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Originated in the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.)

Enacted to improve the academic achievement of disadvantaged students

(U.S. Department Of Education, 2005)

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TEC SUBCHAPTER F.Sec. 11.251-11.255 DISTRICT-LEVEL AND SITE-BASED DECISION-MAKING outlines what the requirements are for developing a campus improvement plan. This code provides guidelines for selecting committee members as well as what needs to be included in a plan.

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Vision - Living Every Day with Purpose, Pride and Perseverance

Mission - The mission of Lipan ISD is to inspire, engage, and empower all students in an interactive, save, and loving  environment to become lifelong learners and productive,contributing members of society.

(Lipan ISD, 2019)

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Creating a Campus Improvement Plan (CIP) or Comprehensive Needs Assessment (CNA)

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Creating a Campus Improvement Plan (CIP) or Comprehensive Needs Assessment (CNA)

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Committee members should include "representative professional staff, including, if practicable, at least one representative with the primary responsibility for educating students with disabilities, parents of students enrolled in the district, business representatives, and community members" (TEA Subchapter F. Sec 11.251 (b))

Determine the CNA and then create a CIP by doing the following

Look at

1.  Demographics

2.  Student Achievement

3. School Culture, & Climate

4. Staff Quality, Recruitment, & Retention

5. Curriculum, Instruction & Assessment

6. Family & Community Involvement, Engagement

7. School Organization

8. Technology

Determine a shared vision

Answer questions concerning the following:

1. Student Needs

2. Curriculum an Instruction

3. Professional Development

4. Family and Community Involvement

5. School Context and Organization

Collect Data

Analyze Data

Set Goals based on data

Determine percentage of increase in improvement for each goal

Identify strategies and actions needed to meet the goal

Identify goal content area

Determine person(s) responsible for implementing goal

Provide a timeline for goal achievement

Identify resources and budget needed to master goal

(Weatherford, n.d.)

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Goal 1: The number of students graduating College, Career, Military Ready (CCMR) will increase from 57% to 100% by 2022.

Goal 1 Objective: To expose all students to various post-secondary choices

Goal 2:  Increase the number of students participating (grades 3-12) in co-curricular and extra-curricular activities from 50% to 80% by 2022.

Goal 2 Objective:  To increase the number of students participating (grades 3-6) in co-curricular and extra-curricular activities to 70% by June 2020.

Goal 3:  Increase Reading and Math performance for all grades to Meets and above from 53R/54/M%to 75R/75/M% by 2022.

Goal 3 Objective 1:  The student achievement score on STAAR for 3rd-6th graders will increase to 65R/65M% by June 2020.

Goal 3 Objective 2:  80% percent of PK-2nd grade students will read on grade level by June 2020.

Goal 3 Objective 3: 80% percent of PK-2nd grade students will perform on grade level in math by June 2020.

(Lipan ISD, 2019)

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Goals must be Specific, Measurable, Achievable, Relevant, and Time-bound (Weatherford, n.d.). Lipan ISD's goals are S.M.A.R.T. goals. Each one has a specific outcome that is expected. Each goal is measurable by looking at either graduation, STAAR, assessment, or participation results. All goals are achievable by every student. Lipan Elementary has been identified as a targeted campus by TEA, so each goal is relevant to that identification. There is a time period that each goal must be met by making their goals time-bound.

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Parent Policy of Campus Improvement Plan

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Parent Policy of Campus Improvement Plan

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Teachers participation in the local Parent-Teacher Organization

Parent Volunteers assist teachers with classroom needs and activities

Nachos and Numbers Night to promote math skills and encourage parent participation

Reading Night to promote reading skills and parent participation in working with child on reading skills

Grandparents Day to invite grandparents to participate in students' school day

Teachers must make two positive parent contacts per week and log the communication

Use Social Media and news outlets to publicize student achievement

Participation in Hood County Super Citizen program

Recognize student achievement by inviting parents to awards ceremonies

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Components of the Campus Improvement Plan

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Components of the Campus Improvement Plan

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The components of the Lipan Elementary CIP support the goals that have been identified. The campus vision of living every day with purpose, pride, and perseverance are also supported by the CIP. Purpose is evident in the goals. Pride is accomplished when goals are mastered and perseverance is what is required to meet the goals.

