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1. Phone calls will be made parents with chronic attendance problems.
2. Increase parent awareness of technology.
3. Progress shared with parents through conferences.
4. Skylert used for parent reminders.
5. Beginning of the year conferences.
6. Student-led conferences
(Snyder ISD CIP, 2018)

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The CIP most closely aligns with Lever I of the Effective School Framework because this levers requires school leaders to craft strategic, written, clear goals for the campus. Additionally, the leader should monitor for progress of these goals (Texasesf, 2019).

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Teachers provide high-quality instruction. This instruction is data-driven, and uses effective classroom routines and instructional strategies. RTI is in place to remediate student learning gaps (Texasesf, 2019).

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Schools utilize a high-quality curriculum. This curriculum is aligned with the TEKs and has a year-long sequence (Texasesf, 2019).

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The campus builds a positive school culture by aligning the vision, mission and goal. They engage parents and the community and utilize specific behavioral expectations for the students. (Texasesf, 2019).

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School districts will recruit strong teachers. They will support their teachers and teachers will improve through a system of observations and feedback (Texasesf, 2019).

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Focuses on strong school leadership and planning. The school leader will develop campus instructional leaders, create a plan and monitor for progress (Texasesf, 2019).

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The effective school framework is a way to visualize a well-functioning, successful school. Solid instruction is nested in the middle and supported by the structure of positive school culture, well-supported teachers, and high quality curriculum. This framework is bolstered by strong school leadership (Texasesf, 2019).

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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 framework, based on years of educational research of best practices, identifies 5 levers essential for successful school outcomes.

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 strategic staffing, high-quality instructional materials and assessments, and positive school culture. Strong school leadership and careful planning encompass and ensure each of these levers.

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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 framework, based on years of educational research of best practices, identifies 5 levers essential for successful school outcomes.

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The principle of "supplement not supplant," means that Title 1 funding dollars must add to local school funding, not take the place of local funding (U.S Department of Education, 2016).

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Today, the U.S. Department of Education (the Department) released proposed regulations to implement the requirement in Title I of the Elementary and Secondary Education Act (ESEA), as recently revised by the Every Student Succeeds Act (ESSA), that federal funds must supplement, and may not supplant, state and local funds. The proposal will help ensure that federal funds are additive and do not take the place of state and local funds in low-income schools, in keeping with the longstanding commitment under Title I that the nation's highest need students receive the additional financial resources necessary to help them succeed. The proposed regulation would mean up to $2 billion in additional state and local funding for high poverty schools.

"For too long, the students who need the most have gotten the least," said U.S. Secretary of Education John B. King Jr. "The inequities in state and local funding that we see between schools within districts are inconsistent not only with the words 'supplement-not-supplant' but with the civil rights history of that provision and with the changes Congress made to the law last year. No single measure will erase generations of resource inequities, and there is much more work to do across states and districts to address additional resource inequities, but this is a concrete step forward to help level the playing field and ensure compliance with the law."

Wade Henderson, president and CEO of The Leadership Conference on Civil and Human Rights said, "Plainly put, our system of funding education is unfair and unwise and this draft rule is an important step toward improving an intolerable status quo. Our states and districts routinely spend less money to educate children facing greater challenges. This rule doesn't solve this massive problem—no single rule could—but it's a step in the right direction and brings us closer to a more just education system."

Civil Rights History of the "Supplement-not-Supplant" Provision

ESEA was first passed in 1965 to address enormous inequities in educational opportunities provided to low-income students and children of color. It became law around the same time as the Civil Rights Act and the Voting Rights Act, and was intended to reduce, and ultimately eliminate, disparities in educational quality. The original purpose of the law was, at its core, to support educational opportunity for economically disadvantaged students in the spirit of providing all children across the country a high quality education. To that end, the law provided funds to schools with high concentrations of poverty—through Title I—to ensure those schools receive additional resources relative to their peers to support their high-need students.

Four years after ESEA became law, the National Association for the Advancement of Colored People (NAACP) Legal Defense and Education Fund did a study on how states were spending federal education resources provided under Title I. The report revealed egregious misuses of funds, including an example from Mississippi where a superintendent admitted in federal court that the highest state and local per-pupil expenditure for schools serving black students in his district was half of the lowest per-pupil expenditure for schools serving white students. Although Title I funds were intended to provide high-need students with additional resources relative to their peers, the gap in state and local funds was making that impossible.

