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What is Title I and why/when did it originate?

"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" (US Department of Education, 2018).

April 11, 1965

The Elementary and Secondary Education (ESEA) Act was passed by Congress in 1965 to ensure a fair and equal education for under privileged children by helping covering the cost of disadvantaged students.

(20 U.S.C. 6301)

Source of Law: Statutory Law

October 1965

Office of Education developed and presented guidelines to Title I administrators of the states to help determine the concentration of low-incomes families within the districts. This aided districts in determining eligibility of Title I.

Current Standing of Title I

States are currently receiving the extra monetary assistance needed in order to ensure low-income and disadvantaged students are gaining the opportunities to be successful on their state assessments. The educational agencies are granted addition education resources to ensure proficiency is met for these students. In addition,  ESSA has comprised a budgeting cost through Title I for food costs which is allowing schools with the majority of students being low-income to receive free-meals for all students who attend the school. Through ESSA, Title I is ensuring success for not just low-income student but foster care students, migrant students, homeless students and now establishing a day long preschool program in public schools. Furthermore, Title I has also incorporated a parental involvement program to bridge the gap on student success. This brings accountability to not just the students but all stakeholders within the districts.

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What componenets of TEC and/or TAC drive a CIP/CNA?

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What componenets of TEC and/or TAC drive a CIP/CNA?

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SUBCHAPTER F. DISTRICT-LEVEL AND SITE-BASED DECISION-MAKING

Sec. 11.251.  PLANNING AND DECISION-MAKING PROCESS.  (a)  The board of trustees of each independent school district shall ensure that a district improvement plan and improvement plans for each campus are developed, reviewed, and revised annually for the purpose of improving the performance of all students.  The board shall annually approve district and campus performance objectives and shall ensure that the district and campus plans:

(1)  are mutually supportive to accomplish the identified objectives;  and

(2)  at a minimum, support the state goals and objectives under Chapter 4.

(b)  The board shall adopt a policy to establish a district- and campus-level planning and decision-making process that will involve the professional staff of the district, parents, and community members in establishing and reviewing the district's and campuses' educational plans, goals, performance objectives, and major classroom instructional programs.  The board shall establish a procedure under which meetings are held regularly by district- and campus-level planning and decision-making committees that 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.  The committees shall include a business representative without regard to whether the representative resides in the district or whether the business the person represents is located in the district.  The board, or the board's designee, shall periodically meet with the district-level committee to review the district-level committee's deliberations.

(c)  For purposes of establishing the composition of committees under this section:

(1)  a person who stands in parental relation to a student is considered a parent;

(2)  a parent who is an employee of the school district is not considered a parent representative on the committee;

(3)  a parent is not considered a representative of community members on the committee;  and

(4)  community members must reside in the district and must be at least 18 years of age.

(d)  The board shall also ensure that an administrative procedure is provided to clearly define the respective roles and responsibilities of the superintendent, central office staff, principals, teachers, district-level committee members, and campus-level committee members in the areas of planning, budgeting, curriculum, staffing patterns, staff development, and school organization.  The board shall ensure that the district-level planning and decision-making committee will be actively involved in establishing the administrative procedure that defines the respective roles and responsibilities pertaining to planning and decision-making at the district and campus levels.

(e)  The board shall adopt a procedure, consistent with Section 21.407(a), for the professional staff in the district to nominate and elect the professional staff representatives who shall meet with the board or the board designee as required under this section.  At least two-thirds of the elected professional staff representatives must be classroom teachers.  The remaining staff representatives shall include both campus- and district-level professional staff members.  If practicable, the committee membership shall include at least one professional staff representative with the primary responsibility for educating students with disabilities.  Board policy must provide procedures for:

(1)  the selection of parents to the district-level and campus-level committees; and

(2)  the selection of community members and business representatives to serve on the district-level committee in a manner that provides for appropriate representation of the community's diversity.

(f)  The district policy must provide that all pertinent federal planning requirements are addressed through the district- and campus-level planning process.

(g)  This section does not:

(1)  prohibit the board from conducting meetings with teachers or groups of teachers other than the meetings described by this section;

(2)  prohibit the board from establishing policies providing avenues for input from others, including students or paraprofessional staff, in district- or campus-level planning and decision-making;

(3)  limit or affect the power of the board to govern the public schools;  or

(4)  create a new cause of action or require collective bargaining.

(Tex. Educ. Code § 11.251)

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Campus Mission Statement: "Children first, together we will provide a quality education and expect excellence."

District Mission Statement: "The Calhoun County Independent School District is committed to excellence in education by engaging every student in rigorous and relevant academic experiences that inspire life-long learning."

The campus nor district have a vision statement.

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Step 1:

Establish a planning team

Review the purpose and outcomes for conducting the CNA

Step 2:

Vision for reform

LEA may use Title I funds to implement reforms

Shared vision is essential component of campus culture

Collective vision drives the school reform

Step 3:

Creating a school profile

become a school wide program

understand current status

snapshot to help facilitate vision

Step 4:

Identifying data sources

Utilize 8 focus areas

Step 5:

Analyzing data

Who should be involved:

District Leadership

Teachers

Paraprofessionals

School Staff

Parents

Community Members

Students (High School)

Region 7 Education Service Center. (n.d.). Comprehensive Needs Assessment Process Resource Guidebook. [PDF file]. Retrieved from 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.

