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Abilene Independent School District. 2020. Ortiz Elementary School 2020-2021 Campus Improvement Plan

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T. Knight, ESC 15 presentation, October 13, 2020. Slide 19.

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T. Knight, ESC 15 presentation, October 13, 2020. Slide 19.

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Ortiz CIP satisfies Lever 4 and 5.   Strategy 2 addresses meeting with teachers.....to identify gaps in learning...and create an action plan to address gaps (Abilene Independent School District. (2020). Ortiz Elementary School 2020-2021 Campus Improvement Plan. file:///C:/Users/monic/Downloads/Ortiz%20Elementary%20Plan%20(1).pdf) supports Lever 4 and 5 of High Quality Instruction and Curriculum and Effective Instruction.

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Hiring math tutors and a math interventionist with a dedicated intervention block to improve student performance for 3-5 grades on the Math STAAR.

Leader In Me student notebooks to track evidence of learning in the core content classes.

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The funding included in the CIP does support the goals listed through some of the stated objectives and/or strategies for the goals.  For example, under goal 5, strategy 1 states that intervention for students to address areas of need through instructional coaching....or other support materials. Abilene Independent School District. (2020). Ortiz Elementary School 2020-2021 Campus Improvement Plan. file:///C:/Users/monic/Downloads/Ortiz%20Elementary%20Plan%20(1).pdf
Funding from the CIP is designated for intervention teachers, instructional aides, tutorials, support materials, bilingual stipends, in-school tutorials, and a web based reading and math program.

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T. Knight, ESC 15 presentation, October 13, 2020.

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ESF is a tool that helps educational leaders accomplish the goal of providing a high-quality education for all students through continuous improvement efforts. Texas Education Agency. 2007-2019. ESF. https://texasesf.org/framework/

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ESF provides a clear vision for what districts and schools across the state do to ensure an excellent education for all Texas students.  T he 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.
Texas Education Agency. Effective Schools Framework. 2017-2019.
https://texasesf.org/framework/

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Lever 1:  Strong School Leadership and Planning
Instructional leaders that develop, implement, and monitor improvement plans to address the cause(s) of low performance.

Lever 2:  Effective, Well-Supported Teachers
The retention of highly-qualified teachers so all students have access to  a high-quality education.

Lever 3:  Positive School Culture
The campus has an aligned vision, mission, and goals, high behavioral expectations, proactive and responsive student support services, and involvement with families and community.

Lever 4:  High-Quality Curriculum
All students receive an engaging TEKS-aligned curriculum, assessments, and resources with appropriate levels of rigor.

Lever 5:  Effective Instruction
Data-driven instruction for all students that meets the needs of each student.

Texas Education Agency. 2007-2019. ESF. https://texasesf.org/framework/

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What is the difference between a CNA and CIP?

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What is the difference between a CNA and CIP?

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A CIP assesses the needs of the campus to 'improve student performance for all populations...'
Texas Education Code. District Planning and Decision Making. TEC 11.253
https://statutes.capitol.texas.gov/Docs/ED/htm/ED.11.htm

A CNA addresses student performance on the achievement indicators, and other appropriate measures of performance, that are disaggregated by all student groups served by the district, including categories of ethnicity, socioeconomic status, and populations served by special programs, including students in special education programs under Subchapter A, Chapter 29;
Texas Education Code. TEC.Sec. 11.252. https://statutes.capitol.texas.gov/Docs/ED/htm/ED.11.htm

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EDUCATION CODE CHAPTER 11. SCHOOL DISTRICTS

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Sec. 11.002. RESPONSIBILITY OF SCHOOL DISTRICTS FOR PUBLIC EDUCATION. The school districts and charter schools created in accordance with the laws of this state have the primary responsibility for implementing the state's system of public education and ensuring student performance in accordance with this code.

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Significant Elements of the Parent Policy

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Significant Elements of the Parent Policy

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Ortiz will provide at least 3 opportunities during the school year for parent involvement, including, but not limited to : Meet the Teacher, Habit Hunt, Fall Festival, Parent Conferences, Art Show.  Ortiz 2020-2021 CIP

Parent Coordinator on campus to help with parent involvement programs.

Parent Coordinator is bilingual

Campus is 42% English Learners

Campus provides all school related information in English and Spanish

Abilene Independent School District. (2020). Ortiz Elementary School 2020-2021 Campus Improvement Plan. file:///C:/Users/monic/Downloads/Ortiz%20Elementary%20Plan%20(1).pdf

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Texas Education Agency. 2007-2019. ESF. https://texasesf.org/framework/

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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. 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.

