https://padlet.com/jleo2/8tzz0peljfox Jacqueline Leo en-us 2019-11-02 19:13:27 UTC 2019-11-03 03:56:11 UTC hello@padlet.com jleo2 https://padlet.com/jleo2/8tzz0peljfox/wish/405784737      Title I originated during President Johnson's "War on Poverty" with the Elementary and Secondary Education Act of 1965 (ESEA). This would provide federal aid to schools that had a large percentage of students from low-income families. The funding was used for additional supports to ensure that low-income students received equal opportunities to achieve academically and be comparable to their non-disadvantaged peers (Paul, 2016). ]]> 2019-11-02 19:18:01 UTC https://padlet.com/jleo2/8tzz0peljfox/wish/405784737 jleo2 https://padlet.com/jleo2/8tzz0peljfox/wish/405798044      The requirements for a CIP/CNA are outlined in The Texas Education Code under Sec.11.253 CAMPUS PLANNING AND SITE-BASED DECISION MAKING. Sec.11.253(d)1-10 states the requirements of a Campus Improvement Plan. Under this section it is also frequently noted that campuses should have a campus-level committee to include various stakeholders that frequently review data and make changes as needed (Texas Education Code, 2009).]]> 2019-11-02 21:12:00 UTC https://padlet.com/jleo2/8tzz0peljfox/wish/405798044 jleo2 https://padlet.com/jleo2/8tzz0peljfox/wish/405800180      Mission Statement - Roosevelt Alternative School ensures a quality and equitable education for our community of learners by providing the necessary academic, social, physical, and technological knowledge and skills to become successful life long learners and productive citizens. 

     Vision Statement - Roosevelt Alternative School will prepare and inspire all students to be equipped to excel in the college and career of their choice, dominate 21st century skills in leadership, knowledge, language, and technology to compete in a global economy and serve as a successful citizen in their community(Roosevelt Alternative School - Campus Improvement Plan, 2019).]]> 2019-11-02 21:31:14 UTC https://padlet.com/jleo2/8tzz0peljfox/wish/405800180 jleo2 https://padlet.com/jleo2/8tzz0peljfox/wish/405803481
    As outlined is in the Every Student Succeeds Act (ESSA), a committee of  "parents, community members, teachers, principals, other school leaders, paraprofessionals, administrators, the LEA, and, if appropriate, specialized instructional support personnel, technical assistance providers, school staff, students (if a secondary school), and other individuals determined by the school," should be involved in the Campus Needs Assessment and the creation of the Campus Improvement Plan (Texas Education Agency, ESSA School Wide Program Requirements, 2018).

    When completing a Campus Needs Assessment data for the following areas should be reviewed:

          -Demographics
          -Student Achievement
          -School Culture and Climate
          -Staff quality/Professional Development
          -Curriculum, Instruction, Assessment
          -Family and Community Involvement
          -School Context and Organization
          -Technology (Weatherford, n.d.).

     When creating a Campus Improvement Plan the results of the CNA must be used to address areas of need and create a plan to improve on those areas. The following components make up a CIP:

          -Curriculum & Instruction/College and Career
          -Service to our parents, families, and community
          -Efficient Operations
          -Personnel recruitment, selection and retention

The CIP must identify S.M.A.R.T goals along with who will be responsible, the time frame, and how attainment of goal will be measured. ]]> 2019-11-02 22:05:12 UTC https://padlet.com/jleo2/8tzz0peljfox/wish/405803481 jleo2 https://padlet.com/jleo2/8tzz0peljfox/wish/405808169 My campus CIP is broken up into 4 components:

          -Curriculum & Instruction/College and Career
          -Service to our parents, families, and community
          -Efficient Operations
          -Personnel recruitment, selection and retention

The following are some examples of the goals listed for each component:

     CURRICULUM & INSTRUCTION/COLLEGE AND CAREER

OBJECTIVE: Increase student performance in the core subject areas with additional support

GOAL: 1.1.3 Provide instructional materials and/or equipment supplies to at-risk student population in order to increase performance and close learning gaps towards meeting STAAR expectations and TEKS standards.