In 1970, in the wake of these findings, Congress added a provision to ESEA designed to ensure that districts did not use Title I funds simply to shirk their responsibilities to provide equitable state and local funding to all schools. In revising ESEA last year, Congress specified a new requirement under supplement, not supplant that indicates that schools receiving Title I federal funds must receive all of the State and local funds the school would have otherwise received if it were not receiving the federal resources.

More than forty years after ESEA was enacted, our nation has still not achieved the law's original promise of providing all students with equitable access to educational resources. The vast majority of districts—more than ninety percent—already ensure that their Title I schools receive at least as much state and local funding per student as their non-Title I schools—which does not necessarily ensure adequate funding for a high-quality education for students who often need more, but is consistent with the statute. However, 3.3 million children remain in Title I schools that receive less. Currently, schools receiving Title I funds educate more than two-thirds of our low-income children and children of color, and yet approximately 5,750 Title I schools nationwide received substantially less state and local funding than their non-Title I peers within the same district. on average, these Title I schools are shortchanged by about $440,000 per year, and the federal funds spent in these schools are often, in effect, being used to make up some or all of that shortfall, instead of providing the additional resources needed in high poverty schools. In total, these schools are underfunded compared to their non-Title I peers by $2 billion in state and local funding. In part because of those disparities, but also because of further resource inequities including disparities in funding between districts and between states, our low-income students do not have the same access to rigorous and varied coursework, excellent educators, and college-level experiences that we know are necessary for them to get a fair shot and succeed in higher education or a career.

Resource Inequities in Schools Serving Students of Color and Low-Income Students

This proposed rule is designed to mitigate clear discrepancies in educational resources and opportunities, while ensuring compliance with the statute:

Low-poverty and low-minority schools are twice as likely to offer a full range of math and science courses as high-poverty and high-minority schools;

On average, low-poverty schools offer three times as many AP classes as high-poverty schools;

Low-minority schools are twice as likely to offer dual enrollment or dual credit opportunities, compared with high-minority schools;

Educators in high-poverty and high-minority schools are more than twice as likely to be in their first or second year of teaching, compared to their peers in low-poverty and low-minority schools.

Proposal Details

No single federal rule can make up for decades of resource inequities, and going forward we must continue to fight for full equity in funding between schools, districts and states, but today's proposal would mean up to $2 billion in additional funding annually for our nation's poorest children, though the precise amount will depend on how districts comply with the requirements. That's a significant step forward in the ongoing fight for resource equity in our nation's schools, and to ensure federal dollars are spent as they are intended under the law: to ensure that our highest need students receive the additional resources they need to be successful.

Recognizing that this is not a simple undertaking, the draft regulations reflect the robust and thoughtful input provided during the negotiated rulemaking process, and feedback the Department received from stakeholders across the education system over the past few months. Compared to the proposal put forward during negotiated rulemaking, the new proposed regulations would allow districts and states significantly greater flexibility in complying with the supplement, not supplant provisions. As a number of negotiators suggested, it also builds upon the non-regulatory guidance the Department issued in 2015.

Specifically, the proposal clarifies for school districts options for how to demonstrate compliance with the supplement, not supplant, provision in Title I. Notably, the ESSA for the first time contains a statutory directive around how districts must demonstrate compliance with supplement, not supplant. The law states that districts must use a methodology to allocate state and local funds to each Title I school that ensures each such school receives all the state and local funds it would otherwise receive if it were not a Title I school. The proposal affirms that funds-based requirement and allows each district the flexibility to demonstrate compliance in a number of ways:

A weighted student funding formula that provides additional resources for students with characteristics associated with educational disadvantage, such as students in poverty, English learners, and students with disabilities, and ensures that each Title I schools receives all of the actual funds to which it is entitled under that system;

A formula that allocates resources including staff positions and non-personnel resources directly to schools, and that ensures each Title I school gets all of the funding it is entitled to, as measured by the sum of (1) the number of personnel in the school multiplied by the district's average salaries for each staff category, and (2) the number of students in the school multiplied by the district's average per-pupil expenditures for non-personnel resources;

An alternative, funds-based test developed by the state and approved by a panel of expert peer reviewers that is as rigorous as the above two options; or

A methodology selected by the district that ensures the per-pupil funding in each Title I school is at least as much as the average per-pupil funding in non-Title I schools within the district.

Regardless of how they choose to demonstrate compliance, the Department encourages districts to meet the requirement by:

Increasing overall funding for education, with a focus on putting new resources in Title I schools, rather than shifting resources from other schools;

Avoiding forced staff transfers and instead investing in providing the resources that students need to learn and that will attract staff to choose to work in Title I schools. Such resources might include high quality early learning opportunities, wraparound supports such as healthcare and counseling, improved working conditions, or financial incentives for effective educators who choose to work in high-need schools.