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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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Goal 1: JR will execute a rigorous academic program that focuses on achievement for all students through an aligned and measured curriculum.
Goal 2: JR will support college, career and military readiness through academic, extra-curricular, and co-curricular programs that prepare students for a dynamic job market and post-secondary success.
Goal 3: JR will maintain a safe environment through enhanced safety measures and campus initiatives.
Goal 4: JR will attract and retain quality staff through the measures outlined in the District of Innovation plan, salary incentives, potential teacher housing and a supportive professional development plan.
Goal 5: JR will actively monitor budget requests and utilize federal, state, and district funds to increase academic achievement and maintain a safe, positive learning environment for CCISD students.

Are they listed as SMART goals?

The campus goals from the CIP are SMART goals as they are concise and include relevant information. The SMART goals from the campus are specific, measurable, achievable, relevant and timebound.

Calhoun County ISD. (2019, January). JR Elementary 2018-2019 Goals/Performance Objectives/Strategies. [PDF file]. Retrieved from http://www.calcoisd.org/common/pages/DisplayFile.aspx?itemId=12323715.

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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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"Parent & Family Engagement - what strategies will LEA use to implement effective parent/family engagement" (ESC 3).
The CIP for Jackson-Roosevelt includes means of engagement for the Hispanic family population. The school has a large ESL and Bilingual program and therefore the use of a liaison was placed in the CIP to help facilitate parental involvement to support student academic achievement.

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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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They do work together, but some areas are weaker than others. For example, Goal 1 on the CIP is very in-depth and has multiple means of assessing if the objective of the goal was met. Yet there are then other goals in which have no measurable means or substance behind them and therefore do not align well with the other goals. The goals also continually discuss professional development from the Title II funding, yet the school does not give incentives or push for any professional development for teachers other than to obtain ESL certification. The components within the goals do align, yet the goals themselves do not align well to form a cohesive means to obtain greater students academic achievement.
Goal 3 discusses safety of all stakeholders yet the measurable data involved has to do with an increase in parental involvement. I do not feel this aligns properly to the goal as there aren't any safety measures being addressed, just the use of a Spanish speaking parent liaison for increase parental support.
The district and campus do not have vision statements and this is a crucial component on what the future will entail for the campus. The administrators need to work with stakeholders to build a vision statement for the school.

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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 School Framework (ESF) is designated by the Texas Education Agency (TEA) to bring common language and a state vision for all state schools. The ESF enables continual support for schools and districts to better enable them to improve. In addition, the ESF guides in statewide alignment by means of communication with school and district leadership. "The ESF Facilitator collaborates with the campus principal and district leaders to lead a campus diagnostic process that results in the identification of prioritized practices the campus should focus on for improvement".
LEVERS
Prioritized 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.

Prioritized Lever 2: Effective, Well-Supported Staff

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.

Prioritized 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.

Prioritized 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.

Prioritized 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.

Texas Education Agency. (2019). texasesf.org | Effective schools framework. Retrieved from https://texasesf.org/

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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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Supplement, not supplant is a proposal which ensures funds to help schools and students in need are receiving additional financial resources to help under Title I. This means extra funds to assist are supplemental not supplant (replaced to use for other areas). Additional funding is given when needed and not taken from resources the school already has.

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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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The CIP initiatives which are evident on campus are as follows: the students have after school programs to help facilitate Goal 2. The only measurable aspect on Goal 2 is the attendance rosters and although the action is aligned to the goal, the program does not fully support the goal.
In addition, there is a campus initiative to have teachers obtain their ESL certification. The initiative gives teachers access to PD to help facilitate the ESL material while also paying for the teacher's certification once they pass.
For obtaining and retaining highly qualified teachers, the district gives incentives to teachers. They have started to introduce staff housing which allows teachers from other locations to move to Port Lavaca to work, the district gives the teacher an option to rent housing from them. This is at low cost and makes relocating affordable. The district also has incentives for teachers who do not take off of work for sick days, they pay them $100 per 9 weeks. But there has been controversy other this due to the fact that if a teacher attends PD, they are disqualified from the $100.

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

Every Student Succeeds Act, P.L. 114-95, 114th Congress, (2015).

Every Student Succeeds Act, P.L. 115-224, (2018).

No Child Left Behind Act, 20 U.S.C. § 6319, (2002).

Texas Education Agency. (2019). texasesf.org | Effective schools framework. Retrieved from https://texasesf.org/

Title I, 67 CFR 71736 § 200.81, (2002).

US Department of Education. (2018, November 7). Title I, Part A program. Retrieved from https://www2.ed.gov/programs/titleiparta/index.html

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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 included within the CIP do support the goals listed. The majority of the funding was coming from (R 211) ESEA, Title I, Part A - Improving Basic Programs  This fund classification is to be used to account, on a project basis, for funds allocated to local educational agencies to enable schools to provide opportunities for children served to acquire the knowledge and skills contained in the challenging State content standards and to meet the challenging State performance standards developed for all children. (This fund code is also used for ESEA Title I – Priority Focus and School Grant). The only difference In funding was from the addition of professional development needed for the staff to reach the goals from the CIP. The majority of the funding from Title I was used to gain supplemental materials or support.

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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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The campus needs assessment (CNA) is the driving force behind the campus improvement plan (CIP). Through data analysis, the CNA helps to facilitate a CIP. The CNA is an on-going process of review, revision, improvement, and then clarifying the vision/mission of the Local Education Agency. Whereas, the purpose of the CIP 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.

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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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In regards to the ESF, the CIP for Jackson-Roosevelt would satisfy all 5 levers.
When reviewing the CIP for Jackson-Roosevelt, it seems as though the goals were built following the 5 levers framework. Therefore, the goal may fall under the category for the lever but I do not feel the goal fully relates to the lever. The CIP satisfies the ESF but does it actually encompass the material which needs to be addressed? Further analysis would need to be conducted to dig deeper into the CIP to see if the objectives follow the ESF properly.