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

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

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In order to create an effective CIP it is important to start with a vision. How will you campus look? What are you looking to achieve? After answering that, conduct a CNA. In order to know what your starting point is and where you need to go, strong research needs to be conducted in order to find strengths/weaknesses of the campus (Pipkin, 2015). Next, identify goals/objectives that are "concise, measurable, and achievable" (Pipkin, 2015, para. 8). Fourth, outline the specific action steps that will help you reach each goal/objective (Pipkin, 2015). Lastly, involve ALL stakeholders through the CIP process (Pipkin, 2015).

Stakeholders: District Leadership, teachers, paraprofessionals, school staff, parents, and community members.

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In a recent article, we outlined four keys to successful school improvement. These four steps have been validated by decades of research, including studies mentioned in that article.

The first step we described was establishing a strategic plan. This is by far the most important element, because without a clear plan to guide your improvement efforts, success is nearly impossible to attain.

At School Improvement Network, we've helped more than 20,000 schools worldwide achieve measurable improvement, and we've had the opportunity to observe what works and what doesn't when it comes to establishing a plan. Based on our experiences, here are five key elements of an effective school improvement plan.

1. Start with a vision

What should your vision for improvement look like? This will be different for every school or district, but you'll need to establish a common definition that will guide your improvement efforts. In other words, what are you looking to achieve-and how will you define success?

2. Conduct a needs assessment

To get from point A to point B, you have to know not only where you're going, but also where you're starting from. That requires an honest assessment of your current practices and results.

Begin with a comprehensive needs assessment that accurately gauges your strengths, weaknesses, and areas for improvement. Tools that can help you assess your needs include student achievement data, classroom walkthrough information, and surveys of students, parents, teachers, and administrators.

Don't be afraid to confront hard realities. Sound decision making relies on having a clear picture of the facts. In his bestselling book series: Good to Great, Great by Choice, and Built to Last, Jim Collins and his research team studied the core success principles of the greatest high-growth companies in the country. They found these organizations infused their entire planning process with "the brutal facts of reality." As Collins put it, when you "start with an honest and diligent effort to determine the truth of the situation, the right decisions often become self-evident."

3. Identify goals and objectives

Once you have a clear sense of where you are now, you can begin mapping out a strategy for progressing to where you want to be. Your plan should include concise, measurable, and achievable goals and objectives that will lead you on the path to success.

For example, suppose your needs assessment determines that some students are struggling because they are bored, frustrated, or overwhelmed with the pace of instruction. You also discover that many students are failing to see the relevance of what they are learning.

To address these problems, you might establish the following goals: (1) implement more personalized learning to meet every student at an appropriate level of instruction; (2) connect what students are learning to authentic, real-world tasks; and (3) use a variety of formative assessment strategies to verify students' understanding before advancing to a new topic.

Limiting your objectives can yield better results, faster. Because time and resources are always limited, the best course of action is to focus on the most important goals, the ones that are going to make the largest impact. This point has been echoed by numerous researchers.

"The common pattern in schools is for leaders to implement multiple new initiatives in an attempt to address a broad range of problems. In trying to solve everything at once, nothing gets the attention it really needs, and ultimately nothing gets solved," wrote Trent Kaufman, Emily Grimm, and Allison Miller in their book Collaborative School Improvement.

4. Outline specific action steps

One of the most common roadblocks that repeatedly prevents districts from achieving success is that their plan is not actionable.

A strong vision and a list of goals and objectives is not enough. You also need to outline what you will do to achieve those goals. Without specific action steps to guide your progress, your plan will falter.

Successful school districts map out strategies for every employee, making sure each person understands his or her role in fulfilling the plan.

5. Involve all stakeholders in the process

Research shows that strategies developed collaboratively become more widely supported and adopted-and that the most effective leaders know how to listen to their constituents.

According to Collins, the most successful organizations "create a culture wherein people have a tremendous opportunity to be heard." He observes that great leadership "means having the humility to grasp the fact that you do not yet understand enough to have the answers-and then to ask questions that will lead to the best possible insights."

