?

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What is the Effective Schools Framework and why is it significant?

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The Effective Schools Framework (ESF) is meant to provide a vision for schools and districts in the state can do to ensure effective education for all students in Texas. "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" (Texas Education Agency," 2019, para. 1). The ESF is significant because it provides administrators with a clear vision to ensure excellent schools for all students.

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

# data[].attributes.subject
What lever(s) would the Campus Improvement Plan satisfy in regards to the Effective Schools Framework? 

# data[].attributes.body
Lever 2 is addressed in the CIP goal #2. In order to have effective, well-supported teachers Westwood will add additional support staff in the classroom for ELLs.

Lever 3 is addressed in the CIP goal #1 by creating a positive school culture through staff training on best practices in the case of internal threats.

Levers 4 and 5 are addressed in the CIP goal #2 by creating high quality instruction and effective instruction through the feeder campuses to Westwood. Algebra I teachers will align curriculum with the 8th grade Algebra I teachers at local middle schools.

# data[].attributes.body
Texas Education Agency. (2018). Supplement, not supplant handbook [PDF File]. Retrieved from https://blackboard.angelo.edu/bbcswebdav/pid-2251931-dt-content-rid-19189053_2/courses/13073.202010/13073. 202010_ImportedContent_20191008084901/SNS%20Handbook_3.1--revised%2012-2018.pdf

Texas Education Agency. (2019). The framework. Retrieved from https://texasesf.org/framework/

Texas Education Code, Title 2 Public Education. § Sec 11.253

Title I School Law and Legal Definition. (n.d.). Retrieved from https://definitions.uslegal.com/t/title-1-school/

Westwood High School. (2019). Round rock independent school district: Westwood high school 2019-2020 campus improvement plan [pdf file]. Retrieved from file:///C:/Users/Downloads/Improvement %20Plan.pdf

Whats Your Plan (n.d.) Comprehensive needs assessment [PDF File]. Retrieved from https://blackboard.angelo.edu/bbcswebdav/pid-2251930-dt-content-rid-19189052_2/courses/13073. 202010/13073.202010_ImportedContent_ 20191008084901/CNA%20Process%20Resource%20Guidebook%281%29.pdf