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Title I, Part A (Title I) of the Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act (ESEA) provides financial assistance to local educational agencies (LEAs) and schools with high numbers or high percentages of children from low-income families to help ensure that all children meet challenging state academic standards. ("Title I, part a program," 2018)

Title 1 was enacted 1965 under the Elementary and Secondary Education Act.   The purpose of Title 1 funding, “is to ensure that all children have a fair, equal, and significant opportunity to obtain a high quality education and reach, at minimum, proficiency on challenging state academic achievement standards and state academic assessments.” (Charles R. Drew High School, n.d.)

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The components that drive a campus improvement plan are (CIP) are:
TEC 11.251-3 Planning & Decision-Making

District & Campus: (11.251): The board of trustees of each independent school district shall ensure that a district improvement plan and improvement plans for each campus are developed, reviewed, and revised annually for the purpose of improving the performance of all students.

District (11.252): Each school district shall have a district improvement plan that is developed, evaluated, and revised annually...

Campus (11.253): 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…

The Components that drive a campus needs assessment (CNA) are:
TEC 11.252 District-Level Planning & Decision-Making

The district improvement plan must include provisions for:
1) A comprehensive needs assessment addressing district student performance on achievement indicators and other appropriate measures of performance...

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A.W. Jones Elementary Campus Vision and Mission Statement

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A.W. Jones Elementary Campus Vision and Mission Statement

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Mission:  A.W. Jones Elementary School is committed to maintaining a safe campus community where all students feel welcomed, valued, and share a love for learning.
Vision: A.W. Jones Elementary School will foster an environment in which all decisions will be centered around successful student outcomes and community needs to ensure equity for all.

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Creating a CNA
Includes description of:

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)

Creating a CIP

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 understandable format)

Coordinate & integrate other federal, state, local resources

Based on CNA

Board Approval?  TEC requires objectives be approved

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The goals  at A.W. Jones Elementary are specific, measurable, attainable, relevant and time based (SMART). They are listed as follows:
Goal 1: Student Achievement: Accelerate student learning to dramatically increase the number of students who perform on or above grade level.

Goal 2: School Culture: Create safe and secure learning environments that focus on the social, emotional, and cultural needs of every student.

Goal 3: Mission-Driven Leadership: Develop the capacity of every teacher, leader, and staff member to deliver rigorous, enriching learning experiences to every student.

Goal 4: Organizational Efficiency: Align data, financial, technology, and operations systems to enhance student performance.
Goal 5: Community Engagement and Outreach: Elevate district pride by strengthening partnerships with families, communities, and the business community

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In the A.W. Jones CIP, there is no specific section that focuses on parent policy. Nevertheless Goal 5 addresses building relationships with parents as stakeholders.
Goal 5: Community Engagement and Outreach: Elevate district pride by strengthening partnerships with families, communities, and the business community

Performance Objective 1: Foster positive relationships with parents and community stakeholders by establishing a functioning PTO.

Evaluation Data Sources: PTO enrollment

Establishment of PTO members

Sign-in sheets from activities
Strategy 1: Recruit parents to participate in PTO and provide virtual trainings for parents and community stakeholders. Strategy's Expected Result/Impact: Increased parental involvement

Increased amount of virtual community activities

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Holistic Standpoint Components of A.W. Jones CIP

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Holistic Standpoint Components of A.W. Jones CIP

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For the most part I believe the components of A.W. Jones CIP does work together to support the goals listed and the overall vision of the campus. However I believe that more details should be given when it relates to parent involvement and the improvement of teacher efficacy.

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Yes, the funding in the CIP supports the goals listed in the CIP. Most of the funding in A.W. Jones CIP goes towards improving teacher efficacy by providing the necessary staff to support teachers as well providing PD's to increase teacher efficacy. In addition, a good portion of the funding listed in the CIP go towards materials and supplies needed to improve student equity, achievement and performance.

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Currently at our campus, we offer extended day and Saturday school for students who need additional help in Math, Reading and Writing. Also We host "Math Night"  and "Literacy Night" for parents and students. Lastly we offer "Parent Night Out", Grandparents day and various family and community engagements. All of these initiatives aligns with the CIP and supports the Mission and Vision statement of A.W. Jones Elementary.

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A CNA is composed of the the following:

Essential piece of the planning and improvement cycle

Determine strengths and needs

Utilize reliable and authentic data sources

Ensure the needs of underserved are not ignored

Engage stakeholders in the process

Document the process!

Sign-in sheets

Minutes/Agenda

CNA Summary → D/CIP

Features:

Suggested data sources

Probing questions

Produces printable summary sheet to attach to D/CIP

A CIP is based off the CNA and is composed of the following:

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 understandable format)

Coordinate & integrate other federal, state, local resources

Based on CNA

Board Approval?  TEC requires objectives be approved

Includes description of:

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)

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Definition of "Supplement, not Supplant"

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Definition of "Supplement, not Supplant"

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The term “supplement, not supplant” usually means that federal funds cannot be used to perform a service that would normally be paid for with state or local funds. (Welcome to Texas Education Agency | Texas Education Agency, 2018)

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Effective School Frame Work and It's significance. 

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Effective School Frame Work and It's significance. 

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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. At the core of effective schools is effective instruction: interactions between students, teachers, and content determine learning outcomes. ("framework," 2019)

The Five Levers are as follows:
Lever 1: STRONG SCHOOL LEADERSHIP AND PLANNING

Effective campus instructional leaders with clear roles and responsibilities develop, implement, and monitor focused improvement plans that address the causes of low performance.
Lever 2: EFFECTIVE, WELL-SUPPORTED TEACHERS

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.
Lever 3: POSITIVE SCHOOL CULTURE

Positive school culture requires compelling and aligned vision, mission, goals and values, explicit behavioral expectations and management system, proactive and responsive student support services, and involved families and community.
Lever 4: HIGH-QUALITY CURRICULUM

All students have access to a TEKS-aligned, guaranteed and viable curriculum, assessments, and resources to engage in learning at appropriate levels of rigor.
Lever 5: EFFECTIVE INSTRUCTION

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. ("framework," 2019)

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Levers The CIP satisfies in the Effective School Framework

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Levers The CIP satisfies in the Effective School Framework

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I believe that the Campus Improvement Plan will satisfy all five levers of the effective school culture.

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(n.d.). Charles R. Drew High School. https://315.clayton.k12.ga.us/UserFiles/Servers/Server_65389/File/2016-17%20Documents/What%20is%20a%20Title%201%20school.pdf

The framework. (2019). texasesf.org | Effective Schools Framework. https://texasesf.org/framework/

Title I, part a program. (2018, November 7). https://www2.ed.gov/programs/titleiparta/index.html

(2018). Welcome to Texas Education Agency | Texas Education Agency. https://tea.texas.gov