At the core of effective schools is effective instruction: interactions between students, teachers, and content determine learning outcomes. This instructional core is strengthened and supported by effective, well-supported teachers, high-quality curriculum, and positive school culture. Strong school leadership and careful planning encompass and ensure each of these levers.

# data[].attributes.attachment_link.description
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. 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.

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Education Service Center 15. Federal Programs. Campus Planning. Knight, Tami.

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https://statutes.capitol.texas.gov/Docs/ED/htm/ED.11.htm

# data[].attributes.attachment_link.title
EDUCATION CODE CHAPTER 11. SCHOOL DISTRICTS

# data[].attributes.attachment_link.description
Sec. 11.002. RESPONSIBILITY OF SCHOOL DISTRICTS FOR PUBLIC EDUCATION. The school districts and charter schools created in accordance with the laws of this state have the primary responsibility for implementing the state's system of public education and ensuring student performance in accordance with this code.

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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."
https://www2.ed.gov/programs/titleiparta/index.html#:~:text=Title%20I%2C%20Part%20A%20(Title,ensure%20that%20all%20children%20meet

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Program Office: Office of State Support
CFDA Number: 84.010
Program Type: Formula Grants
Also Known As:Education for the Disadvantaged - Grants to Local Educational Agencies,
Improving the Academic Achievement of the Disadvantaged, Title I ESEA, Title I LEA Grants

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. Federal funds are currently allocated through four statutory formulas that are based primarily on census poverty estimates and the cost of education in each state

1. Basic Grants provide funds to LEAs in which the number of children counted in the formula (formula children) is at least 10 and exceeds 2 percent of an LEA's school-age population.

2. Concentration Grants provide funds to LEAs that are eligible for Basic Grants and in which the number of formula children exceeds 6,500 or 15 percent of an LEA's the total school-age population.

3. Targeted Grants are based on the same data used for Basic and Concentration Grants except that the data are weighted so that LEAs with higher numbers or higher percentages of children receive more funds. Targeted Grants are based on the same data used for Basic and Concentration Grants except that the data are weighted so that LEAs with higher numbers or higher percentages of formula children receive more funds. Targeted Grants provide funds to LEAs in which the number of formula children (without application of the formula weights) is at least 10 and at least 5 percent of the LEA's school-age population.

4. Education Finance Incentive Grants (EFIG) distribute funds to States based on factors that measure:

a State's effort to provide financial support for education compared to its relative wealth as measured by its per capita income; and

the degree to which education expenditures among LEAs within the State are equalized.

Once a State's EFIG allocation is determined, funds are provided (using a weighted count formula that is similar to Targeted Grants) to LEAs in which the number of children from low-income families is at least 10 and at least 5 percent of the LEA's school-age population.

An LEA's Title I allocation is the sum of the amount that the LEA receives under each formula. LEAs target the Title I funds they receive to schools with the highest percentages of children from low-income families. If a Title I school is operating a targeted assistance program, the school provides Title I services to children who are failing, or most at risk of failing, to meet challenging State academic standards. Schools in which children from low-income families make up at least 40 percent of enrollment are eligible to use Title I funds to operate schoolwide programs that serve all children in the school in order to raise the achievement of the lowest-achieving students. LEAs also must use Title I funds to provide Title I services to eligible children enrolled in private schools. More information about Title I and other ESEA programs is available at: https://www2.ed.gov/policy/elsec/leg/essa/index.html.

ED's most recent data on participation in the program are from school year (SY) 2015-16. In SY 2015-16 more than 55,906 public schools across the country used Title I funds to provide additional academic support and learning opportunities to help low-achieving children master challenging curricula and meet state standards in core academic subjects. For example, funds support extra instruction in reading and mathematics, as well as special preschool, after-school, and summer programs to extend and reinforce the regular school curriculum.

That same year Title I served more than 26 million children. Of these students, approximately 58 percent were in kindergarten through fifth grade, 21 percent in grades 6-8, 19 percent in grades 9-12, 2 percent in preschool, and less than one percent ungraded.

