# 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
Title I provides funds to local education agencies (LEA); these funds are distributed to school with high numbers or percentages of students who come from economically disadvantaged families (U.S. Department of Education, 2018).

Title I is originally part of the Elementary and Secondary Education Act of 1965 enacted by President Lyndon B. Johnson; its purpose is to ensure all students, including those who are disadvantaged, receive high quality instruction, and at a minimum, achieve proficiency on high stakes, standardized tests (Every Student Succeeds Act, 2015).

# 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.body
Tex. Educ. Code § 11.253 mandates that each school’s principal and campus planning committee develop, review, and revise a campus improvement plan in order to set specific goals and measures for ensuring all students improve.

# data[].attributes.body
The mission of Round Rock High School (2019) is to “provide a safe and nurturing environment; promote respect and acceptance of self and others. Create and maintain diverse opportunities. Develop a strong foundation for future academic achievement and success for all students. Encourage a community environment (p. 2)

The vision of Round Rock High School (2019) is to “ignite passion in all Dragons to soar over boundaries, seize opportunities, and embody the legacy of our Dragon Nation! Dragons fly together!” (p. 2)

# 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
According to Tex. Educ. Code § 11.251, the campus-level committee for developing, revising, and reviweing campus improvement plans must include a business member, a parent, campus staff, and, if applicable, a campus staff member who teaches students with disabilities. Tex. Educ. Code § 11.253 expands this committee to include the principal who is the staff in charge of the campus improvement plan.

In order to create a campus improvement plan, the committee must assess the current academic standing of each student on campus and create goals, or performance objectives, based on that data. Tex. Educ. Code  § 11.253 identifies various performance objects that must also be added; at the high school level, these include violence prevention and intervention, special education program, and a program to encourage parental involvement.

The performance objectives must include five qualities including:

Identify[ing] how the campus goals will be met for each student; determin[ing] the resources needed to implement the plan; identify[ing] staff needed to implement the plan; set[ting] timelines for reaching the goals; measur[ing] progress toward the performance objectives periodically to ensure that the plan is resulting in academic improvement (Tex. Educ. Code  § 11.253).

These five requirements work together to ensure that the goals are relevant to the current campus, enacted by a person or group of people, time-bound, adequately resourced, and progress is made toward the goal.

# 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.body
According to Cook (2015), SMART goals are specific, measurable, attainable, relevant, and time-constrained. Although the Round Rock High School (2019) campus improvement plan goals themselves are not written as SMART goals, the performance objectives, and summative evaluation criteria provide the necessary components to create SMART goals.

For example, the general goal of preparing “every student for success after high school through a variety of experiences and learning pathways” (Round Rock High School, 2019, p. 37), is neither specific, measureable, or time-constrained. However, performance objective three adds further detail stating that 75% of students at Round Rock High School will complete advanced coursework by June 2020. This adds the specific, measurable and time-restrained components needed for a SMART goal. Furthermore, the summative evaluation criteria adds more detail into how this goal will be achieved, who will monitor it, and timelines for formative reviews.

# 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.body
Goal three from the Round Rock High School (2019) Campus Improvement Plan states that the school “will develop internal and external communication systems to engage and inform, build, trust, and develop partnerships with students, staff, parents, and the community” (p. 27). Although the goal includes working with parents and the community, none of the performance objectives include building communication between the school and parents or the community.

# 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
All of the broad goals support the overall vision of the campus; however, some of the performance objectives do not match the listed goal. For example, goal three pertains to internal and external communication; however, none of the performance indicators relate to external communication. The first performance indicator has no connection with either internal or external communication as it states that all of the career and technical education teachers will attend culturally responsive training (Round Rock High School, 2019, p. 27). The second and final performance indicator is that 90% of the staff will agree that Round Rock High School has effective behavior and academic interventions (Round Rock High School, 2019, p. 28). Within this performance objective, one of the strategies for the summative evaluation review stipulates that the administrative team will communicate about Response to Intervention through professional development measures and an internal website. Although this goal does deal specifically with internal communication, it does not specify any measures regarding external communication.