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The Lipan Elementary Campus Improvement Plan lacks sufficient funding data to accomplish its goals. For example, teachers are required to use various assessment and curriculum programs such as DMAC, Imagine Math, Learning.com, and I-Station. However, there is no funding for teacher training on these programs. If teachers are expected to use these tools, then they must have training in order to successfully incorporate them into the curriculum.

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Tribe Time - Campus Response to Intervention Time (RTI) scheduled into the school day

Imagine Math computer program

I-Station for reading

RTI meetings held every three weeks with teachers and administrators

Common assessments administered every six weeks in reading, math, science, and writing

Several teachers have attended READ Academy through local service center

College colors day to promote college awareness

Learning.com to improve technology skills

Elementary UIL practice

Daily band class for fourth and fifth grade students

JR FFA and 4H to promote extra-curricular activities

Daily Haggerty Phonics instruction in grades pre-k - second

(Lipan ISD, 2019)

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A clear vision for what districts and schools across the state do to ensure an excellent education for all Texas students (Texas Education Agency, 2019).

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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Difference of Campus Improvement Plan (CIP) and Comprehensive Needs Assessment (CNA)

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Difference of Campus Improvement Plan (CIP) and Comprehensive Needs Assessment (CNA)

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While the both the CIP and CNA are created by the same committee, there are some differences.

CNA - the process of collecting data to determine campus weaknesses or needs

CIP - uses the data collected from the CNA to  write goals that need to be met in order to fill needs identified in the CNA

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Local Educational Agencies (LEA) must use federal funds identified as "supplement, not supplant" specifically for their intended purpose. This means that an LEA cannot use federal funds to supplant, or replace, funds they receive from other sources. Instead, federal funds must be supplemented with funds from other sources. (Texas Education Agency, 2018)

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Effective Schools Framework Levers and the Campus Improvement Plan

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Effective Schools Framework Levers and the Campus Improvement Plan

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Lipan Elementary's CIP clearly identifies each person's responsibility to implement the plan, as well as, addresses causes of low performance. By doing this, their CIP satisifies Lever 1 of the Effective Schools Framework.

Students have access to a plethora of curriculum programs that are aligned to the TEKS. Several of these programs like I-station and Imagine Math allow students to work at their own level. Because of the programs' accessibiilty to all students, the CIP satisfies Lever 4 of the Effective Schools Framework.

Lipan Elementary does a good job of satisfying Lever 5 of the EFS. Lever 5 requires students to have learning experiences driven by objectives, evaluated by formative assessment, and reflected upon by teachers. According to the Lipan Elementary CIP, each goal has an objective, students are being assessed through DMAC, TEKS Resource, and STAAR, and teachers meet every three weeks to discuss student progress and determine what adjustments need to be made.

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Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6301)

Lipan ISD Campus Improvement Plan. (2019)

TEC Subchapter F Sec 11.251-11.255

Texas Education Agency. (2018). Supplement not supplant handbook. Retrieved from https://blackboard.angelo.edu/bbcswebdav/pid-2251931-dt-content-rid-19189053_2/courses/13073.202010/13073.202010_ImportedContent_20191008084901/SNS%20Handbook_3.1--revised%2012-2018.pdf

Texas Education Agency. (2019). Texas effective schools framework. Retrieved November 3, 2019, from https://texasesf.org/framework/

U.S.Department of Education. (2005, December 19). Title I improving the academic achievement of the disadvantaged. Retrieved from https://www2.ed.gov/policy/elsec/leg/esea02/pg1.html

Weatherford, V. (n.d.). What's your plan: Comprehensive needs assessment. Retrieved from Region 7 ESC website: https://blackboard.angelo.edu/bbcswebdav/pid-2251930-dt-content-rid-19189052_2/courses/13073.202010/13073.202010_ImportedContent_20191008084901/CNA%20Process%20Resource%20Guidebook%281%29.pdf