Develop a process that involves all stakeholders-teachers, administrators, students, parents, and community leaders-in establishing a vision, setting goals, and outlining action steps. Solicit feedback throughout the process, and listen to what your stakeholders have to say.

To learn more about crafting an effective strategic plan, as well as the other key elements of success, download the free white paper, "Four Keys to Successful School Improvement."

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How to Craft an Effective School Improvement Plan - EdSurge News

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In a recent article, we outlined four keys to successful school improvement. These four steps have been validated by decades of research, including studies mentioned in that article. The first step we described was establishing a strategic plan. This is by far the most important element, because without a clear plan to guide your improvement efforts, success is nearly impossible to attain.

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Title 1 began to supplement students eligible for services, provide additional funding to school with high concentrations of low-income students, help educators focus on the needs of special student populations, and, lastly, improve academic achievement and reduce performance gaps of eligible students (Editorial Projects in Education Research, 2004).

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Title I refers to Title I, Part A of the No Child Left Behind Act of 2001. Title I funds are targeted to high-poverty schools and districts.

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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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Goal number one and five satisfy levers 1, 4, and 5. These goals are related to student achievement through attendance and academics.

Goal number two satisfies lever 3 because the school is focused on creating a positive school climate and culture that is related to the CIP.

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What is the Effective Schools Framework and why is it significant? Please provide a list and brief definition of the five levers. 

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What is the Effective Schools Framework and why is it significant? Please provide a list and brief definition of the five levers. 

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The Effective Schools Framework (ESF) provides a clear vision for what districts and schools need to do in order to ensure excellence for all students (Effective Schools Framework, 2018). The ESF provides the basis for school diagnostics, aligns resources, and supports the needs of students (Effective Schools Framework, 2018).

Lever 1: Strong School Leadership and Planning
Campus instructional leaders develop, implement, and monitor CIP's that address causes of low performance (Effective Schools Framework, 2018).

Lever 2: Effective, Well-Supported Teachers
Campus leaderships retains   teachers that are effective and well-supported by recruiting, selecting, and building the capacity of teachers (Effective School Framework, 2018).

Lever 3: Positive School Climate
Positive school climate and culture require an aligned vision, goals, along with explicit behavior expectations (Effective School Framework, 2018). In addition students, families, and the community are involved.

Level 4: High-Quality Curriculum
Students are receiving TEKS aligned lesson, curriculum, assessments, and resources that are at appropriate levels of rigor (Effective Schools Framework, 2018).

Lever 5: Effective Instruction
Students have rigorous learning because lessons are objective driven and formative assessments provide data that teachers use to drive planning (Effective Schools Framework, 2018).

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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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To supplement in education means to "add to" or "build upon" (Tiernan, 2012). In addition, supplementing is adding federal funds to the already available state or local funds (Tiernan, 2012).

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But you may supplement. If you've ever read through a NOFA from the Department of Education, chances are you've come across the clause stating that federal funding may "supplement, but not supplant," state/local funding. But what exactly does that mean? (This post was updated on May 1, 2018)

Defining "Supplant" and "Supplement"

Let's start with the definitions. "Supplement" means to "build upon" or "add to"; "supplant" means to "replace" or "take the place of." Federal law prohibits recipients of federal funds from replacing state, local, or agency funds with federal funds. Existing funds for a project and its activities may not be displaced by federal funds and reallocated for other organizational expenses. This is illegal. On the other hand, federal agencies encourage supplementing-that is, adding federal funds to what is available in state, local, or agency funds.

Helpful Examples

The Texas Educational Agency provides the following example of illegal supplanting of federal grant funds:

A program coordinator, working with the parent involvement component of a campus, is paid from local sources. The local school district receives new grant funds to provide literacy services to parents within the campus and transfers the coordinator's salary to the new grant, since the population that is being served [comprises] the same parents that are participating in the parent involvement center.

The program coordinator was already paid by local sources, so it's not legitimate to transfer that position's salary under the funding of the new grant.