Flexibilities for Districts

Understanding that school budgeting is complicated and often requires varied approaches from district-to-district and year-to-year, the proposed rule provides several flexibilities that take into account feedback given during negotiations, including:

Exceptions for those cases in which discrepancies in state and local funding within districts are the result of investments in students with disabilities, English Learners or special schools.

Flexibility for minor fluctuations from year to year within a district's budget.

Flexibility for very small schools, where 100 or fewer students are enrolled.

Opportunity to comply on a districtwide or grade span basis, as the cost of running a high school is often quite different than the cost of running an elementary school.

Opportunity to exclude state or local funds expended for programs that meet the intent and purposes of Title I, Part A (e.g. a state-funded preschool program that provides additional services only for students most at risk of not meeting challenging State academic standards).

Flexibility to exclude state and local funds spent on districtwide activities (e.g. districtwide administrative costs or districtwide summer school), provided that each Title I school receives an equal or greater share of those activities as it would otherwise receive if it were not a Title I school.

Finally, we recognize that this is challenging work that will take time to implement. The proposal provides additional time for districts that cannot demonstrate compliance by the statutory deadline in ESSA: December 2017. Those districts must submit to their state a plan in December 2017 for how they will fully comply beginning in the 2019-2020 school year. The Department encourages districts to take advantage of this time in order to implement strategies that increase funding for Title I schools in which federal funds may not currently be supplemental, consistent with the statutory requirement.

Building on Progress

Today's proposal builds on the Administration's efforts to promote equal educational opportunity across the country. High school graduation rates are now at an all-time high, with students who are historically further behind—low-income students, students of color, students with disabilities—making faster progress. Since 2009, the Administration has invested more than $7 billion in turning around low-performing schools and provided $4.2 million to the Excellent Educators for All initiative to help states develop and implement plans to ensure that low-income students and students of color are not taught at higher rates than their peers by unqualified, out-of-field, or inexperienced teachers. The Administration's investments in Promise Neighborhoods—a cradle-to-career program that places schools at the center of a community's revitalization efforts and aligns comprehensive supports such as high-quality early learning, after school activities, mental health services, job training, and crime prevention to the needs of students and families—enshrined in the ESSA, has improved opportunities in very high- need communities across the country. The Administration has also worked to invest over $1 billion additional dollars in expanding access to high-quality preschool, one of the best investments we can make to close the achievement gap. We have also worked to improve college readiness by redesigning America's high schools, expanding access to community college through America's College Promise, and starting a pilot program allowing 10,000 high-school students to access Federal Pell Grants to pay for college-level courses.

The promise of ESSA is to provide all children with access to a high-quality, well-rounded education and prepare them to succeed in college or a career. We have come a long way as a country since the original passage of ESEA in 1965, but we must do better, and this proposal is an important step forward in providing our highest need children with the additional resources they need to succeed.

The full text of the proposed regulation is available here, and is on track to be published in the Federal Register on Tuesday, September 6. The Department welcomes comments on these proposed regulations during the 60 day public comment period.

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FACT SHEET: Supplement-not-Supplant under Title I of the Every Student Succeeds Act

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Today, the U.S. Department of Education (the Department) released proposed regulations to implement the requirement in Title I of the Elementary and Secondary Education Act (ESEA), as recently revised by the Every Student Succeeds Act (ESSA), that federal funds must supplement, and may not supplant, state and local funds.

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The CNA analyzes data and helps identify the critical needs of the school. The CIP puts all of the pieces together. The CIP will include specific goals, measures to reach these goals and who is responsible for each element of the plan. The CNA identifies the problems, while the CIP starts crafting the solutions (ESC15, 2017).

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1. New 30 minute tutorial period for all students to increase academic performance.
2. Administer benchmarks to assess academic progress.
3.  All students will take NWEA MAPS testing three times a year to assess growth
4. Implementation of STAAR data tracking binders.
(Hawley TIP, 2018)

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Hawley Middle School Targeted Improvement Plan

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Hawley Middle School Targeted Improvement Plan

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Copy of Hawley TIP 2018 - IMPROVEMENT PLAN

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Goal 1

Hawley I.S.D will create an atmosphere where every individual student is engaged, challenged, and supported in order to reach overall success.

Indicators of Success

1. · Every student has opportunities and resources for post-secondary training.

2. · The district will create an atmosphere for each student to connect learning.

3. · Every student will be encouraged to participate in extra- curricular activities.