# data[].attributes.attachment_link.keywords[]
compensatory education; disadvantaged; disadvantaged youth; elementary secondary education; federal aid; federal programs; formula grants; high risk students; low income; poverty; state accountability grants; poverty; title i; educationally disadvantaged

# data[].attributes.attachment_link.description
Program Office: Office of State Support CFDA Number: 84.010 Program Type: Formula Grants Also Known As:Education for the Disadvantaged - Grants to Local Educational Agencies, Improving the Academic Achievement of the Disadvantaged, Title I ESEA, Title I LEA Grants 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.

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T. Knight, ESC 15 presentation, October 13, 2020. Slide 19.

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https://315.clayton.k12.ga.us/UserFiles/Servers/Server_65389/File/2016-17%20Documents/What%20is%20a%20Title%201%20school.pdf

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https://www.abileneisd.org/ortiz-elementary/

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It is always an exciting time here at Ortiz Elementary. Our students and staff enjoy learning and make the most of each day. Creating an engaging environment and providing students with leadership opportunities fosters an environment that celebrates growth.

The diversity of our student and staff population is a beautiful collaboration of life. We have 15+ countries that are represented and celebrated each day. Our students have unique opportunities to learn about different cultures and places from their classmates. This allows our students to learn and grow beyond the four walls of the classroom.

At Ortiz we CELEBRATE and GROW through our...

Leader In Me Program

TEAM System-Team Integrity, Team Courage, Team Endurance; Team Responsibility & Team Honesty

Spanish Dual Language Program

High-Quality Instructional Practices

Growth Mindset and Goal Setting

All these programs work in conjunction to prepare your child to reach his or her full potential as a true scholar.

it is a joy to see students LOVE learning and GROW throughout the school year. Families and community are an important part of our students' success. As teachers and parents, we have a shared responsibility to prepare our students for the future. Ortiz Elementary teachers are the best and are ready to help your child GROW educationally!

Welcome to the ALL STAR TEAM!

# data[].attributes.attachment_link.description
It is always an exciting time here at Ortiz Elementary. Our students and staff enjoy learning and make the most of each day. Creating an engaging environment and providing students with leadership opportunities fosters an environment that celebrates growth. The diversity of our student and staff population is a beautiful collaboration of life.

# data[].attributes.body
"Originally, the idea of Title 1 was enacted in 1965 under the Elementary and Secondary
Education Act and  was rewritten in 1994 to improve fundamental goals of helping at-risk students."

https://315.clayton.k12.ga.us/UserFiles/Servers/Server_65389/File/2016-17%20Documents/What%20is%20a%20Title%201%20school.pdf

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https://www2.ed.gov/programs/titleiparta/index.html#:~:text=Title%20I%2C%20Part%20A%20(Title,ensure%20that%20all%20children%20meet

# data[].attributes.attachment_link.readable_text
Program Office: Office of State Support
CFDA Number: 84.010
Program Type: Formula Grants
Also Known As:Education for the Disadvantaged - Grants to Local Educational Agencies,
Improving the Academic Achievement of the Disadvantaged, Title I ESEA, Title I LEA Grants

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. Federal funds are currently allocated through four statutory formulas that are based primarily on census poverty estimates and the cost of education in each state

1. Basic Grants provide funds to LEAs in which the number of children counted in the formula (formula children) is at least 10 and exceeds 2 percent of an LEA's school-age population.

2. Concentration Grants provide funds to LEAs that are eligible for Basic Grants and in which the number of formula children exceeds 6,500 or 15 percent of an LEA's the total school-age population.

3. Targeted Grants are based on the same data used for Basic and Concentration Grants except that the data are weighted so that LEAs with higher numbers or higher percentages of children receive more funds. Targeted Grants are based on the same data used for Basic and Concentration Grants except that the data are weighted so that LEAs with higher numbers or higher percentages of formula children receive more funds. Targeted Grants provide funds to LEAs in which the number of formula children (without application of the formula weights) is at least 10 and at least 5 percent of the LEA's school-age population.

4. Education Finance Incentive Grants (EFIG) distribute funds to States based on factors that measure:

a State's effort to provide financial support for education compared to its relative wealth as measured by its per capita income; and

the degree to which education expenditures among LEAs within the State are equalized.

Once a State's EFIG allocation is determined, funds are provided (using a weighted count formula that is similar to Targeted Grants) to LEAs in which the number of children from low-income families is at least 10 and at least 5 percent of the LEA's school-age population.