Now an example of a proposal to legally supplement existing programs with federal funds. The Board of Education for Clarke County, Alabama, was awarded a Title I "Improving Literacy Through School Libraries" grant from the Department of Education for a program focused on updating its print materials to improve the quality of education. Addressing the requirement for "broad-based involvement and coordination," the successful applicant clearly bulleted how federal funding would " build upon" programs and detailed the funds already available in the county system, including state library enhancement funds and technology funds. (eCivis Grants Network subscribers should refer to page 15 of this previously funded application for more details.)

Critics of the Rule

"Supplement, not supplant" is not without its detractors. Critics have pointed out that compliance with this rule can be an enormous administration burden for Title I recipients and can prevent effective spending of funds for comprehensive and innovative programs, because spending must be accounted for on a cost-by-cost basis. This issue will be taken up in a future eCivis blog post.

Other perspectives on the "supplement, not supplant" clause can be found here. For a cogent discussion of this topic, I recommend this article.
What's your take on this topic? Leave us a comment below.
To learn more about supplanting, check out our article on the subject from a Department of Justice perspective.

Read our latest blog posts and be sure to subscribe.

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But you may supplement. If you've ever read through a NOFA from the Department of Education, chances are you've come across the clause stating that federal funding may "supplement, but not supplant," state/local funding. But what exactly does that mean? (This post was updated on May 1, 2018) Let's start with the definitions.

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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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A Campus Needs Assessment (CNA) is mandated through federal legislation and state statutes. Often the initiation of an improvement cycle, a CNA identifies strengths/weaknesses and specifies priorities for developing and revising plans (Region 11, n.d.).

A Campus Improvement Plan (CIP) uses data from the CNA to develop a comprehensive plan to improve teaching and learning in the school (Campus Improvement Plan, n.d.). The CIP serves as a blueprint for how a campus will address the identified needs and how the created programs will be evaluated (Campus Improvement Plan, n.d.).

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What initiatives do you currently have on your campus that align to the CIP?

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What initiatives do you currently have on your campus that align to the CIP?

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Goal 1: Strategies currently in place is a staggered bell schedule, multiple lunches to decrease the number of students in the cafeteria, and currently we work with local colleges to help students who are first generation college students.

Goal 2: CHAMPs and Safe and Civil schools is currently in place on campus to improve school culture and climate.

Goal 3: Utilizing PTA to communicated with parents, working with churches around the school to create organizations like FCA and a teacher partner program.

Goal 4: Student stories are shared through the monthly newsletter, with local news stations, and AISD news.

Goal 5: Common assessments are given, MAPs began district wide, and Fountas and Pinnell Leveled Literacy Intervention system is put in place for the ELA classrooms.

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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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The funding required to meet the goals and objectives come from either the general fund or the campus budget. The funds are explicitly labeled for each goal and provide explanations on how they will be used.

The General Fund is used for Goal 1.1 to work with the CIS program on campus.

The Campus Budget is used for the remainder of the goals and objectives. Some of the funds go to Chromebooks, advertisement, and trainings.

Overall, the funds seem to be allocated appropriately to meet the goals and objectives of the school.

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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?

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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?

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Overall, the components of the CIP work seamlessly in order to achieve the campus vision. The CIP aims for long term success, wants students to think critically, become independent thinkers, readers, confident speakers all while creating a safe and challenging learning environment. The CIP addresses all of those needs in a variety of ways.

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Significant elements of the parent policy section of your CIP.

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Significant elements of the parent policy section of your CIP.

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Parents are communicated with through the Madison Spotlight Newsletter once a month. In the newsletter, parents are informed of positive things going on in the classroom, as well as upcoming events.

In the CIP, this is the only information regarding parents.

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Identification of the goals listed in your CIP.  Are they listed as SMART goals?

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Identification of the goals listed in your CIP.  Are they listed as SMART goals?

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In the Campus Improvement Plan there are 5 goals. Of the five goals, none are listed as SMART goals.

