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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)

McClure, P. (2008, June 10). The History of Educational Comparability in Title I of the Elementary and Secondary Education Act of 1965. Retrieved October 31, 2019, 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/.

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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.

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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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“To provide an excellence for all our students so they may function effectively, successfully, and productively in society.”

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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 31, 2019, from https://texasesf.org/framework/.

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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 analyze data, create goals for the campus, and monitory and support the plans.

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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- All students will achieve their full education potential.
Summative evaluation: Texas academic Performance Report needs survey, SBDM, plans, reports, test results, evaluations, professional development, and conferences.
Objective 1: Students will perform at the following levels on the Texas Academic Performance Report.
Objective 2: Title-One students will perform at the following levels on the Texas Academic Performance Report.
Objective 3: Gifted and talented students will perform at the following levels on the Texas Academic Performance Report.
Objective 4: At-risk students will perform at the following levels on the Texas Academic Performance Report.
Objective 5: Career and Technology students will perform at following levels on the Texas Academic Performance Report.
Objective 6: Special Education students will perform at the following levels on the Texas Academic Performance Report.
Objective 7: Special activities will be presented throughout the school year which will assist students in developing an understanding and appreciation for the fine arts and our cultural heritage.

Goal 2- Encourage regular attendance of all students to better enhance the learning environment.
Objective : To increase ADA to the 97th percentile
Summative evaluation: Texas academic Performance Report needs survey, SBDM, plans, reports, test results, evaluations, professional development, and conferences.

Goal 3-Have no significant change in the annual student completion rate.
Objective: The annual Students completion rate will be at 99% or above for all student categories.
Summative evaluation: Texas academic Performance Report needs survey, SBDM, plans, reports, test results, evaluations, professional development, and conferences.

Goal 4- Parent and community members shall be full partners in the educational process of the district.
Objective 1: The number of parent volunteers at each campus will be increased.
Objective 2: Parents and community personnel will be informed and active partners in the educational process.
Summative evaluation: Needs survey, SBDM, plans, reports, evaluations.

Goal 5- Cultivate a high quality, professional, and caring staff as well as disciplined environment for students so they may become self-assured, productive adults in the 21st century.
Objective 1: Various methods, approaches, and programs will be utilized to help students acquire the knowledge, skills, and attitudes for success in school, in the workplace, and in life.
Objective 2: Promote the improved physical health and well-being of our staff and students.
Objective 3: Provide effective systems to intervene in social issues that have a negative impact on student learning.
Summative evaluation: Needs survey, SBDM, plans, reports, evaluations.
SMART Goals
These are SMART goal because the goals and its objectives are specific to all students. The reports allow them to be measurable and the skills are taught to the students to make them achievable. The goals and objectives are relevant to all students and the district. The timeline for these goals is set by the Texas Academic Performance Report. All of these aspects help these goals and objectives to be considered SMART goals.

Wylie Independent School District. (2019). Campus Improvement Plan. http://wylie.ss7.sharpschool.com/common/pages/DisplayFile.aspx?itemId=12938862

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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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Who should be part of the decision-making team?

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Who should be part of the decision-making team?

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Involved should be district leadership, teachers, paraprofessionals, school staff, parents, community members, and high school students.

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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 4- Parent and community members shall be full partners in the educational process of the district.
Significant elements-
Parent volunteers, parent representative for site-based committee, long range planning committees, social media for school information, bully prevention, Mentoring male involvement to support male education and safety of children.

Wylie Independent School District. (2019). Campus Improvement Plan. http://wylie.ss7.sharpschool.com/common/pages/DisplayFile.aspx?itemId=12938862

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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 my opinion, the amounts are slightly higher than the actual cost. This appears to be a good strategy because it is better to estimate a little more than needed, rather than be cutting the budget short towards the end.
In accordance with Title 2, Part A, the funds are to be used to improve instruction and teach quality. This Campus Improvement Plan allotted the funds to be used for these tasks.

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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 31, 2019, from https://blog.ecivis.com/bid/105338/grant-writing-thou-shalt-not-supplant.

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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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McClure, P. (2008, June 10). The History of Educational Comparability in Title I of the Elementary and Secondary Education Act of 1965. Retrieved October 31, 2019, 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/.

Tiernan, T. (2012, June 4). Grant Writing: Thou Shalt Not Supplant. Retrieved October 31, 2019, from https://blog.ecivis.com/bid/105338/grant-writing-thou-shalt-not-supplant.

Wylie Independent School District. (2019). Campus Improvement Plan. http://wylie.ss7.sharpschool.com/common/pages/DisplayFile.aspx?itemId=12938862

THE FRAMEWORK. (n.d.). Retrieved October 31, 2019, from https://texasesf.org/framework/

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 if 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.