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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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Texas Education Code § 11.253. Campus Planning and Site-Based Decision-Making

(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   1, with respect to the achievement indicators adopted under Section 39.053(c) and any other appropriate performance measures for special needs populations (TEC § 11.253).

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How do you create a CIP/CNA, and who should be a part of the decision making team?

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How do you create a CIP/CNA, and who should be a part of the decision making team?

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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.

Creating a Campus Improvement Plan is based off of the previous years data.  This data is taken from students, parents, and teachers.  The campus principal and other key campus leaders would be involved in the process.

According to the Campus Data for Round Rock ISD, the following information will be used to create a CIP.

- Improvement Planning Data
- District goals
- Campus Performance Objectives Summative Review from previous year
- Current and/or prior year(s) campus and/or district improvement plans
- Campus and/or district planning and decision making committee(s) meeting data (Performance Indicators, n.d.)."

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Family survey results at Herrington met or exceeded district averages on all questions. We will continue to have strong systems
of communication where 97% feel welcomed when visiting the school, 99% get information from the school about activities and events, and 97% report
that they know who to contact when they have questions. 90% of parents report that they know how to get help for their child if they are struggling
academically (Performance Indicators, n.d.).

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What is Title I and why/when did it originate?

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What is Title I and why/when did it originate?

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- Federal program that provides financial assistance to high poverty schools and districts (Editorial Projects, 2004).
- Began in 2001 as one part of the No Child Left Behind Act (Editorial Projects, 2004).
- In 1965, the Elementary and Secondary Education Act of 1965 (ESEA) has many of the characteristics of the current day Title 1.  In my opinion, it began in 1965, there was never the 'title 1' label given to it until later on.

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Yes, these goals align well with the vision statement of the school. The goals revolve around students becoming independent learners and educators working to support the needs of the child. The vision discusses finding joy and self worth through achievement. By attaining the goals listed, the vision statement will be upheld.

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Are the CIP goals listed as SMART goals?

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Are the CIP goals listed as SMART goals?

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I believe the Campus Improvement Plan goals are SMART goals.  The only hesitation I have for this is regarding Goal 2.  The final part of the statement, 'that engage and inspire every student,' is a daunting task.  The reality of inspiring every child is that there is a high possibility of not reaching that goal.  I also recognize if this goal was worded differently, such as 'we will inspire 97% of the students,' is more accurate, it doesn't read well as a goal.

Goal 1: We will ensure all facilities are safe and advance learning for every student.

Goal 2: We will promote academic excellence through learning and enrichment opportunities that engage and inspire every student.

Goal 3: We will implement internal and external communication systems to engage and inform, build trust, and develop partnerships with students, staff, parents, and the community.

Goal 4: We will identify, develop, support, and retain a talented team of teachers, administrators, and staff who are equipped to meet the needs of every student.

Goal 5: We will develop the whole child, cultivating the social and emotional skills needed to thrive in a diverse and ever-changing world (Performance Indicators, n.d.).

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Goal 1: We will ensure all facilities are safe and advance learning for every student.

Action: Create a timeline to conduct the required number of each type of safety drill (evacuation, shelter-in-place, tornado, lockdown drill) during the 2019-2020 school year and manage this through the ERIP system.

Goal 2: We will promote academic excellence through learning and enrichment opportunities that engage and inspire every student.

Action: Participate in district content training in reading and math for all special education teachers.

Goal 3: We will implement internal and external communication systems to engage and inform, build trust, and develop partnerships with students, staff, parents, and the community.

Action: Collaborate with PTA and Teacher teams to provide multiple activities and events to engage and connect with parents including Watch DOGS, mentors, parent conferences, family engagement evening events, Kinder Playdate,
Meet the Teacher/ITK Night, Trunk or Treat, Book Fair, Spring Carnival, Special lunches, Reflections, Character of the month lunches, Grandparents Day, school dance, and Fun Run.

Goal 4: We will identify, develop, support, and retain a talented team of teachers, administrators, and staff who are equipped to meet the needs of every student.

