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Vision: All students are equipped with skills to be inspired, contributing citizens excelling in any chosen endeavor within a dynamic global society.

Mission: Acton Elementary in partnership with the community has high expectations and is committed to:

-reaching hearts

-building character

-growing learners

-embracing families

Granbury Independent School District. (2019). Campus Improvement Plan. https://www.granburyisd.org/site/handlers/filedownload.ashx?moduleinstanceid=3775&dataid=51379&FileName=2019-20%20Campus%20Improvement%20Plan%20-%20AES.pdf

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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 is used to find a school's strengths and weaknesses as well as find gaps to close in on. After completing the CNA, the school can then create a Campus Improvement Plan. In the CIP, the school will create specific goals and actions that will happen within the school year.

Education Service Center Region 11. Comprehensive Needs Assessment (CNA). Retrieved from https://www.esc11.net/Page/4377

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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.

(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.

(b) Each district's policy and procedures shall establish campus-level planning and decision-making committees as provided for through the procedures provided by Sections 11.251(b) - (e) .

(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.

(d) Each campus improvement plan must:
(1) assess the academic achievement for each student in the school using the achievement indicator system as described by Section 39.053 ;
(2) set the campus performance objectives based on the achievement indicator system, including objectives for special needs populations, including students in special education programs under Subchapter A, Chapter 29;
(3) identify how the campus goals will be met for each student;
(4) determine the resources needed to implement the plan;
(5) identify staff needed to implement the plan;
(6) set timelines for reaching the goals;
(7) measure progress toward the performance objectives periodically to ensure that the plan is resulting in academic improvement;
(8) include goals and methods for violence prevention and intervention on campus;
(9) provide for a program to encourage parental involvement at the campus; and
(10) if the campus is an elementary, middle, or junior high school, set goals and objectives for the coordinated health program at the campus based on:
(A) student fitness assessment data, including any data from research-based assessments such as the school health index assessment and planning tool created by the federal Centers for Disease Control and Prevention;
(B) student academic performance data;
(C) student attendance rates;
(D) the percentage of students who are educationally disadvantaged;
(E) the use and success of any method to ensure that students participate in moderate to vigorous physical activity as required by Section 28.002(l) ; and
(F) any other indicator recommended by the local school health advisory council.

(e) In accordance with the administrative procedures established under Section 11.251(b) , the campus-level committee shall be involved in decisions in the areas of planning, budgeting, curriculum, staffing patterns, staff development, and school organization. The campus-level committee must approve the portions of the campus plan addressing campus staff development needs.

(g) Each campus-level committee shall hold at least one public meeting per year. The required meeting shall be held after receipt of the annual campus rating from the agency to discuss the performance of the campus and the campus performance objectives. District policy and campus procedures must be established to ensure that systematic communications measures are in place to periodically obtain broad-based community, parent, and staff input, and to provide information to those persons regarding the recommendations of the campus-level committees.

(h) A principal shall regularly consult the campus-level committee in the planning, operation, supervision, and evaluation of the campus educational program.

Texas Education Code § 11.253. 2019. Campus Planning and Site-Based DecisionMaking. Retrieved from https://codes.findlaw.com/tx/education-code/educ-sect-11-253.html

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The purpose of this is to provide an in-depth, yet clear understanding of how each district is ensuring outstanding education to all students (Texas Effective Schools Framework, n.d.)

Lever 1: Strong School Leadership and Planning

*Schools must have a leader who is clear, organized, and ready to fix any disparities the school is facing.

Lever 2: Effective, Well-Supported Teachers

*Schools must obtain and retain highly qualified teachers in order to ensure the best practices are being taught in the classroom.

Lever 3: Positive School Culture

*Schools must create a safe and healthy environment for students to learn in. Discipline and simple management strategies must be put in place.

Lever 4: High-Quality Curriculum

*Students must be taught TEKS aligned curriculum in order to ensure success

Lever 5: Effective Instruction

Texas Education Agency. (2019). ESF: The Framework. Retrieved from https://texasesf.org/framework/

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What levers would the CIP satisfy in regards to the Effective Schools Framework?

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What levers would the CIP satisfy in regards to the Effective Schools Framework?

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Lever 1: Strong School Leadership and Planning

Lever 2: Effective, Well-Supported Teachers

Lever 3: Positive School Culture

Lever 4: High-Quality Curriculum

Lever 5: Effective Instruction

If done correctly, the CIP should address all 5 levers of the Effective Schools Framework.
Granbury ISD works alongside Tarleton State University and TSU staff guide GISD in create a CIP that coherently addresses the Effective Schools Framework.

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Do all of the components of the CIP work together and support the goals listed and the overall vision of the campus?

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Do all of the components of the CIP work together and support the goals listed and the overall vision of the campus?

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Acton Elementary CIP clearly supports the goals and vision of the campus. The school underperformed in reading and the plan clearly identifies what the campus is doing to fix this. The "reaching hearts" and "embracing families" section of the mission statement is clearly identified in the plan as it talks about the Connect Nights AES puts on for students and families. The CIP does a great job of identifying academic and social needs on campus and what interventions are set in place to improve these.

