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Title I is a program that was created to provide additional funds to schools with high poverty numbers. Title I was introduced on January 12, 1965 and was passed on April 9, 1965. (McClure, 2008)

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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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ESEA Section 1114 and Chapter 11, and specifically 11.253.

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.

EDUCATION CODE,
TITLE 2. PUBLIC EDUCATION
SUBTITLE C. LOCAL ORGANIZATION AND GOVERNANCE
CHAPTER 11. SCHOOL DISTRICTS
SUBCHAPTER A. GENERAL PROVISIONS

Retrieved From: https://statuteEDUCATION CODETITLE 2. PUBLIC EDUCATIONSUBTITLE C. LOCAL ORGANIZATION AND GOVERNANCECHAPTER 11. SCHOOL DISTRICTSSUBCHAPTER A. GENERAL PROVISIONSs.capitol.texas.gov/Docs/ED/htm/ED.11.htm

Education Code. Title 2 Public Education. § Sec 11.253 (2009).

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"Armstrong Elementary staff, parents , and community work together to ensure that all students are challenged to grow academically, socially, and emotionally."

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How do you create a Campus Improvement Plan & who should be a part of the decision making team?

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How do you create a Campus Improvement Plan & who should be a part of the decision making team?

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To create a Campus Improvement Plan, a team should be formed to evaluate areas of need and academic improvement throughout the school. The team will collaborate while analyzing data, creating goals for the campus, monitor and support the plans. This team will be responsible for promoting campus wide growth and providing opportunities for staff members to engage in the process.

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Identification of the goals listed in your Campus Improvement Plan.  Are they listed as SMART goals?

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Identification of the goals listed in your Campus Improvement Plan.  Are they listed as SMART goals?

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GOAL 1: STUDENT ACHIEVEMENT AND POSTSECONDARY SUCCESS MASTER RIGOROUS ACADEMIC STANDARDS – STUDENT ACHIEVEMENT, STUDENT PROGRESS, CLOSING PERFORMANCE GAPS and SUCCESSFUL COMPLETION OF HIGH SCHOOL

ACCOUNTABILITY
DOMAIN I: STUDENT ACHIEVEMENT - Evaluates performance across all subjects for all students on both general and alternate assessments; high schools include – College, Career, and Military Readiness (CCMR) indicators, and graduation rates. DOMAIN II: SCHOOL PROGRESS - Measures district and campus outcomes in two areas:  Part A: Academic Progress –the number of students that grew at least one year academically (or are on track) as measured by Reading and Math    STAAR results. Part B: Relative Performance – the achievement of all students relative to districts or campuses with similar economically disadvantaged percentages.
DOMAIN II OBJECTIVES: Reading and Math, all students, seven racial/ethnic groups, ELL, SpEd, weighted progress
DOMAIN III: CLOSING THE GAPS - Uses disaggregated data to demonstrate differentials among racial/ethnic groups, socioeconomic backgrounds, and other factors. The indicators included in this domain align the state accountability with Every Student Succeed Act (ESSA).

Goal 2: RECRUITMENT, DEVELOPMENT, AND RETENTION OF STAFF
PERFORMANCE OBJECTIVE: To recruit, retain and develop highly qualified teachers and staff for all students.

Goal 3: PARENTS AND COMMUNITY
PERFORMANCE OBJECTIVE: To work jointly with parents and the community to maximize learning for all students through communication, collaborative partnerships and unity of purpose.

Goal 4: SAFE SCHOOLS
PERFORMANCE OBJECTIVE:
To provide a safe and orderly school environment conducive to learning for all students and staff.

Goal 5: TECHNOLOGY
PERFORMANCE OBJECTIVE:
To ensure that all students and staff utilize technology to maximize learning for all students and to enhance the educational practices of teachers.

SMART Goals
These are SMART goals because each goal and its objectives are specific to all students. Each goal is created to show student achievement improvement by the end of the school year. The reports allow them to be measurable and the skills are taught to the students to make them achievable. The timeline for these goals are set by the Texas Academic Performance Report. All of these aspects help these goals and objectives to be considered SMART goals.

Conroe Independent School District. (2019). Campus Improvement Plan.
https://www.conroeisd.net/wp-content/uploads/2019/10/Armstrong-Elementary-2019-2020-CIP.pdf

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Significant elements of the parent policy section of your Campus Improvement Plan

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Significant elements of the parent policy section of your Campus Improvement Plan

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Goal 3: PARENTS AND COMMUNITY
PERFORMANCE OBJECTIVE: To work jointly with parents and the community to maximize learning for all students through communication, collaborative partnerships and unity of purpose.
STRATEGY DESCRIPTION(S):
 Host campus events that builds their knowledge on how to support their child at home.
 Host parent meetings throughout the year that informs them of social/emotional barriers that could hinder their child’s progress academically.
 Provide communications, in a language parents can understand, regarding campus initiatives, programs, meetings, and activities through a variety of media.  Maintain a SITE based committee that includes parents, community, and teachers who analyze planning, operation, and evaluation of the campus education program.

Conroe Independent School District. (2019). Campus Improvement Plan.
https://www.conroeisd.net/wp-content/uploads/2019/10/Armstrong-Elementary-2019-2020-CIP.pdf

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Does the funding included in the Campus Improvement Plan support the goals listed in the Campus Improvement Plan?

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Does the funding included in the Campus Improvement Plan support the goals listed in the Campus Improvement Plan?