Goal 1: Make classrooms more meaningful and relevant for students and teachers.
Goal 2: Develop a culture, climate, and environment that values collaboration.
Goal 3: Build partnerships with local businesses and organizations.
Goal 4: Tell the AISD stories of inspiration, success and opportunity to the community, parents, and staff.
Goal 5: Meet or exceed all federal and state mandates.

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

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

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CNA taken from the TEA and Region 20 ESC 5- step Process.

Step 1: Create/establish committees for each area on the CNA. (Demographics, Student Achievement, School Culture & Climate, Staff Quality, Recruitment, & Retention, Curriculum, Family & Community Involvement, School Organization, and Technology).

Step 2: Vision for Reform
Before beginning the CNA, the school should discuss what their reformed school will look like in regards of students success. They should discuss how it differs from what is currently occurring and current strengths/weakness.

Step 3: Create the School Profile
Create a snapshot that will illustrate the gap between where the school is and where they want to be. It is a data driven description of the students, staff, and community. To create the profile the planning team should first decide which focus areas are most essential to to reform the school.

Step 4: Identifying Data Sources
The team is responsible for gathering and organizing quantitative data in the 8 focus areas.

Step 5: Analyzing Data
While analyzing the data, the gap should become more clear and the team should be able to recognize issues that have a significant impact on student achievement. The findings should be summarized in a variety of ways so that the information can be shared with all stakeholders.

Stakeholders: District Leadership, teachers, paraprofessionals, school staff, parents, and community members.

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Mission Statement: "At Madison Middle School we strive to create a safe and challenging learning community that develops highly motivated critical thinkers and encourages community involvement in order to promote life-long learners" (Madison Middle School, n.d.).

Campus Vision: "Madison Middle School seeks to prepare students for success in high school and college as well as a career and the rest of their lives.  Because we are focused on long-term success, Madison aims for a higher standard.  We want to equip students to think critically and argue passionately.  We believe it is important that students become independent thinkers, coherent writers, confident speakers, and avid readers" (Madison Middle School, n.d.).

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Madison Middle School has a rich tradition of success in educating students in Abilene, Texas. Completed in 1962, Madison Junior High educated seventh, eighth, and ninth graders until converting to a middle school in 1985. At that time, the student population shifted to sixth, seventh, and eighth graders. Madison students have benefitted from several renovations and expansions over the years. The last occurred during the 2015 - 2016 school year, at which time numerous portable classrooms were removed from the campus.

With a student population over 1000, Madison Middle School serves the educational needs of a diverse and energetic population. Educators and students alike realize that Madison Middle School serves two purposes-teaching and learning. Madison sets the standard for learning in middle schools across West Texas, and our educators understand the vital importance of serving every student who walks the halls of our school. True Bison, whether student or educator, understand that success is dependent upon setting goals and working hard to make those goals reality.

Madison Mission Statement

At Madison Middle School we strive to create a safe and challenging learning community that develops highly motivated critical thinkers and encourages community involvement in order to promote life-long learners.
School Colors School Mascot BISON Like us on Facebook! Follow us on twitter @madisonbison

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Madison Middle School | CONNECT LEAD SUCCEED

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Madison Middle School has a rich tradition of success in educating students in Abilene, Texas. Completed in 1962, Madison Junior High educated seventh, eighth, and ninth graders until converting to a middle school in 1985. At that time, the student population shifted to sixth, seventh, and eighth graders.

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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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Some components that drive a CIP/CNA are as follows:

1. Texas Education Code, §11.252.
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 student
achievement indicators…
The district improvement plan must include provisions for:
1. A comprehensive needs assessment addressing district
student performance on student achievement
indicators…
2. Measurable district performance objectives for all
appropriate student achievement indicators for all
student populations…
3. Strategies for improving student performance

2. Texas Education Code, §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…

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US Legal, Inc. (n.d.). Title 1 School Law and Legal Definition. Retrieved from https://definitions.uslegal.com/t/title-1-school/.