An LEA's Title I allocation is the sum of the amount that the LEA receives under each formula. LEAs target the Title I funds they receive to schools with the highest percentages of children from low-income families. If a Title I school is operating a targeted assistance program, the school provides Title I services to children who are failing, or most at risk of failing, to meet challenging State academic standards. Schools in which children from low-income families make up at least 40 percent of enrollment are eligible to use Title I funds to operate schoolwide programs that serve all children in the school in order to raise the achievement of the lowest-achieving students. LEAs also must use Title I funds to provide Title I services to eligible children enrolled in private schools. More information about Title I and other ESEA programs is available at: https://www2.ed.gov/policy/elsec/leg/essa/index.html.

ED's most recent data on participation in the program are from school year (SY) 2015-16. In SY 2015-16 more than 55,906 public schools across the country used Title I funds to provide additional academic support and learning opportunities to help low-achieving children master challenging curricula and meet state standards in core academic subjects. For example, funds support extra instruction in reading and mathematics, as well as special preschool, after-school, and summer programs to extend and reinforce the regular school curriculum.

That same year Title I served more than 26 million children. Of these students, approximately 58 percent were in kindergarten through fifth grade, 21 percent in grades 6-8, 19 percent in grades 9-12, 2 percent in preschool, and less than one percent ungraded.

# data[].attributes.attachment_link.keywords[]
compensatory education; disadvantaged; disadvantaged youth; elementary secondary education; federal aid; federal programs; formula grants; high risk students; low income; poverty; state accountability grants; poverty; title i; educationally disadvantaged

# data[].attributes.attachment_link.description
Program Office: Office of State Support CFDA Number: 84.010 Program Type: Formula Grants Also Known As:Education for the Disadvantaged - Grants to Local Educational Agencies, Improving the Academic Achievement of the Disadvantaged, Title I ESEA, Title I LEA Grants 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.

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As an ALL STAR I.....
Accept Responsibility
Learn to Endure
Live Courageously
Speak Honestly
Treasure Leadership
Act with Integrity, and
Reach for Success
https://www.abileneisd.org/ortiz-elementary/

*Note: Mission statement on CIP is the district's mission statement.

# data[].attributes.attachment_link.readable_text
It is always an exciting time here at Ortiz Elementary. Our students and staff enjoy learning and make the most of each day. Creating an engaging environment and providing students with leadership opportunities fosters an environment that celebrates growth.

The diversity of our student and staff population is a beautiful collaboration of life. We have 15+ countries that are represented and celebrated each day. Our students have unique opportunities to learn about different cultures and places from their classmates. This allows our students to learn and grow beyond the four walls of the classroom.

At Ortiz we CELEBRATE and GROW through our...

Leader In Me Program

TEAM System-Team Integrity, Team Courage, Team Endurance; Team Responsibility & Team Honesty

Spanish Dual Language Program

High-Quality Instructional Practices

Growth Mindset and Goal Setting

All these programs work in conjunction to prepare your child to reach his or her full potential as a true scholar.

it is a joy to see students LOVE learning and GROW throughout the school year. Families and community are an important part of our students' success. As teachers and parents, we have a shared responsibility to prepare our students for the future. Ortiz Elementary teachers are the best and are ready to help your child GROW educationally!

Welcome to the ALL STAR TEAM!

# data[].attributes.attachment_link.description
It is always an exciting time here at Ortiz Elementary. Our students and staff enjoy learning and make the most of each day. Creating an engaging environment and providing students with leadership opportunities fosters an environment that celebrates growth. The diversity of our student and staff population is a beautiful collaboration of life.

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Inspired, skilled, engaged, and empowered students make a difference in the world.

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T. Knight, ESC 15 presentation, October 13, 2020.

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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.
Abilene Independent School District. (2020). Ortiz Elementary School 2020-2021 Campus Improvement Plan. file:///C:/Users/monic/Downloads/Ortiz%20Elementary%20Plan%20(1).pdf

The goals are not listed as SMART goals.  They are not measurable nor do they have a a time frame to accomplish the overall goal.

From a holistic standpoint, not all of the components of the CIP work together to support the goals nor the vision of the campus.  As previously stated, the goals are not listed as SMART goals, and that is what is missing from the CIP.  There are strategies listed under goals that do not support the goal itself.  For example, Strategy 6 under Goal 1 is to "provide in-school tutoring to support at-risk students in order to increase positive student behavior and keep students in class impact student academies" (Abilene Independent School District. (2020). Ortiz Elementary School 2020-2021 Campus Improvement Plan.) which does not align with "making classrooms more meaningful..."(Abilene Independent School District. (2020). Ortiz Elementary School 2020-2021 Campus Improvement Plan.)