# data[].attributes.body
Title I of the Elementary and Secondary Education Act of 1965, originated to provide federal funding, in addition to state and local funding, to elementary and secondary schools.

Through Title I, financial assistance is given to local education agencies and schools serving a high percentage of low-income students.  Schools and agencies which receive this funding are required to meet the academic standards of those schools to which aide is not eligible based on the needs of the students it serves. Effectively, closing the education gap between the economically advantaged and disadvantaged students.

U.S. Department of Education. (2004). Title I: Improving the academic achievement of the disadvantaged. Retrieved from https://www2.ed.gov/policy/elsec/leg/esea02/pg1.html

# data[].attributes.headline
Which components of the Texas Education Code and Texas Administrative Code drive the CIP/CNA?

# data[].attributes.subject
Which components of the Texas Education Code and Texas Administrative Code drive the CIP/CNA?

# data[].attributes.body
SUBCHAPTER F. DISTRICT-LEVEL AND SITE-BASED DECISION-MAKING

Sec. 11.251.  PLANNING AND DECISION-MAKING PROCESS.  (a) and (f)

(a)  The board of trustees of each independent school district shall ensure that a district improvement plan and improvement plans for each campus are developed, reviewed, and revised annually for the purpose of improving the performance of all students.  The board shall annually approve district and campus performance objectives and shall ensure that the district and campus plans:

(1)  are mutually supportive to accomplish the identified objectives;  and

(2)  at a minimum, support the state goals and objectives under Chapter 4.

(f)  The district policy must provide that all pertinent federal planning requirements are addressed through the district- and campus-level planning process.

Sec. 11.253.  CAMPUS PLANNING AND SITE-BASED DECISION-MAKING.  (a) – (e)

(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 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.

(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, staffing patterns, staff development, and school organization.  The campus-level committee must approve the portions of the campus plan addressing campus staff development needs.

Public Education, Tex. Admin. Code § 11.252-11.523 (2019).

# data[].attributes.headline
Dickinson High School Campus Vision and Mission Statements

# data[].attributes.subject
Dickinson High School Campus Vision and Mission Statements

# data[].attributes.body
Vision

Dickinson High School will foster a collaborative atmosphere that promotes personalization, expects excellence from all stakeholders, and provides unlimited opportunities for all students to achieve success in 21st century learning and career endeavors.

Mission Statement

The mission of Dickinson High School is to empower our students with the skills and knowledge to become accomplished, self-directed, and collaborative citizens who contribute excellence to our complex and ever-changing world.

Dickinson Independent School District. (2019). Dickinson High School 2019-2020 CIP. Retrieved from http://www.dickinsonisd.org/upload/page/0373/docs/New%20CIP/DHS%20CIP.pdf

# data[].attributes.body
1.       Identify stakeholders and elect a team. This should include parents, faculty, non-teaching staff, administrators, students, and community members.

2.       Analyze prior years data focusing on demographics, student achievement, school culture and climate, staff, curriculum, instruction and assessment, community involvement, technology, and school organization. Data to be analyzed should include state test, college entrance exams, attendance, safety analysis, discipline, graduation rates, community involvement, and staff retention rate.

3.       Create a vision of student success. Identify how this differs from what currently exist to determine your campus strengths and areas for improvement.

4.       Establish goals based on the campus needs that align campus vision. Goals must be measurable, realistic and have a time-limit.

Weatherford, V. (n.d.) What’s your plan? Comprehensive needs assessment. Region 7 Education Service Center.

# data[].attributes.body
Goal 1: Dickinson High School will provide effective teaching and learning that results in student mastery

for successful college and career readiness and all measured areas will meet or exceed state average

percentages in all categories (approaches, meets, masters).

Goal 2: Dickinson High School will employ, recruit, develop, and retain highly qualified staff to maximize

learning for all students and proactively engage students for success.

Goal 3: Dickinson High School will provide a safe, healthy, secure and orderly environment for students,

staff, families and community.

Goal 4: Dickinson High School systems, services, infrastructures and facilities will support and enhance

student learning.

Goal 5: Dickinson High School personnel will actively promote parent and community engagement

through communication, participation, and partnerships.

Each of the goals listed in Dickinson High Schools CIP includes multiple performance objectives, each with their own strategies, key personnel to monitor growth, expected results and impact, and time limits for review and completion.

Dickinson Independent School District. (2019). Dickinson High School 2019-2020 CIP. Retrieved from http://www.dickinsonisd.org/upload/page/0373/docs/New%20CIP/DHS%20CIP.pdf

# data[].attributes.body
Dickinson High School, and each school in the district has a separate Parent Engagement Policy. Additionally, Goal 5 of the CIP discusses the promotion of parent and community engagement.

Goal 5: Dickinson High School personnel will actively promote parent and community engagement

through communication, participation, and partnerships.

Performance Objective 1: Parent participation in informational meetings will increase by 10% over previous year.

Performance Objective 2: The DHS campus website will be regularly maintained to include weekly updates.

Performance Objective 3: Increase parent awareness of their access to student data (i.e. grades, transcripts, schedules, attendance, etc.) via Naviance and

Skyward by sharing information on these systems at both the September and January Parent University (Open House) nights.

Performance Objective 4: DHS will schedule a variety of parent and family engagement meetings monthly during the school year in order to strengthen

involvement between the home and school as evidenced by agendas and sign-in sheets.