Another potential issue within the cohesiveness of the Campus Improvement Plan is that of some of the summative evaluation details have contrasting descriptions. For example, goal five, performance objective two determines that teachers will implement restorative practices in 50% of classes. However, goal five, performance objective three states that teachers will use restorative practices on a daily basis (Round Rock High School, 2019). Although it could be argued that it is possible for all teachers to use restorative practices in half of their classes on a daily basis, the intention and language of the descriptions do not clearly correlate. Therefore, it would be better to have the same strategy description for both performance indicators in order to prevent misunderstanding or confusion.

# 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.body
Since Round Rock High School is not a Title I school, it does not have specific funds allocated within the Campus Improvement Plan.

# 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
Currently, all staff members are trained in restorative practices. As noted previously, teachers are asked to implement restorative practices on a daily basis or within 50% of classes--the expectation on the Campus Improvement Plan is unclear. However, teachers are expected to implement restorative practices within their classroom. This includes creating classroom norms with students, implementing restorative circles to build relationships, and going through the restoration process when norms are violated. Administration is following up with the activities in the classroom and implementing restorative justice through mediation, circles when school norms are broken.

# data[].attributes.headline
 What is the difference between a campus needs assessment and a campus improvement plan?

# data[].attributes.subject
 What is the difference between a campus needs assessment and a campus improvement plan?

# data[].attributes.body
A campus needs assessment is a requirement per the Every Student Succeeds Act and Texas Education Code. It is an essential and initial part of the planning process to create, review, and revise the campus improvement plan. During the campus needs assessment, the committee will review the current data of all students and those within subgroups to determine needs for improvement. The needs which are identified in the assessment will serve as the catalyst for creating the goals and objectives developed within the campus improvement plan (Region One Education Service Center, 2017). The campus needs assessment determines why a school needs specific goals and objectives within the campus improvement plan. In contrast, the campus improvement plan determines who, when and how the improvement will be made.

# 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.body
Since the term supplement, not supplant is used within many pieces of statutory code, there is not a single definition. However, the term is used to ensure that funds received from the federal government under these statutes are being adding to and not replacing state and local funds (Texas Education Agency, 2018).

# data[].attributes.headline
What is the Effective Schools Framework and why is it significant?

# data[].attributes.subject
What is the Effective Schools Framework and why is it significant?

# data[].attributes.body
The Effective Schools Framework is a model that Texas schools can use to ensure that all students receive the best education. The framework uses the continuous improvement model to guide administrators in identifying high-priority needs and enacting a plan to affect change on their campus. Additionally, the framework identifies five, high priority levers that are necessary components within high-performing campuses (Texas Education Agency, n.d.).

# data[].attributes.headline
Effective Schools Framework Levers and Definitions

# data[].attributes.subject
Effective Schools Framework Levers and Definitions

# data[].attributes.body
Lever 1: Strong School Leadership and Planning
Effective campus leaders address low performance on their campus by identifying specific needs and focusing efforts to increase performance. Additionally, effective leaders define leadership roles and tasks in the development of improvement plans. This lever most clearly satisfies the requirements for the campus improvement plans.

Lever 2: Effective, Well-Supported Teachers
Effective leaders carefully recruit and hire teachers who are effective. Furthermore, the leader should plan for how to develop all teachers within the campus in order to meet campus goals.

Lever 3: Positive School Culture
Effective leaders cast a vision for a highly-successful school which includes consistent behavioral systems and interventions for students and pathways for parent and community involvement within the school.

Lever 4: High-Quality Curriculum
Effective leaders ensure that the school’s curriculum is aligned to the state standards, uses engaging material with appropriate rigor, and incorporates appropriate assessments to measure student mastery of the curriculum.

Lever 5: Effective Instruction
Effective leaders ensure that teachers use formative assessment data to inform instruction that is rigorous and aligned with a daily objective (Texas Education Agency, n.d.).

# data[].attributes.body
Please open document to view references