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The funding listed in the Campus Improvement Plan does support the goals listed.

In accordance with Title 1, the funds are to be used to improve instruction and teacher quality. This Campus Improvement Plan allotted the funds to be used for these tasks. The campus set aside enough funding to provide academic tutorials for 8 weeks prior to the STAAR assessment.  This funding covers buses for students as well as teachers. It also set aside funding to engage families in the school's efforts to improve student achievement.

In accordance with Title 2, the funds are to be used to improve instruction for our English Language Learners and Bilingual students.

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What initiatives do you currently have on your campus that align to the Campus Improvement Plan?

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What initiatives do you currently have on your campus that align to the Campus Improvement Plan?

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Current initiatives on my campus that align to the Campus Improvement Plan are: the title I services for low performing students, gifted and talented programs, culture heritage and fine arts appreciation, positive behavior intervention systems, increased PTO members and parent volunteers, more technology in the classrooms and hands on activities, school marshal's on each campus, and more mental health awareness pushed in classrooms.

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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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Supplement, not supplant means that under Federal Law, districts cannot replace state, local, or agency funding with federal funding. Existing funds may not be displaced by federal funds and reallocated for other expenses. (Tiernan, 2012).

Tiernan, T. (2012, June 4). Grant Writing: Thou Shalt Not Supplant. Retrieved October 17, 2020, from https://blog.ecivis.com/bid/105338/grant-writing-thou-shalt-not-supplant.

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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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While both a Campus Needs Assessment  and a Campus Improvement Plan are components of Title I and work together, a campus needs assessment is carried out in order to find areas where at risk students are struggling to meet State standards.
A campus improvement plan is a required document that breaks down the areas of need, who will implement it, and the costs. The Campus Improvement Plan  is much more detailed than a Campus Needs Assessment and gives information on how Title I funds will be used for each area.

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

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The components of the Campus Improvement Plan work together to support all listed goals for the overall campus and the mission statement.  The goal and objectives listed with the goals are accurate and cover most all aspects of educations, parental involvement, achievement, and safety within the school.

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“Effective School Framework is a framework created to identify the highest leverage school practices that can be implemented to ensure improved student outcomes” (THE FRAMEWORK, 2019). This framework is significant because it creates a systematic outline to focus on data, instructions, and campus needs. The five levers are strong school leadership, effective and well-supported teachers, positive school culture, high-quality curriculum, and effective instruction.

THE FRAMEWORK. (n.d.). Retrieved October 18, 2020, from https://texasesf.org/framework/.

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Strong school leadership and planning- school leaders implement and monitor areas of low performance.
Effective, well-supported teachers- Teacher retention is high because administrators recruit highly qualified and ambitious staff. Leaders provide support and assistance for teachers.

Positive school culture- Creating an atmosphere of acceptance and hard work. Students, staff, and parents stay involved and provide positive support and attitudes.
High-quality curriculum- TEKS are aligned to the curriculum and curriculum has been tested and proven viable and rigorous.

Effective Instruction- Daily instruction is rigorous and TEKS based. The assessments given are formative and the data is collected to identify areas of need for each student.

Texas Education Agency. (2019). ESF: The Framework. https://texasesf.org/framework/

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Campus Improvement Levers related to Campus Improvement Plan

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Campus Improvement Levers related to Campus Improvement Plan

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The levers that would satisfy the CIP would be all of them.
Strong school leadership and planning is essential in a Campus Improvement Plan because the planning and monitoring done by the leaders will help to bridge the gaps in the low performing areas.

Effective and well-supported teachers is an important lever because retaining teachers is crucial for academic achievement.  This would fall under the section of staff quality, recruitment, and retention in the CIP.

Positive school culture is important for satisfying the campus improvement plan because students and staff will be more successful when the culture is positive. This would fall under the area of school culture and climate in the CIP.

High quality curriculum is part of the CIP. It is important because a school must have rigorous curriculum to reach the high standards. Curriculum, instruction, and assessment is an area that would include this lever.

Effective instruction is necessary because the daily instruction and formative assessments must reach standards. This can help identify areas of need for struggling students. Like high-quality instruction, this lever would fall into the areas of curriculum, instruction, and assessment.

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Conroe Independent School District. (2019). Campus Improvement Plan.
https://www.conroeisd.net/wp-content/uploads/2019/10/Armstrong-Elementary-2019-2020-CIP.pdf

McClure, P. (2008, June 10). The History of Educational Comparability in Title I of the Elementary and Secondary Education Act of 1965. Retrieved October 17, 2020, from https://www.americanprogress.org/issues/education-k-12/reports/2008/06/10/4529/the-history-of-educational-comparability-in-title-i-of-the-elementary-and-secondary-education-act-of-1965/.

https://statuteEDUCATION CODETITLE 2. PUBLIC EDUCATIONSUBTITLE C. LOCAL ORGANIZATION AND GOVERNANCECHAPTER 11. SCHOOL DISTRICTSSUBCHAPTER A. GENERAL PROVISIONSs.capitol.texas.gov/Docs/ED/htm/ED.11.htm

Tiernan, T. (2012, June 4). Grant Writing: Thou Shalt Not Supplant. Retrieved October 17, 2020, from https://blog.ecivis.com/bid/105338/grant-writing-thou-shalt-not-supplant.

THE FRAMEWORK. (n.d.). Retrieved October 18, 2020, from https://texasesf.org/framework/.

Texas Education Agency. (2019). ESF: The Framework. https://texasesf.org/framework/