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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.

(US 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)

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A clear vision for what districts and schools across the state do to ensure an excellent education for all Texas students.

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 of each school.

(Texas Education Agency, n.d.)

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(Knight, n.d.)

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(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)

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Creating an environment that develops people and instills quality education.

Vison Statement
To see students become leaders in all areas of life.

Value Statement
Character - "Doing the right thing even when no one is watching"

Growth - "Continually developing and improving"

Servant Leadership - "Helping people perform as highly as possible"

Empowerment - “Giving people the authority and freedom to fulfill their responsibilities”

Commitment - "Being dedicated to accomplish our mission

(Texas Leadership Charter Academy, 2020, pg. 2)

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To create the profile, the schoolwide planning team should first decide which focus areas are most essential to reform the school.

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)

(Weatherford, n.d., pg. 2-3)

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Goal 1: To continue earning STAAR/EOC test scores that are comparable or above state percentages.

Goal 2: To see increase in parent involvement across all San Angelo locations.

Goal 3: To see decrease in number of student referrals and repeat offenders.

Goal 4: To see increase in use/application of technology within classroom and within virtual learning settings.

Goal 5: To see increase in vertical alignment meetings throughout school calendar year.

Goal 6: To see an increase in CCMR performance at the secondary level, moving from 39.7% (2017-18 TAPR) to 60% for the 2020-21 school year.

Goal 7: 60% of 3rd Grade Math and 60% of Reading STARR scores will be at "Meets Grade Level" by June 2024.

No, our goals are not listed as smart goals

(Texas Leadership Charter Academy, 2020, pgs. 13-24)

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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.

CIP
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.

(Weatherford, n.d.)

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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, LEAs must be cognizant of how the provision is applied in each specific program.
(Texas Education Agency, 2019)

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A clear vision for what districts and schools across the state do to ensure an excellent education for all Texas students.                    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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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.)

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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/

Texas Leadership Chart Academy. (2020). Texas Leadership Charter Academy San Angelo 2020-2021 Campus improvement plan.
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

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Parents are looking for an alternative to the traditional public school. Often, the school attracts students who have struggled to be successful at different local schools.

Many parents list the school's promotion of "leadership" as an important decision making factor.

(Texas Leadership Charter Academy, 2020, pg. 5)

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I think our campus improvement plan does a great job addressing all the components which supports the goals and the vision of our campus.

No, there is nothing missing.

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TLCA provides the following programs and processes:

Leader in Me

Kagan Structures

Data Rooms

Response to Intervention (RTI) Students on Academic Rise (SOAR) After school tutoring

Benchmark Literacy Curriculum Accelerated Reader (AR)

Math peer tutoring at Jr. High

Staff are given resource binder at the beginning of school year

NWEA Testing across all grade levels

(Texas Leadership Charter Academy, 2020, pg.9)

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The funding is not listed in our CIP. I spoke to my campus administrator and she said that the funding portion is done through finance.