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Title I originated under President Lyndon B. Johnson, as a provision to the Elementary and Secondary Act of 1965 (Meador, 2020). "The Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA) of 2015, provides supplemental funding to state and local educational agencies to acquire additional education resources at schools serving high concentrations of students from low-income homes. These resources are used to improve the quality of education programs and ensure students from low-income families have opportunities to meet challenging state assessments"(Texas Education Agency, 2020).

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Components that Drive the Campus Improvement Plan

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Components that Drive the Campus Improvement Plan

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The main components of the Texas Education code that drive the Comprehensive Needs Assessment and the Campus Improvement Plan are found in § 11.253 (a-h).

§ 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, 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.
(f)  This section does not create a new cause of action or require collective bargaining.
(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 (2 Tex. Admin. Code § 11.253 (2017).

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According to the Campus Improvement Plan the vision of the campus is " Inspired, skilled, engaged and empowered students make a difference in the world (Abilene ISD, 2020). The mission statement states "AISD engages and empowers each student to be contributing, responsible citizens who reach their full potential through relevant, innovative and rigorous learning experiences (Abilene ISD, 2020).

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Creating a Campus Needs Assessment and Campus Improvement Plan

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Creating a Campus Needs Assessment and Campus Improvement Plan

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When building the CNA begin by involving all stakeholders as this document is the foundation of the CIP.  The CNA brings focus, helps review performance standards, and brings accountability. During the process review strengths and weaknesses while ensuring the data is authentic and reliable.   Review and prioritize your needs to create realistic and obtainable goals. Documentation will be needed for the state (sign-in, minutes and CNA summary). After reviewing the CNA the team (professional staff, individuals who will carry out plans, students (if secondary), parents (not an employee), business representative, and community members) will take the biggest areas of need and will develop a strategic action plan and timeline. Goals will be developed based of the CNA and team members will meet throughout the academic school year to assess progress and make adjustments (Knight, 2020).

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The Campus Improvement lists the following goals and performance objectives:

Goal 1: Make classrooms more meaningful and relevant for students and teachers.
Performance Objective 1: 100% of Bowie teachers will engage students using technology.
Performance Objective 2: Bowie students will be exposed to the importance of higher education as it is widely seen on our campus.
Performance Objective 3: 100% of Bowie GT students will participate in extension activities.
Performance Objective 4: 100% of Bowie students will utilize strategies for responsible learning, leadership, and behavior.
Performance Objective 5: By June 2021, students who learn remotely will maintain attendance and performance commensurate with their peers who learn in person.

Goal 2: Develop a culture, climate and environment that values collaboration.
Performance Objective 1: Bowie Families will receive 7 Habits training.
Performance Objective 2: 100% of Bowie teachers will receive training on cultural responsiveness.
Performance Objective 3: 100% of Bowie teachers will collaborate to improve instruction.
Performance Objective 4: Specific volunteer opportunities will be made available to parents.
Performance Objective 5: Title 1 Staff will support the needs of students and families.
Performance Objective 6: By Spring 2021, make schools more inclusive and increase student favorable reports of school belonging by at least 5% over Spring 2019 to 70% in grades 3-5.

Goal 3: Build partnerships with local business and organizations.
Performance Objective 1: Community involvement at Bowie will increase and positively influence the campus.

Goal 4: Tell the AISD stories of inspiration, success and opportunity to the community, parents, and staff.
Performance Objective 1: Positive Bowie stories will circulate in the community through various media outlets.

Goal 5: Meet or exceed all federal and state mandates.
Performance Objective 1: STAAR Closing the Gaps score will increase from 67 to 70.
Performance Objective 2: STAAR math Meets Grade Level or Above from 41 to the state target of 46.
Performance Objective 3: STAAR writing scores will improve from 60 to 64.
Performance Objective 4: 100% of Bowie students will participate in required amount of physical activity.
Performance Objective 5: Bowie Elementary will increase daily attendance from 95.16% to 96%.
Performance Objective 6: Safety procedures will be rehearsed and implemented.
Performance Objective 7: STAAR science scores will improve from 76 to 80.
Performance Objective 8: STAAR reading Meets Grade Level or Above score from 42 to the state target of 44 (Abilene ISD, 2020).

Goals 1, 2, and 5 are SMART goals because they are specific, measurable, attainable, relevant and time bound. However goals 3 and 4 are not smart goals. They are difficult to measure and are not time bound. They may also be difficult to obtain as they did have some factors (media and businesses) that are outside of  the circle of control at the campus level.

