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

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

# data[].attributes.headline
Lever 1: Strong School Leadership & Planning

# data[].attributes.subject
Lever 1: Strong School Leadership & Planning

# data[].attributes.body
The planning, development and execution of a Campus Improvement Plan aligns with Lever 1 of the Effective Schools Framework. Lever 1 outlines the importance of leadership and planning in effective schools by effective leadership. The use of these plans to guide instruction, culture and program development within a school is essential to student success. The Campus Improvement Plan is the foundation upon which a school's success under Lever 1 is built.

# data[].attributes.headline
What is the definition of the term "supplement, not supplant"?

# data[].attributes.subject
What is the definition of the term "supplement, not supplant"?

# data[].attributes.headline
What is the Effective Schools Framework and why is it significant? Please provide a list and brief definition of the five levers

# data[].attributes.subject
What is the Effective Schools Framework and why is it significant? Please provide a list and brief definition of the five levers

# data[].attributes.headline
Lever 1: Strong School Leadership & Planning

# data[].attributes.subject
Lever 1: Strong School Leadership & Planning

# data[].attributes.body
Effective campus instructional leaders with clear roles and responsibilities develop, implement, and monitor focused improvement plans that address the causes of low performance (TEA, 2020).

# data[].attributes.headline
Lever 2: Effective, Well-Supported Teachers

# data[].attributes.subject
Lever 2: Effective, Well-Supported Teachers

# data[].attributes.body
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 (TEA, 2020).

# data[].attributes.body
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 (TEA, 2020).

# data[].attributes.body
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 (TEA, 2020).

# data[].attributes.body
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 (TEA, 2020),

# data[].attributes.headline
How do you create a CIP/CNA, and who should be a part of the decision making team?

# data[].attributes.subject
How do you create a CIP/CNA, and who should be a part of the decision making team?

# data[].attributes.body
1) Form Planning Team
2) Conduct thorough Campus Needs Assessment
3) Develop and Revise Improvement Plan
4) Link Plan to Federal, State and Local Funding
5) Implement Plan
6) Evaluate Plan and Link to CNA

(Region 15 ESC, 2020)

# data[].attributes.body
- 2/3 Classroom Teachers
- 1/3 District and Professional Staff
- At least 1 Special Education Teacher
- Any Individual Responsible for Carrying Out Plan
- Students
- Non-Employee Parents
- Business Representative
- Non-Parent Community Members

# 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?

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

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

# data[].attributes.body
Supplement: To enhance, expand, increase or extend the programs and services offered with state and local funds.
Supplant: Supersede and replace

The Title I Guidelines for "Supplement, Not Supplant" outilnes the methods that must be followed to ensure that Title I funds are used to add to the educatioanl experience provided by state and local funds not replace those programs (TEA, 2020).

# data[].attributes.headline
Significant elements of the parent policy section of your CIP. 

# data[].attributes.subject
Significant elements of the parent policy section of your CIP. 

# data[].attributes.headline
Identification of the goals listed in your CIP.  Are they listed as SMART goals?

# data[].attributes.subject
Identification of the goals listed in your CIP.  Are they listed as SMART goals?

# data[].attributes.headline
Add your campus vision and mission statement

# data[].attributes.subject
Add your campus vision and mission statement

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

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

# data[].attributes.body
All of the outlined strategies under Goal 5, PO 6 are clearly active on campus. The Migrant Program on Campus is extremely active and visible to our students and staff. The strategies outlined in the CIP are all being currently implemented daily on our campus (pre-COVID-19).

# data[].attributes.body
One recurring theme throughout the CIP was the understanding that incorporating the spanish language into community and parent involvement, as well as in some areas of instruction and communications with the students.

This effort is noticed and observable in several forms across campus and throughout the district as a whole.

1) District website was revamped to include all information in both English and Spanish.

2) All publications, for staff, students and parents, are all bilingual.

3) There are spanish versions of most curriculum material available to those students who need the support in their native language.

