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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 1 of the Elementary and Secondary Education Act was passed in 1965 as a civil rights law to ensure equal educational opportunities to meet state performance standards by providing federal funding to state and local education agencies to support schools serving a high concentration of low-income students (USDE, 2017).

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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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Texas Education Code (TEC) Section 11.253 - Campus Planning and Site-Based Decision-Making

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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 Statement: Coleman High School is a place where students are provided individual opportunities to excel in classes designed for them to achieve success. CHS values GRIT, individuality, and a meaningful connection with all students.
Mission Statement: Our supportive and alternative environment will accelerate the high school program; enabling all of our students to graduate prepared and ready for college or career.

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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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According to TEC section 11.253 c and d (2017):

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 (p. 52)

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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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The campus’ goals are specific, measurable, achievable, relevant, and time-bound. While not explicitly stated in goals 2 and 3, they too are for the 2020-2021 school year.

Goal 1: The four-year graduation rate will increase from 67% for the graduating class or 2019 to 70% or higher for the class of 2020. The four year graduation rate for the class of 2021 will be 70% or higher, and the annual attendance rate will increase from 74% in 2019-2020 to 77% in 2020-2021.

Goal 2: Indicated as a need by the Effective Schools Framework Diagnostic, all CORE lesson plans will be developed using the Midland ISD instructional model through the PLC process and address Effective Schools Framework lever #5.1 and #5.3. Teachers will provide differentiated Tier 1, 2 and 3 instruction with clear learning targets and structured formative assessments aligned to the rigor of meeting grade level standard or above on STAAR/EOC tests at 44% ELA and 46% Mathematics.

Goal 3: Indicated as a need by the Effective Schools Framework Diagnostic and the Effective Schools Framework Surveys, a priority will be placed addressing Lever #1.1 Strong School Leadership and Planning. The campus will ensure the identification of struggling students through data analysis, bench-marking data, the PLC process, and Tiered Intervention. Systems will be put into place to improve staff feedback around instruction, and improvement of instruction. Information regarding Improvement of the Effective Schools Framework Lever #1.1 will be indicated through data gathered using staff surveys. Survey data will improve in the areas of School Leadership from 17% to 50% and Feedback and Coaching from 34% to 50%.

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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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The campus’ 2020-2021 Title I School-Parent Compact reads:

By signing below, we, representatives of our Title I school, have jointly developed or agree with this compact to share responsibilities for improved student academic achievement and the ways that the school and parents can build and develop a partnership to help children achieve the State’s high standards and to be successful in school.
School Responsibilities:

Provide each student with a safe learning environment

Use positive actions and words with all students, parents and staff

Maintain and foster high standards of academic achievement and positive behavior

Differentiate instruction to meet the needs of each student through the use of MISD teaching strategies.

Respectfully and accurately inform parents and students of their academic progress each grading period and throughout the six weeks

Increase student engagement to promote a positive school environment

Communicate with parents regarding areas of need

Increase all students’ learning skills for college readiness

Model policies and expectations set forth by MISD

Help students resolve conflicts in positive ways through mentoring

Parent-Teacher Conferences Held during which School-Parent Compact may be discussed:

All teachers available weekdays before or after school, or by appointment during planning periods

Reports on students’ progress available:

Three weeks progress reports sent home with students for all classes, including electives

Six weeks report cards mailed home

Parent Portal web based grade reports

Teacher communication to parents through E-mail and phone

Parent-Teacher Conferences by appointment

Annual Title I School-Parent Meeting

Access to Title I Staff Parent-Teacher Conferences:

All teachers available weekdays before or after school, or by appointment during planning periods

Parent opportunities to volunteer and participate in their child’s classroom activities:

Parents are welcome to come in any time to take part in their child’s education by signing in at the office and receiving a visitor’s pass.

Parents may volunteer with field trips, classroom activities, PTA, and extracurricular events.

Student Responsibilities:

Be on time to class so that instruction is not missed

Every student at Coleman completes every assignment every day

Use positive interaction and comments with all students, parents and staff

Work cooperatively with students and teachers to achieve high academic goals and positive behavior

Work diligently to increase all learning skills for college readiness

Respect staff, students and property

Come to school on time and prepared

Follow policies and expectations set forth by MISD in the student code of conduct

Resolve conflicts in positive, nonviolent ways through conflict resolution with counselors, teachers and administrators.

Parent Responsibilities:

Send my child to school on time each day prepared for learning

Use positive actions and words with all students, parents and staff

Maintain and foster high standards of academic achievement and positive behavior for my child

Respectfully and accurately communicate with my child’s teachers about their academic progress and social needs each grading period and throughout the six weeks

Encourage my child to develop all learning skills for college readiness

Support my child through the Coleman PTA activities and support or volunteer when possible at all Coleman High School activities

Help my child resolve conflicts in positive, nonviolent ways through conflict resolution with counselors, teachers and administrators. (CHS, 2020, pp. 1-3)

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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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While goal 3 is aligned with Lever 1 of TEA’s (2019) Effective Schools Framework, Strong School Leadership and Planning, and seeks to improve staff survey data related to feedback and coaching, the strategies listed to achieve this goal are solely data related and do not include teacher observations or feedback to improve instruction. While data is important, it is critical to provide teachers with feedback and coaching on the instructional practices that will impact student learning and performance.

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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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While credit recovery and intervention programs, such as Achieve3000, are included in the strategies to support the goals listed in the Campus Improvement Plan, the costs associated with the user licenses and support agreements are not included in the funding summary.

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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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The two primary initiatives that are being implemented on campus and align to the Campus Improvement Plan include:

1. Professional Learning Communities

2. Effective Schools Framework

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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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A campus needs assessment (CNA) enables a school and its stakeholders an opportunity to evaluate its strengths and weaknesses which the campus improvement plan then addresses with interventions and strategies to achieve its goals for improving the areas of need from 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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TEA's (2018) definition of 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" (p. 1).

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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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The campus' improvement plan focuses on Levers 1 and 5 of the Effective Schools Framework.

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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 (2019), working in conjunction with various stakeholder groups committed to the education of students in Texas, created the Effective Schools Framework (ESF) with the goal of communicating a clear vision of what educators can do to ensure all students receive a quality education. Following a national review of research-based best practices, the ESF outlined the foundational commitments and practices of high performing campuses which include:

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. (pp. 5-8)

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Coleman High School. (2020). Title I school-parent compact. Retrieved from
https://www.midlandisd.net/Page/31184
Texas Education Agency. (2019). The framework. Retrieved from
https://texasesf.org/framework/
Texas Education Agency. (2018). Supplement, not supplant handbook. Retrieved
from https://tea.texas.gov/sites/default/files/SNS%20Handbook_3.1--
revised%2012-
2018.pdf#:~:text=The%20term%20%E2%80%9Csupplement%2C%20not%20
supplant,with%20state%20or%20local%20funds.
Texas Education Code. (2017). Title 2. Public education: Subtitle C. Local
organization and governance. Retrieved from
https://statutes.capitol.texas.gov/Docs/ED/htm/ED.11.htm
U.S. Dept. of Education. (2017). Every Student Succeeds Act (ESSA). Retrieved
from https://www.ed.gov/essa?src=rn