CONNECT LEAD SUCCEED. (n.d.). Retrieved from https://www.abileneisd.org/madison-middle/.

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

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

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

Region 11. (n.d.). Retrieved from https://www.esc11.net/Page/4377.

Region 10 ESC. (n.d.). Campus Improvement Plan. Retrieved from https://www.esc20.net/upload/page/0038/docs/10262016/ReferenceSheetCampusImprovementPlan.pdf.

District & Campus Improvement Planning Process. (n.d.). Retrieved from http://www.risd.org/group/aboutrisd/Board_Of_Trustees/BoardOfTrustees_Docs/AgendaPackets/091712/091712%20Presentation%20DistCampus%20Improvement%20Plan%20process%201213.pdf

Texas Education Agency. (2018). Effective Schools Framework. Retrieved from https://texasesf.org/wp-content/uploads/2018/12/TEA-Effective-Schools-Framework-Overview.pdf

Pipkin, C. (2018). How to Craft an Effective School Improvement Plan - EdSurge News. Retrieved from https://www.edsurge.com/news/2015-09-09-how-to-craft-an-effective-school-improvement-plan.

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Title 1 was signed into legislation on April 12, 1965 by President Lyndon B. Johnson (McClure, 2008). The new law was considered triumphant, because it provided federal aid for the nation's elementary and secondary schools (McClure, 2008).

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Download this section (pdf)
Back to main report page
Title I of the Elementary and Secondary Education Act of 1965 requires that schools receiving funds under Title I be comparable in services to schools that do not receive Title I funds. The public policy purpose: To ensure federal financial aid is spent on top of state and local funds to which all public school children are entitled. Title I was one of five titles in the legislation, which was introduced in Congress on January 12, 1965, and was passed by Congress on April 9, 1965.

President Lyndon B. Johnson signed the legislation on April 12, 1965 in front of the old one-room school house on his ranch on the banks of the Perdernales River. The new law was considered a legislative triumph because previous attempts to provide federal aid to primary and secondary education by Congress had always floundered on the "two R's," race and religion.

The first of the two obstacles, race, had been resolved the previous year with enactment of the Civil Rights Act of 1964, Title VI of which prohibits recipients of federal financial assistance from discriminating on the basis of race, color, or national origin. All prior attempts at providing federal aid to pre-collegiate education had been stalled by the Powell Amendment attached to bills by Rep. Adam Clayton Powell II, chairman of the House Education and Labor Committee. The Powell Amendment prohibited the use of federal money to build racially segregated schools. Under Title VI school systems that operated racially segregated schools pursuant to state law were required to have acceptable desegregation plans in order to be eligible for federal funds. With the passage of the Civil Rights Act, Powell allowed ESEA to move forward to enactment.

The second impediment concerned federal funding of religious schools. Such aid to parochial schools rested on a constitutional minefield, but post-war inflation and enrollment surges affected religiously affiliated as well as public schools, especially in northern cities. The objection to aid for religious schools was removed by the creation of the so called "child benefit" theory. Under this approach, the Title I formula was designed to distribute its funds to school attendance areas having high concentrations of children from low-income families. All children residing in such a school attendance area were deemed eligible for services whether they attended the public school or the church-affiliated school in that attendance area.

Now, for the first time, there was federal aid for the nation's elementary and secondary schools. But controversies over how it was spent were soon to follow.
More on Ensuring Equal Opportunity in Public Education

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The History of Educational Comparability in Title I of the Elementary and Secondary Education Act of 1965 - Center for American Progress

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Download this section (pdf) Back to main report page Title I of the Elementary and Secondary Education Act of 1965 requires that schools receiving funds under Title I be comparable in services to schools that do not receive Title I funds.

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Title 1 provides funds to school districts to assists school that have high concentrations of poverty to help students meet education goals (US Legal Inc., n.d.).

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Title 1 School Law and Legal Definition | USLegal, Inc.

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Title 1 is the largest federally funded educational program. The program provides supplemental funds to school districts to assist schools with the highest student concentrations of poverty to meet