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Title I is a federal program that provides financial assistance to elementary and secondary school with a large number of low-income families in an effort to ensure that each student has to resources that will help them meet the state's educational requirements.

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The Purpose of Title I was created to make certain that all children, regardless of economic background, has access to equitable and high quality educational experience. Additionally, all usage of funds are managed to ensure that both federal and state funds are spent on ensuring that all students have access to resources that allows them to reach, at minimum, proficiency as deemed by the state.

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Title I is 1 of 5 titles. Title ! was presented to congress on January 25, 1965, but was passed by Congress on April 9th of that same year.

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Components of the TX ED Code/ TX Administrative Code drive a CIP or CNA?

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Components of the TX ED Code/ TX Administrative Code drive a CIP or CNA?

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Comprehensive Needs Assessment

Sec. 11.252.  DISTRICT-LEVEL PLANNING AND DECISION-MAKING.  (a)  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).  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;(2)  measurable district performance objectives for all appropriate achievement indicators for all student populations, including students in special education programs under Subchapter A, Chapter 29, and other measures of student performance that may be identified through the comprehensive needs assessment;

Campus Improvement Plan

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 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.

and

(5)  the results of an evaluation of each school-based dropout prevention program in the district.(b)  Each district-level planning and decision-making committee and each campus-level planning and decision-making committee shall use the information reviewed under this section in developing district or campus improvement plans under this subchapter.

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Igniting in Every Child a Passion for Learning

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Preparing ALL students for success in college, career, and community leadership.

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 Who is Involved in Creating a Campus Improvement Plan?

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 Who is Involved in Creating a Campus Improvement Plan?

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A CIP is developed with the following individuals included:

Admin
Parent(s) (who are not campus/district employees)
Community Members (who are not parents)
Businesses (that are not in the community)
Teachers & Other Relevant Staff (TA's Counselors, etc.)
Students (if secondary)

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How is a Campus Improvement Plan Created?

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How is a Campus Improvement Plan Created?

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Must be developed with parents & community in addition to staff carrying out the plan.
Regularly monitored and revised as necessary.
Made available to LEA, parents and public in an understandable language......

Includes

Strategies implemented to address school needs including how campus will -

Provide opportunities for ALL children
(all subgroups)

Use methods/instructional strategies that

strengthen academic program

Increase the amount and quality of learning time

Help provide an enriched and accelerated curriculum (may include activities toward well-rounded education)

(T. Knight, ESC 15 presentation, Slide 26, October 13, 2020)

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Dunbar's  goals are listed as SMART goals. The SBDM team broke the goals down into three categories:
1. Academic Excellence Goals
The campus's academic focus will be centered on graduating scholars who are college ready from 53% to 66%. Dunbar campus will also work on improving Algebra I and English I EOC scores in the approaches, meets, and mastery categories.
2. Mission Goals
Dunbar only has one mission gaol. For the 19-20 school year, Dunbar mission focus will be on raising the amount of students who read at or above grade level from 25% to 33%.
3. Learning Environment Goals
Dunbar's learning environment goals includes goals that are focused on parents and members of the community. The campus will like to raise the number of parents actively accessing student grade information via the Parent Portal from 374 to 500 by the end of the school year. For the community, Dunbar will like to increase the percent of assignments completed by the local Campus Wellness Coordinator from 3% to 6%.

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Supplementing is when a program or service is enhanced or made better, whereas supplanting a program or service is strategically replaced by another. To supplement and not supplant is to ensure that current programs or services provided by state or local law are enhanced or expanded with Title I funding.

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According to the Texas Education Agency (2018), "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 5 levers of the Effective School Framework are the following:

1. Strong School Leadership and Planning- This lever focuses on the role instructional leaders play in effectively addressing issues that cause low school performance. This lever looks at how instructional leaders develop, implement, and monitor improvement plans.

2. Effective, Well-Supported Teachers- This lever focuses on an instructional leader's ability to effectively keep high quality teachers on their campus. This lever addresses how the instructional leader strategizes to recruit, select, assign, and build the capacity of teachers.