Dickinson Independent School District. (2019). Dickinson High School Title I Parent Engagement Policy

2019-2020. Retrieved from http://www.dickinsonisd.org/upload/page/0373/docs/Parent%20Eng.%20 Policies/Parent%20Engagement%20Plan%20English%202019-2020%20DHS.pdf

Dickinson Independent School District. (2019). Dickinson High School 2019-2020 CIP. Retrieved from http://www.dickinsonisd.org/upload/page/0373/docs/New%20CIP/DHS%20CIP.pdf

# data[].attributes.headline
CIP, campus vision and campus goals ALL TOGETHER

# data[].attributes.subject
CIP, campus vision and campus goals ALL TOGETHER

# data[].attributes.body
All goals from the CIP point back to the vision statement of the campus, “foster a collaborative atmosphere,” and providing “opportunities for all students to achieve success in 21st century learning and career endeavors.

# 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
Yes, the funding listed in our CIP is directly tied to the goals it is intended to impact. For each performance objective under each goal, there are a list of strategies laid out. Each strategy details the people, time and monetary resources it will require. The monetary resources show where funding is coming from (IDEA, Local Funding, 211 – Title IA, 199-SCE, No-Funding required, etc.).

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

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

# data[].attributes.body
Goal 1: Dickinson High School will provide effective teaching and learning that results in student mastery

for successful college and career readiness and all measured areas will meet or exceed state average

percentages in all categories (approaches, meets, masters).

-Remediation for all students that failed to meet the state/federal standards on any of the 2019 STAAR EOC assessments.

-AVID Program, AP, Pre-AP, SAT Prep courses, Duel-Credit

-Drop Everything ad Read – 20 minutes each day ALL students and staff.

- Provide "just in time," focused Tier II intervention for students who failed to master the state standards (TEKS) following Tier I instruction.

- Effective Co-Teach model utilizing a certified regular education teacher and a certified special education teacher who are assigned to the regular education classroom.

-Embedded tutorial in each day (SMART Lunch) in which students are drafted by core teachers for intervention, support, or acceleration.

-Lighted Windows/Open Doors after school tutorial program

- utilizing research-based instructional strategies learned through teacher participation in any of the following professional development activities: Abydos Writing Institute Lead4Ward Playlist Notice and Note AVID Institute Rice AP Institutes NMSI--LTF Seidlitz 7 Steps for Language Rich Classroom College Board Training Campus Book Studies Region IV Professional Learning Harris County Prof. Learning Neuhaus Training Solution Tree (RtI, PLC)

-CTE Programs

Goal 2: Dickinson High School will employ, recruit, develop, and retain highly qualified staff to maximize

learning for all students and proactively engage students for success.

- Teachers will actively participate in weekly Professional Learning Community (PLC) activities.

- Lead4Ward

- College Board AP Conferences, AVID Conference, NMSI/LTF Institutes, RICE University AP Institutes, U of H AP Institutes

-Utilize Mentorship program

-ongoing professional development provided by school district

Goal 3: Dickinson High School will provide a safe, healthy, secure and orderly environment for students,

staff, families and community.

-Restorative Practices

-Character Strong

-Safe and Civil Schools

-Emotional Poverty

-SMART ISS

-Communities in Schools

-AVID Schoolwide at 9th Grade Center

Goal 4: Dickinson High School systems, services, infrastructures and facilities will support and enhance

student learning.

-technology Integration PD for ALL faculty

-Tech Bites

-5min Tech Talk at all faculty meetings

Goal 5: Dickinson High School personnel will actively promote parent and community engagement

through communication, participation, and partnerships.

-increase education of school sponsored activities and organizations.

-Open House

-Parent University

-Remind, School Messenger, teacher webpages, text messaging

-high school monthly publication in English and Spanish.

Dickinson Independent School District. (2019). Dickinson High School 2019-2020 CIP. Retrieved from http://www.dickinsonisd.org/upload/page/0373/docs/New%20CIP/DHS%20CIP.pdf

# data[].attributes.headline
Comprehensive Needs Assessment Vs. Campus Improvement Plan

# data[].attributes.subject
Comprehensive Needs Assessment Vs. Campus Improvement Plan

# data[].attributes.body
The CNA analyzes the prior year’s data from the campus including state test, college entrance exams, attendance, safety analysis, discipline, graduation rates, community involvement, and staff retention rate. The analysis is then used to establish the needs of the campus as a whole. Once the needs of the campus have been established, the campus can develop goals and a plan to meet those needs; that is the CIP. The CIP is the result of the CNA.

# data[].attributes.body
“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, 1).

Texas Education Agency, Department of Contract, Grants, and Financial Adminsration. (2018). Supplement, not supplant handbook: A guide for contracts, grants, and financial administration. (Version 3.1). Austin: Texas Education Agency.

# data[].attributes.body
The Effective Schools Framework is a diagnostic process that supports district improvement by helping the campus identify what it needs to focus on to support continuous improvement in its students.

Lever 1: Strong School Leadership and Planning

Develop campus instruction leaders with clearly defined roles and responsibilities are better at developing, implementing and monitoring a plan.

Lever 2: Effective, Well-Supported Teachers

Leadership recruits, selects, assigns, and builds up the teacher to allow students access to highly qualified teachers.

Lever 3: Positive School Culture

Campus aligns vision, mission, and goals for behavior, student support services, and the community.

Lever 4: High-Quality Curriculum

Curriculum, assignments, and scope and sequence align to TEKS.

Lever 5: Effective Instruction

All students obtain rigorous instruction through daily lesson plans with formative assessments, classroom routines and instructional strategies, data-driven instruction, and RTIs.

Texas Education Agency. (2019). Effective Schools Framework. https://texasesf.org/

# data[].attributes.body
Each lever is addressed in the Campus Improvement Plan. Lever 1 is developing instructional leaders that develop, implement and monitor a plan.
Lever 2 addresses the development of teachers and their abilities.
Lever 3 promotes a school vision and campus culture for future success. It also address the role of parents and the community.
Lever 4 address the need to align curriculum to the TEKS and high rigor.
Lever 5 addresses closing the gap through high rigor for all students.