4) Staff has all been urged to access google voice and google translate to send all messages to parents in both languages.

# data[].attributes.body
The other objectives listed in the CIP are not tied to strategies or interventions that I have been able to identify as being actively implemented on campus.

# 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.headline
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?

# data[].attributes.subject
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?

# data[].attributes.body
The CIP, while thorough, does not translate to implemented strategies of intervention. I feel as though there is a disconnect between the vision statement, the mission statement, the identified needs and research-based implementable intervention strategies. The goals, while culturally relevant and important for the students, are not specific to analyzed longitudinal performance data. They are also not translated into best practices and strategies within the CIP consistently.

# data[].attributes.body
While there is no specifically designated "Parent Involvement Policy" within the CIP, the final goal listed, Goal #6, is focused on community and parent involvement:
Donna I.S.D. will collaborate with parents, community members, and staff to promote continuous success for all students through an effective planning and advisory process.

# data[].attributes.body
Performance Objective 1: CLPAC: The Campus will maintain the required members.to oversee campus decisions, plans, and improvement activities at least 4 times per year.

Performance Objective 2: Parental and Family Engagement Department: The District will increase the number of parent/community volunteers by 5% and increase the parent attendance by 10% at district meetings/events each year.

Performance Objective 3: ESL: Goal/Objective relating to informing parents of the district Bilingual/ESL model.

# data[].attributes.body
The overall goals listed in DHNS' CIP are not SMART goals. However, each goal is supported by multiple performance objectives that are S.M.A.R.T. goals with specific and measurable targets.

# data[].attributes.body
Donna I.S.D will create an inviting educational climate that enhances learning and academic
performance for all students so that they may excel in all areas of education and meet state and federal
passing standards. The Donna North HS will implement a balanced literacy program in education that will
result in more students reading on or above grade level.

# data[].attributes.body
Donna I.S.D will create an inviting educational climate that enhances learning and academic performance for all students so that they may excel in all areas of education and meet state and federal passing standards. The percentage of students who achieve meets and/or masters performance level on the STAAR exam will increase.

# data[].attributes.body
Donna I.S.D. will create an instructional environment that will enhance the learning and academic performance of all students and increase the percentage of graduates demonstrating college/career/military readiness.

# data[].attributes.body
Donna I.S.D. will continue to follow sound fiscal and managerial practices to provide a highly qualified staff, appropriate resources, technology, and well-maintained facilities to promote increased student achievement.

# data[].attributes.body
Donna I.S.D. will provide students and all stakeholders with a safe and nurturing school environment that supports academic success and provides meaningful and relevant learning experiences that inspire creativity, character development, and critical thinking inclusive of all student populations.

# data[].attributes.body
Donna I.S.D. will collaborate with parents, community members, and staff to promote continuous success for all students through an effective planning and advisory process.

# data[].attributes.body
The vision of Donna North High School is to be a bold educational institution at the forefront of educating all students to be passionate, motivated leaders who will be a powerful force for positive change in our community, state and nation.

# data[].attributes.body
The mission of Donna North High School is to provide a rigorous and supportive learning environment with meaningful and relevant learning experiences that inspire creativity, character development, and critical thinking that ensures educational excellence for all students.

# data[].attributes.headline
Translating Laws into Effective Practices

# data[].attributes.subject
Translating Laws into Effective Practices

# data[].attributes.body
Requirements for the Campus Improvement Plan (CIP) and the Campus Needs Assessment (CNA) are meticulously outlined in the federal laws and are implemented and enforced through state laws and guidelines.

The state requirements that govern the Local Education Agencies (LEAs) in Texas are the Texas Education Code (TEC) and the Texas Administration Code (TAC).