Goal 2

Hawley I.S.D. will foster a purposeful, inviting community-school relationship where community interaction is valued and encouraged.

Indicators of Success

1. · School and Community lines are blurred.

2. · Open facilities resources to include library, gym and elementary park in the evening.

3. · Deliberate planning of school/community spirit events that promotes collaboration of the school and community stakeholders.

Goal 3

Hawley I.S.D. will develop and maintain plans for the short to long term maintenance of school facilities.

Indicators of Success

1. · Expansion of and efficient use of current facilities for possible growing populations.

2. · Support the maintenance and acquisition of new technology and infrastructure.

3. · Provide a safe environment for students.

Goal 4

Hawley I.S.D. will hire and develop educators who will embrace the challenges of preparing all students to become lifelong learners.

Indicators of Success

1. · Support and facilitate high quality professional development.

2. · Ensure high quality instruction to enable students to meet their personal, academic and career goals.

3. · Provide leadership and professional representation to benefit positive community, teacher and student relationships.

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Hawley Independent School District

Mission Statement:

The mission of Hawley I.S.D. is to produce responsible, productive citizens by providing a competent staff who will teach a diverse curriculum in a safe, structured, and nurturing environment.

Goal 1

Hawley I.S.D will create an atmosphere where every individual student is engaged, challenged, and supported in order to reach overall success.

Indicators of Success

1. · Every student has opportunities and resources for post-secondary training.

2. · The district will create an atmosphere for each student to connect learning.

3. · Every student will be encouraged to participate in extra- curricular activities.

Goal 2

Hawley I.S.D. will foster a purposeful, inviting community-school relationship where community interaction is valued and encouraged.

Indicators of Success

1. · School and Community lines are blurred.

2. · Open facilities resources to include library, gym and elementary park in the evening.

3. · Deliberate planning of school/community spirit events that promotes collaboration of the school and community stakeholders.

Goal 3

Hawley I.S.D. will develop and maintain plans for the short to long term maintenance of school facilities.

Indicators of Success

1. · Expansion of and efficient use of current facilities for possible growing populations.

2. · Support the maintenance and acquisition of new technology and infrastructure.

3. · Provide a safe environment for students.

Goal 4

Hawley I.S.D. will hire and develop educators who will embrace the challenges of preparing all students to become lifelong learners.

Indicators of Success

1. · Support and facilitate high quality professional development.

2. · Ensure high quality instruction to enable students to meet their personal, academic and career goals.

3. · Provide leadership and professional representation to benefit positive community, teacher and student relationships.

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Hawley Independent School District Mission Statement: The mission of Hawley I.S.D. is to produce responsible, productive citizens by providing a competent staff who will teach a diverse curriculum in a safe, structured, and nurturing environment. Goal 1 Hawley I.S.D will create an atmosphere where every individual student is engaged, challenged, and supported in order to reach overall success.

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Title I originated in 1965 under the Lyndon B. Johnson administration. This landmark legislation moved school funding from just the local level to providing federal school funding that targets at risk populations. This program is the largest federal school funding mechanism and is provided to schools who have over 40% of student population receiving free school lunch. It was originally housed under ESSA but is now part of the No Child Left Behind Act (Spivey, 2020).

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Texas Education Code, §11.253 • 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

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TITLE 19 | EDUCATION
PART 2 | TEXAS EDUCATION AGENCY
CHAPTER 97 | PLANNING AND ACCOUNTABILITY
SUBCHAPTER EE | ACCREDITATION STATUS, STANDARDS, AND SANCTIONS
DIVISION 1 | STATUS, STANDARDS, AND SANCTIONS
RULE §97.1061 | Interventions and Sanctions for Campuses