Action: Provide differentiated professional development where teachers have choice and voice. Professional development will be in a variety of settings and will include the 3 toolboxes, teacher observations, coaching cycles, faculty meetings, conferences, workshops, and just in time training.

Goal 5: We will develop the whole child, cultivating the social and emotional skills needed to thrive in a diverse and ever-changing world.

Action: Increase restorative circles with students in classrooms, counselor groups and administration (Herrington, n.d).

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Your campus vision and mission statement. 

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Your campus vision and mission statement. 

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Mission Statement:
Linda Herrington Elementary will work relentlessly to guarantee a differentiated, TEKS aligned curriculum through collaborative data analysis, systematic monitoring, and research-based strategic interventions to respond to every child’s unique academic and social emotional needs (Herrington, n.d).

Vision Statement:
Linda Herrington Elementary is a collaborative, driven and inclusive learning community where we inspire students to embrace challenges through problem solving. They will find joy and self worth in achievement while demonstrating compassion towards others and responsibility in our global community (Herrington, n.d.).

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Campus Needs Assessment vs. Campus Improvement Plan

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Campus Needs Assessment vs. Campus Improvement Plan

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The Campus needs assessment provides the information necessary to determine the campuses greatest needs. The CIP provides the way the needs will be addressed. The assessment data may come from parents, teachers, students, and district personnel. The campus improvement plan will be created by the campus leaders.

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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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According to the Texas Education Agency, "The term “supplement, not supplant” is a provision common to many federal statutes authorizing education grant programs. There is no single supplement, not supplant provision. Rather, the wording of the provision varies depending on the various statutes. In order to be in compliance with each program’s version of the supplement, not supplant requirements, LEAs must be cognizant of how the provision is applied in each specific program" (2018, December).

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The significance of the Effective Schools Framework

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The significance of the Effective Schools Framework

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The Effective Schools Framework (ESF) is in place to provide a "clear vision for school districts across the state" (The Framework, 2019, para.1).

There are five levers associated with the ESF.
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.

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Does the funding included in the CIP support the goals listed in the CIP? 

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Does the funding included in the CIP support the goals listed in the CIP? 

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Yes, the funding does support the goals listed.

Goal 5: We will develop the whole child, cultivating the social and emotional skills needed to thrive in a diverse and ever-changing world (Performance Indicator, n.d.).

Funding Sources: Superintendent Initiative Fund - 1215.00, General Fund: Form A - 5174.00 (Performance Indicator, n.d.).

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What lever(s) would the Campus Improvement Plan satisfy in regards to the Effective Schools Framework?

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What lever(s) would the Campus Improvement Plan satisfy in regards to the Effective Schools Framework?

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It appears that the five goals of the Campus Improvement Plan align with the five Levers of the Effective Schools Framework. The same terminology is interlaced in different documents pertaining to schools and school districts. Each school district in Texas has the same standards set forth by the TEA. From there, each district aligns their work with the TEA. Within the district, each school is able to set forth a plan that follows the standards of the TEA and their home district, but allows for their campus needs to be met. While there is one standard for the state, there is room for adjustments for each school in Texas to meet the needs of their students.

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(2018, December). Retrieved from https://tea.texas.gov/sites/default/files/SNS%20Handbook_3.1--revised%2012-2018.pdf

Editorial Projects in Education Research Center. (2004, August 4). Title I. Education Week. Retrieved Month Day, Year from http://www.edweek.org/ew/issues/title-i/

Herrington. (n.d.). Retrieved from https://roundrockisd.org/schools/elementary/herrington/

Performance indicators. (n.d.). Retrieved from https://roundrockisd.org/departments/assessment/performance-indicators/

Texas education Code § 11.253. (n.d.). Retrieved from https://codes.findlaw.com/tx/education-code/educ-sect-11-253.html

TEXAS EDUCATION CODE – CHAPTER 11 PLANNING AND DECISION-MAKING. (n.d.). Retrieved from https://www.esc1.net/cms/lib/TX21000366/Centricity/Domain/108/TEC-Chapter-11-SBDM.pdf

The framework. (n.d.). Retrieved from https://texasesf.org/framework/