# data[].attributes.body
A Campus Improvement Plan would satisfy all five of the Effective Schools Framework because all of the goals that are being put into place are there to ensure the success of the school as a whole.  All of the levers that the Effective Schools Framework entails are there to help ensure the success of the campus as a whole.

# data[].attributes.body
Lever One: STRONG SCHOOL LEADERSHIP AND PLANNING

The Texas Education Ageency describes lever ones as, "Effective campus instructional leaders with clear roles and responsibilities develop, implement, and monitor focused improvement plans that address the causes of low performance" (TEA, 2019).

Lever Two: 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. (TEA, 2019)

Lever Three: 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. (TEA, 2019)

Lever Four: 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. (TEA, 2019)

Lever Five: 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.  (TEA, 2019)

# data[].attributes.body
The Texas Administrative Code defines Supplement, not supplant as, " The term “supplement, not supplant” is a provision common to many federal statutes authorizing education grant programs. There is no single SNS 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 SNS requirements, LEAs must be cognizant of how the provision is applied in each specific program" (TEA, 2019)

# data[].attributes.body
Title one is a funding program that funds schools with a large amount of lower social economic students.  These funds are given to schools with lower socioeconomic students in order to get these students to succeed educationally.  Phylis McClure states that, “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” (2008).

# data[].attributes.body
Both The Texas Education Code and Texas Administration Code give you guidelines or "rules" that schools must abide by.  These components or guidelines range from educational guidelines to morality guidelines.  Depending on the needs of your campus, you will use these guidelines to show where you can use improvement and what needs to be done to ensure that improvement.

# data[].attributes.headline
Edna Elementary Vision  & Mission Statement 

# data[].attributes.subject
Edna Elementary Vision  & Mission Statement 

# data[].attributes.body
Vision Statement:
Edna ISD: Offering Small Town Values While Preparing Students for Global Expectations

Mission Statement:  Edna ISD: Ensuring a Quality Education for All

# data[].attributes.body
Campus Improvement Plans and Campus Needs Assessment plans are created by teams that are built of campus teachers, parent representatives. and district administrators. These teams are created each year and come together either at the end of the year or summer time to create a Campus Improvement or Campus Needs Assessment Plan.

# data[].attributes.body
The goals that were listed in our Campus Improvemnt Plan were not listed as Smart Goals.

Goal 1: Edna Elementary will provide rigorous learning experiences to ensure every student receives aquality education. The goal is to increase performance and participation on standardized tests, postsecondary readiness, and develop 21st century learners.

Goal 2: EISD will implement a curriculum management tool that measures with fidelity the coverage of the course level TEKS and the progress of the lesson delivery in terms of the scope and sequence of eachcourse. The lesson plan process will track and align processes and performance assessments that are linkedto Fundamental Five and the processes embedded within the TEKS Resource System. The weeklymonitoring of these curricular processes will result in an 85% (+) compliance in terms of application andcoverage as well as result in a correct and logical DLO for the daily lesson cycle.

Goal 3: Edna Elementary will implement programs that emphasize whole child development with an influence of strategies to avoid destructive decision making. Restorative discipline techniques along with mental health programs, drop out prevention, attendance rate, and anti-bullying tracking. Parent involvement and participation will be emphasized.

# data[].attributes.body
The Texas Education Agency describes the Effective Schools Framework as, ". The ESF supports school and district continuous improvement efforts by providing the basis for the ESF diagnostic process and the foundation for the alignment of resources and supports to the needs each school" (TEA, 2019). It is a process of using your school data to find the specific needs that your school has, creating a plan on what needs to be done in order for those needs to be met, and then following through and monitoring that those needs are being taken care of through the plan that was put into place. The framework is important because it ensures that the needs of the campus are being realized and met. The campus is constantly growing and moving towards success if you are continuously striving to better it.

# data[].attributes.body
Current initiatives that our campus has in place is providing our math teachers in grades second through fifth Sharon Wells curriculum.  By providing our teachers with this program and curriculum, teachers are provided with more information on how to teach their students in order to be more successful towards STAAR.  This program also provides teachers with more resources to work with their children on.

# data[].attributes.body
From going through the Campus Improvement Plan many times, I do not see any information on a parent policy section. The only information I can find that is concerning parents is the multiple forms of data that was collected from the parents. The folllowing is what I found about parental participation. "Parent surveys and/or other feedback

Parent engagement rate,Community surveys and/or other feedback".

# data[].attributes.body
The funding that is included in the Campus Improvement Plan support the goals because the goals that are being put into place are having to deal a large amount with our lower socioeconomic students, and the funds are TItle 1 funds.

# data[].attributes.body
 A Campus Needs Assessment plan provides information that contains areas where the campus needs improvement.  While, A Campus Improvement Plan provides information on where the campus needs improvement, where the campus needs to be, and how the campus plans on improving these areas of need.

# data[].attributes.body
Looking at our elementary Campus Improvement Plan as a whole, our goals align with each other and all work together.  If you look at the goals, while working towards reaching one goal you are also working towards working on another goal.  One aspect that I believe is missing from our Campus Improvement plan is a plan on how to get parents more involved. Providing information on how to get more information on how to get more parents involved.

# data[].attributes.body
McClure, Phyllis. “The History of Educational Comparability in Title I of the Elementary and Secondary Education Act of 1965.” Center for American Progress, 10 June 2008, 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/.

McClure, P. (2008, June 10). The History of Educational Comparability in Title I of the Elementary and Secondary Education Act of 1965. Center for American Progress. 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/.