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Significant Elements to Parent Policy in the CIP

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Significant Elements to Parent Policy in the CIP

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-Available to parents and community in an understandable format and language.
-Translation services are also contracted with community members, the International Rescue Committee and Plan4Learning/806 Technologies as practicable. The DIP is currently available in English and Spanish
-All Title 1 campuses have implemented a  parent advisory team. The parent teams have been charged to think about how the ideas/activities/projects impact their families' lives and then they provide their opinions about successful implementation.
-Each campus offers a variety of parent meetings and family activities annually.  Each campus determines, with parental input, when the best time for meetings is to maximize parental involvement.  Meetings are held at varying times of the day so that all parents have an opportunity to participate should they wish to do so, affording parents substantial and meaningful opportunities to participate in the education of their children (Abilene ISD, 2020).

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Overall Vision and Supports-What works/What is Still Needed

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Overall Vision and Supports-What works/What is Still Needed

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Overall, I believe that the campus goals and performance objectives address the highest area of need on campus. The campus used the Texas Academic Performance Reports in correlation to root cause analysis, surveys, and assessed school culture to create attainable and relatable goals. I would like to see the vision statement slightly rephrased to include growth and or academic performance since goal 5 has bulk of the performance objectives.

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The campus addressed goal 5  with the purchase of Flocabulary licenses for $2,000.00. This program is used to help auditory and visual learners through educational rap songs. Flocabulary is cross curricular and can be used in any of the subject areas listed in goal 5.    To address the development of campus culture and climate the campus purchased  leadership training materials for $1,616.40. The campus purchased STEMscopes digital license and equipment for 4th and 5th for $3,969.60 to support goal 5 (Abilene ISD, 2020).

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Current Campus Initiatives and Alignment 

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Current Campus Initiatives and Alignment 

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-Currently, the campus is training new teachers in Leader in Me as we work towards recertification as Lighthouse Campus. Leader in me aligns with goal 2 on shaping and influencing a culture of collaboration. The lighthouse teams meets monthly to address any needs related to goal 2. The initiative is also tied to goals 3 and 4 as the lighthouse team reaches out to the community and creates opportunities for parent/community engagement (virtually).
-The instructional coach and 5 other campus teachers are currently on the beginning steps of a new program called Engaged to Learn. This program is designed to coach and provided strategies to teachers that prompt deeper learning. The program will be extended next academic school year. This initiative aligns with goal 5.

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Difference in Campus Needs Assessment and Campus Improvement 

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Difference in Campus Needs Assessment and Campus Improvement 

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The CNA is the critical process in which the stakeholders of a campus assess, analyze, and prioritize reliable data to create goals that will be used in the CIP. The CIP develops the steps, strategies and timeline for those goal to be met, and how funds will be used to help meets those goals established in the CNA
Image Credit-(Knight, 2020).

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Definitions of Supplement and Not Supplant 

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Definitions of Supplement and Not Supplant 

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Image Credit-(Knight, 2020).

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The framework is significant because it helps provide a clear vision and ensures that all students receive effective instruction. The framework also works to establish a positive campus culture, environment and find effective ways to support teachers (Texas Education Agency, 2019).
According to the Texas Education Agency (2019),
ESF Levers

The ESF defines 5 Levers that are essential in high performing campuses. Each lever includes:

District Commitments

District commitments describe what local education agencies do to ensure that schools are set up for success.

Essential Actions

Essential Actions describe what the most effective schools do to support powerful teaching and learning.

Foundational Essential Actions

Each lever has one foundational essential action, which schools should address first in continuous improvement efforts, as they provide the foundation upon which the other essential actions develop.

Key Practices

Each Essential Action includes a set of key practices that define what the essential action entails when implemented with fidelity.
Image credit (Texas Education Agency, 2019).

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Campus Improvement Plan and Effective School Framework

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Campus Improvement Plan and Effective School Framework

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The CIP relates to lever one: "Effective campus instructional leaders with clear roles and responsibilities develop, implement, and monitor focused improvement plans that address the causes of low performance" (Texas Education Agency, 2019). The CIP and CNA help provided the leadership on campus with a framework that promotes growth and focus on instructional strategies that help teachers and students feel successful.  CIP and CNA create a domino effect and that causes the CIP to correlate to all 5 framework levers. Good leadership leads to teacher support, improved campus culture and effective teaching.

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Abilene Independent School District. (2020). Bowie Elementary School 2020-2021 Campus Improvement Plan.
https://plan4learning.806technologies.com/plan#/Main

Meador, Derrick. (2020, August 26). How the federal title I program helps students and schools. Retrieved from https://www.thoughtco.com/how-the-federal-title-i-program-helps-students-and-schools-3194750

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

Texas Education Agency. (n.d.). Title I, Part A - Improving Basic Programs. Retrieved October 16, 2020, from https://tea.texas.gov/finance-and-grants/grants/essa-program/title-i-part-a-improving-basic-programs

Texas Education Agency. (2019). Framework. Retrieved October 16, 2020, from https://texasesf.org/framework/

2 Texas Administrative Code § 11.253 (2017)