# data[].attributes.headline
Texas Education Code & District/Campus Improvement Plans

# data[].attributes.subject
Texas Education Code & District/Campus Improvement Plans

# data[].attributes.body
TEC 11.252: Each school district shall have a district improvement plan that is developed, evaluated, and revised annually, in accordance with district policy, by the superintendent with the assistance of the district-level committee established under Section 11.251.  The purpose of the district improvement plan is to guide district and campus staff in the improvement of student performance for all student groups in order to attain state standards in respect to the achievement indicators adopted under Section 39.053(c)

- Under this chapter of state law, the schools are required to include district improvement plans that contain provisions for a multitude of specific programs, subgroups, interventions and timelines.

TEC 11.253: 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.

- Under this chapter of state law, the requirements for the CIP are meticulously outlined to guide CIP development. The law also contains stringent requirements for the make-up of the committees involved in the development of the CIP.

# data[].attributes.headline
Texas Education Code & Campus Needs Assessment

# data[].attributes.subject
Texas Education Code & Campus Needs Assessment

# data[].attributes.body
TEC 11.252, the same statute that outlines the district improvement and CIP plans also encompasses the Campus Needs Assessment requirements:

The district improvement plan must include provisions for:

(1)  a comprehensive needs assessment addressing district student performance on the achievement indicators, and other appropriate measures of performance, that are disaggregated by all student groups served by the district, including categories of ethnicity, socioeconomic status, sex, and populations served by special programs, including students in special education programs under Subchapter A, Chapter 29;

# data[].attributes.body
Signed into law by President Lyndon B. Johnson on April 12, 1965

# data[].attributes.body
"To ensure federal financial aid is spent on top of state and local funds to which all public school children are entitled (McClure 2008, p.1)”

Local school districts are primarily funded by local property taxes and other inequitable funding practices, creating gaps in funding between affluent neighborhood schools and schools that serve impoverished areas.

# data[].attributes.body
* Title I of the Elementary and Secondary Education Act of 1965

* The US Department of Education describes Title I as a program that strives to help Education Agencies that serve low income students reach challenging and rigorous academic standards that are equitable to schools that do not face the same economic challenges. This is accomplished by providing funding that is targeted at specific schools and programs as identified through a series of formulas that are meant to create equality in funding (US Dept. Ed. 2015).

* Title I of the ESEA of 1965 includes amendments added with the passage of No Child Left Behind Act of 2002 and the Every Student Succeeds Act of 2015.
* Under ESSA, Local Education Agencies that are eligible for federal funds through Title I must provide a comprehensive plan that is based on a campus needs assessment. (ESSA: Sec. 1114(b)(6))
* Requirements for district and campus plans and assessments are outlined in both state and federal laws.

# data[].attributes.headline
District/Campus Improvement Plan Requirements and Texas Administrative Code

# data[].attributes.subject
District/Campus Improvement Plan Requirements and Texas Administrative Code

# data[].attributes.body
Tex. Admin. Code tit. 19, §97.1061 addresses the need for a campus improvement team when the school does not meet accountability standards.

This section of the TAC outlines the requirements that pertain to accountability-related low performance and the planning and measures that must be taken by schools that are not meeting the established thresholds. This does include language that pertains to Campus Improvement Plans and committees as well as Campus Needs Assessments.

# data[].attributes.body
https://www.donnaisd.net/cms/lib/TX50000621/Centricity/Domain/98/Donna%20North%20High%20School%202019-2020.pdf

# data[].attributes.body
Texas Education Agency. (2020) ESF: Effective schools framework. Retrieved from: https://texasesf.org/framework/prioritized-lever-1/

Region 15 ESC. (2020) Campus planning: what do ESSA & TEC require? retrieved from 1Wtmh7g0qROnYJAWHWiWvU_8OSlqVZIYOrUKleQ7Oh1c

McClure, P., Wiener, R., Roza, M., & Hill, M. (2008). Ensuring equal opportunity in public education.

US Department of Education (US Dept. Ed.). (2015). Improving basic programs operated by local educational agencies (Title I, Part A).

Texas Administrative Code (1997). Title 19 Education. Retrieved on September, 18, 2002.

# data[].attributes.body
The funding plan within the CIP, through vague in some parts and missing a few specifics, does allocate funding to each identified goal, performance objective and the associated strategies.