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(a) If a campus's performance is below any standard under Texas Education Code (TEC), §39.054(e), the campus shall engage in interventions as described by the Texas Education Agency (TEA). (b) The commissioner shall assign members to a campus intervention team (CIT) as outlined in §97.1063 of this title (relating to Campus Intervention Team) and TEC, §39A.052. (c) The campus shall establish a campus leadership team (CLT) that includes the campus principal and other campus leaders responsible for the development, implementation, and monitoring of the targeted improvement plan. (d) The campus intervention team shall: (1) conduct a data analysis related to areas of low performance; (2) conduct a needs assessment based on the results of the data analysis, as follows. (A) The needs assessment shall include a root cause analysis. (B) Root causes identified through the needs assessment will be addressed in the targeted improvement plan and, if applicable, campus turnaround plan; (3) assist in the creation of a targeted improvement plan, as follows. (A) Input must be gathered from the principal; campus-level committee established under TEC, §11.251; parents; and community members, prior to the development of the targeted improvement plan, using the following steps. (i) The campus must hold a public meeting at the campus. The campus shall take reasonable steps to conduct the meeting at a time and in a manner that would allow a majority of stakeholders to attend and participate. The campus may hold more than one meeting if necessary. (ii) The public must be notified of the meeting 15 days prior to the meeting by way of the district and campus website, local newspapers or other media that reach the general public, and the parent liaison, if present on the campus. (iii) All input provided by family and community members should be considered in the development of the final targeted improvement plan submitted to the TEA. (B) The completed targeted improvement plan must be presented at a public hearing and approved by the board of trustees. (C) The targeted improvement plan must be submitted to the commissioner of education for approval according to TEA procedures and guidance; and (4) assist the commissioner in monitoring the implementation of the targeted improvement plan. The campus will submit updates to the TEA as requested that include: (A) a description of how elements of the targeted improvement plan are being implemented and monitored; and (B) data demonstrating the results of interventions from the targeted improvement plan. (e) If a campus is assigned an unacceptable rating under TEC, §39.054(e), for a second consecutive year, the campus must engage in the processes outlined in subsections (a), (b), (c), and (d) of this section, and the campus must develop a campus turnaround plan to be approved by the commissioner as described in §97.1064 of this title (relating to Campus Turnaround Plan). (f) If a campus is assigned an unacceptable rating under TEC, §39.054(e), for a third or fourth consecutive year, the campus must engage in the processes outlined in subsections (a), (b), (c), and (d) of this section, and the campus must implement the commissioner-approved campus turnaround plan as described in §97.1064 of this title. (g) If a campus is assigned an unacceptable rating under TEC, §39.054(e), for a fifth consecutive year, the commissioner shall order the appointment of a board of managers to govern the district or closure of the campus. (h) Based on a campus's progress toward improvement, the commissioner may order a hearing if a campus's performance is below any standard under TEC, §39.054(e). (i) Interventions and sanctions listed under this section begin upon release of preliminary ratings and may be adjusted based on final accountability ratings.

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(a) If a campus's performance is below any standard under Texas Education Code (TEC), §39.054(e), the campus shall engage in interventions as described by the Texas Education Agency (TEA). (b) The commissioner shall assign members to a campus intervention team (CIT) as outlined in §97.1063 of this title (relating to Campus Intervention Team) and TEC, §39A.052.

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Sec. 11.252.  DISTRICT-LEVEL PLANNING AND DECISION-MAKING

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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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The mission of Hawley I.S.D. is to produce responsible, productive citizens by providing a competent staff who will teach a diverse curriculum in a safe, structured, and nurturing environment.

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Hawley Independent School District

Mission Statement:

The mission of Hawley I.S.D. is to produce responsible, productive citizens by providing a competent staff who will teach a diverse curriculum in a safe, structured, and nurturing environment.

Goal 1

Hawley I.S.D will create an atmosphere where every individual student is engaged, challenged, and supported in order to reach overall success.

Indicators of Success

1. · Every student has opportunities and resources for post-secondary training.

2. · The district will create an atmosphere for each student to connect learning.

3. · Every student will be encouraged to participate in extra- curricular activities.

Goal 2

Hawley I.S.D. will foster a purposeful, inviting community-school relationship where community interaction is valued and encouraged.

Indicators of Success

1. · School and Community lines are blurred.

2. · Open facilities resources to include library, gym and elementary park in the evening.

3. · Deliberate planning of school/community spirit events that promotes collaboration of the school and community stakeholders.

Goal 3

Hawley I.S.D. will develop and maintain plans for the short to long term maintenance of school facilities.

Indicators of Success

1. · Expansion of and efficient use of current facilities for possible growing populations.

2. · Support the maintenance and acquisition of new technology and infrastructure.

3. · Provide a safe environment for students.

Goal 4

Hawley I.S.D. will hire and develop educators who will embrace the challenges of preparing all students to become lifelong learners.

Indicators of Success

1. · Support and facilitate high quality professional development.

2. · Ensure high quality instruction to enable students to meet their personal, academic and career goals.

3. · Provide leadership and professional representation to benefit positive community, teacher and student relationships.

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Hawley Independent School District Mission Statement: The mission of Hawley I.S.D. is to produce responsible, productive citizens by providing a competent staff who will teach a diverse curriculum in a safe, structured, and nurturing environment. Goal 1 Hawley I.S.D will create an atmosphere where every individual student is engaged, challenged, and supported in order to reach overall success.

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091712 Presentation DistCampus Improvement Plan process 1213