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What initiatives on campus align with CIP?

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What initiatives on campus align with CIP?

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Dream Team: Designed for students who have perfect attendance, and less than 3 disciplinary issues each 6 weeks. Students who are eligible for Dream Team get a Chicken Express lunch with an extended period of recess.

Leveled Literacy Intervention (LLI): designed for students who are not on grade level reading. The students work with the LLI tutors at least 4x a week to get extended help on reading.

Literacy Partners: designed for students who do not have someone who sits at home and reads with them often. Volunteers (mostly retired citizens) come and read with these students for about 15 minutes once or twice a week.

Lucy Calkins Writing Curriculum: designed to help ELAR teachers boost the writing scores from the previous years.

Acton Connect Nights: designed for teachers and staff to serve the AES community of students and families by providing dinner, fun and games, and important information. These are usually held at the school or community centers at low-income communities where several AES students reside.

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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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All funded items at AES must be included in the CIP per Granbury ISD.

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Goal #1: High-quality instruction and learning opportunities that support high rigor and engagement

Goal #2: Support student success by providing and retaining the appropriate quantity of qualified staff.

Goal #3: Expose students to real-world environments engaging them into diverse partnerships fostering leadership.

Goal #4: Engage students in all grade levels through participation in innovative and diverse activities to build character, leadership, and team-building skills.

Goal #5: Maintain an infrastructure that supports the appropriate number of devices to engage students in innovative, balanced, ethical, authentic learning opportunities and the training necessary to implement effectively.

Goal #6: Evaluate and utilize facilities in innovative ways based on current needs and demographics to plan effectively for future growth to benefit all students.

Goal #7: Adopt and implement responsible, transparent, adaptive, student-focused fiscal policies that meet the basic state and local requirements and support innovation.

Granbury Independent School District. (2019). Campus Improvement Plan. https://www.granburyisd.org/site/handlers/filedownload.ashx?moduleinstanceid=3775&dataid=51379&FileName=2019-20%20Campus%20Improvement%20Plan%20-%20AES.pdf

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Supplement, not supplant speaks for itself when defining the terms. Supplement means to supply while supplant means to replace. Therefore because of this law, school districts may not supplant state or local funds using federal funds given to them under Title I. For example, if a school district has been paying for a reading interventionist with state or local funds, they may not replace this person's salary with federal funds that are given to them.

Tiernan, T.  (2012).

Grant Writing: Thou Shalt Not Supplant. Retrived from https://blog.ecivis.com/bid/105338/grant-writing-thou-shalt-not-supplant

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AES teachers will send data from these screeners at BOY, MOY and EOY to keep parents informed of how their student is performing and progressing.

Parent communication with all of our special populations will be a focus.

AES will focus our Acton Connects nights to highlight topics that will help bridge the gaps in student achievement with ideas they can incorporate at home to help and encourage their student.

Granbury Independent School District. (2019). Campus Improvement Plan. https://www.granburyisd.org/site/handlers/filedownload.ashx?moduleinstanceid=3775&dataid=51379&FileName=2019-20%20Campus%20Improvement%20Plan%20-%20AES.pdf

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How to create a Campus Improvement Plan/Campus Needs Assessment

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How to create a Campus Improvement Plan/Campus Needs Assessment

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To create a CNA/CIP, a school must look at concrete data that shows areas of need and/or educational gaps. The campus must then create a CNA that will connectedly show the areas of need at the school. Following the CNA, the school will then create a CIP which addresses how these areas of need are going to be met, the action steps, and funding amount for each action step. The CIP is an in depth action plan for creating an effective school. The CNA helps drive the CIP to be created.

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Title I, part of the Elementary and Secondary Education Act, was passed in 1965 (McClure, 2008). This ensures that all schools (specifically low-income) get the same funding opportunities that other schools have. Congress passed this title to ensure that federal, state, and local funds were being distributed fairly so that all children would receive an equal education.

McClure, P. 2008.

The History of Educational Comparability in Title I of the Elementary and Secondary Education Act of 1965. Retrived 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/

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Education Service Center Region 11. Comprehensive Needs Assessment (CNA). Retrieved from https://www.esc11.net/Page/4377

Granbury Independent School District. (2019). Campus Improvement Plan. https://www.granburyisd.org/site/handlers/filedownload.ashx?moduleinstanceid=3775&dataid=51379&FileName=2019-20%20Campus%20Improvement%20Plan%20-%20AES.pdf

McClure, P. 2008.

The History of Educational Comparability in Title I of the Elementary and Secondary Education Act of 1965. Retrived 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/

Texas Education Agency. (2019). ESF: The Framework. Retrieved from https://texasesf.org/framework/

Texas Education Code § 11.253. 2019. Campus Planning and Site-Based DecisionMaking. Retrieved from https://codes.findlaw.com/tx/education-code/educ-sect-11-253.html

Tiernan, T.  (2012).

Grant Writing: Thou Shalt Not Supplant. Retrived from https://blog.ecivis.com/bid/105338/grant-writing-thou-shalt-not-supplant