3.Positive School Culture-  This lever focuses on the instructional leader's ability to a positive and inclusive school environment that serves as a community for students. Positive school culture includes goals that are aligned to a common vision that all stakeholders are committed to working towards.

4. High-Quality Curriculum- This lever focuses on the commitment of all stakeholders to ensure that all students have access to appropriate resources, curriculum, and assessments that have the right level of rigor. All curriculum, resources, and  assessments should be properly aligned to the TEKS.

5. Effective Instruction- This lever outlines what daily practices campus should be using to ensure that all students have access to a rigorous learning experience. Campus practitioners should ensure that lessons are objective driven, classroom routines are in place, student data is gathered through formative assessment, and content delivery and monitored and adjusted based upon student data.

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What is the Difference Between a CNA and a CIP?

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What is the Difference Between a CNA and a CIP?

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Although the two are similar and function in tandem, they serve different purposes. The CNA helps the SBDM team to see what the needs of the campus are. The CNA guides where the focus of the CIP. The CIP is created after the CNA. The CIP is where the SBDM team will outline how the campus needs will be addresses. This is where the campus strategies will planned.

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Although the campus's  CIP does not directly address parents or includes a parent section like other campus' plans, the plan does address parents within their learning environment goals. The goal is to increase the number of parents who are using the Parent Portal. By having more parents actively using the Parent Portal, parents will be more informed and able to participant more in the matriculation of their students academic career which would lead to an increase in academic achievement. This goal allows various members of the campus staff to take parent in ensure that this goal is met. Strategies are below.

Student Support Services will oversee the parent portal registration for parents by sending monthly newsletters, setting up sign up tables at athletic events, assist teachers with contacting parents and securing resources for  families in need.

The Assistant Principal(s) will oversee providing opportunites for parents to volunteer or participate on campus. This include supplementing programs that are already on campus. This programs include Dads of Dunbar, Parenting University, and other community partnered programs.

Instructional Leadership will be responsible for family engagement. The plan is to enticement families to participate in campus activities like open house, report card nights, and FAFSA night by purchasing snack and refreshments.

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Dunbar funding is aligned and support the the goals of the CIP. All money is budgeted by student population category that will benefit from the program or strategy.

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Initiatives on Campus that align to the CIP

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Initiatives on Campus that align to the CIP

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Currently, the campus does have initiatives on campus that supports the CIP. For academic excellence, the campus systematically reviews student data through the PLCs  collaborating with members of the leadership team and the campus testing coordinator. Additionally, teachers are being trained through campus and district professional development sessions.
For the campus mission goals, AVID strategies have been apart of the campus's best practices for years, however, teachers are learning how to refine the implementation of AVID strategies through collaboration and professional development.
Most of the campus's current initiatives aligns with the learning environment goals. The restorative practices program is actively being implemented and teachers receive ongoing training from the district.There is also a plethora of parent clubs or monthly activities that parents can participate in to volunteer on campus.

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Dunbar's CIP addresses all five of the Effective School Framework. Creating a CIP and assessing the campus needs addresses lever 1. Lever 2 is addressed by putting strategies in place that centers on professional development for teachers that aligns to the goals of the campus. The instructional leader is able to build the capacity of the campus's practitioners. Lever 3 is addressed by emphasis put on increasing parental involvement. The campus is trying to supplement the parental programs that are already active. Levers 4 and 5 are addressed by the focus the campus is placing on raising state assessment scores. Strategies to do so include using Lead4ward to determine critical content focuses and implementing other instructional practices.

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Fort Worth Independent School District. (2019). Dunbar High School 2019-2020 Campus

Improvement Plan. https://www.fwisd.org/cms/lib/TX01918778/Centricity/domain/1005/2019-2020%20campus%20improvement%20plans/005-Dunbar%20HS%202019-2020%20CIP.pdf

Knight, T.. (2020). Title I Principal: I’m a title I principal. What’s your superpower? [Powerpoint

Slides]. https://drive.google.com/drive/folders/16XzFMMGAs3r47TCh_jWSi9yExbH7_xcA

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

Texas Education Code 11 U.S.C. § 242-255 (2009).

https://statutes.capitol.texas.gov/Docs/ED/htm/ED.11.htm