PERSON(S) RESPONSIBLE: Principal, Special Education teacher(s), General Education teacher(s), Instruction & Assessment strategist, and Academic Counselor(s)

TIMELINES: Daily

EVALUATION: reporting period exams, benchmark assessments, and interim assessments

     SERVICE TO OUR PARENTS, FAMILIES, AND COMMUNITY

OBJECTIVE: Continue to strengthen the community network that supports our mission statement. 

GOAL: 2.1.1 Improve community networking by implementing new methods and strategies which allow student opportunities to visit H.E.B, South Texas College, and The University of Texas-Rio Grande Valley.

PERSON(S) RESPONSIBLE: Teacher(s), Counselor(s), and Principal

TIMELINES: Yearly

EVALUATION: Parent meeting sign-in sheets, record of any scheduled college/university trips and community events

     EFFICIENT OPERATIONS

OBJECTIVE: Develop an action plan that addresses district growth and facilities needs.

GOAL: 3.1.4 Conduct a needs assessment to determine the facilities and equipment needs of all the campuses.

PERSON(S) RESPONSIBLE: Principal

TIMELINES: Monthly

EVALUATION: Evaluation report 

     PERSONNEL RECRUITMENT, SELECTION AND RETENTION

OBJECTIVE: Continue the implementation of a systematic plan for the recruitment, selection, and retention of high quality personnel.

GOAL: 4.1.2 Adhere to TEA class ratios.

PERSON(S) RESPONSIBLE: Principal

TIMELINES: Daily

EVALUATION: Attendance Records (Roosevelt Alternative School: Campus Improvement Plan, 2019). 

Not all the goals listed in my campuses CIP are S.M.A.R.T. goals and there are many elements that are blank or missing. ]]> 2019-11-02 22:53:13 UTC https://padlet.com/jleo2/8tzz0peljfox/wish/405808169 jleo2 https://padlet.com/jleo2/8tzz0peljfox/wish/405813321
2.1.4 Make phone calls to contact parents regarding students

2.1.5 Continue to implement using outside agencies and social workers to assist parents and families dealing with homelessness.

2.1.6 Hold an open house night for parents to attend at least once a year.

2.2.1 Exits and A.R.D.s 

2.2.2 Develop targeted initiatives to increase parental involvement at all campuses.

2.2.3 Disseminate policy during parent intake process

2.3.1 Ensure all parent communication are in a format and language parents will understand.

2.3.2 Implement emerging technologies for expanding and improving communication with the community.

2.3.3 Utilize parental involvement personnel to advocate positive communications between the community and district.

2.3.6. Parent Portal (Roosevelt Alternative School - Campus Improvement Plan, 2019).


]]> 2019-11-02 23:54:59 UTC https://padlet.com/jleo2/8tzz0peljfox/wish/405813321 jleo2 https://padlet.com/jleo2/8tzz0peljfox/wish/405821459
     From a holistic view, after reviewing my campuses CIP and considering the needs of the campus, I do not feel that the CIP work together to support the goals and campus vision. I say this because the mission and vision statement that my principal created for the DAEP are identical to the district's mission and vision statements. Although our vision should align with the district's I believe ours should be unique and address the needs of our environment at the DAEP.  ]]> 2019-11-03 01:13:01 UTC https://padlet.com/jleo2/8tzz0peljfox/wish/405821459 jleo2 https://padlet.com/jleo2/8tzz0peljfox/wish/405822471
Under the section titled: Summary of Expenditures for this Plan there is no information listed in regards to funding.]]> 2019-11-03 01:21:36 UTC https://padlet.com/jleo2/8tzz0peljfox/wish/405822471 jleo2 https://padlet.com/jleo2/8tzz0peljfox/wish/405826976      1.1.3 Provide instructional materials and/or equipment supplies to at-risk student population in order to increase academic performance and close learning gaps towards meeting STAAR expectations and TEKS standards.

     Current Initiative: This year the principal purchased class sets of Chromebooks for all classrooms.

     1.2.3 Implement Response to Intervention (RTI) to address struggling student needs.

      Current Initiative: Staff professional development on how to submit a referral for RTI and how to create/follow a plan based on the different tiers. 

     1.2.5. Increase participation to increase college-readiness of all students.

     Current Initiative: Working with the high school counselors to schedule TSI testing dates for my students. In addition, scheduling trips to visit local colleges with our 11th and 12th graders.

     1.2.6 Offer a variety of academic and behavioral guidance services that prevents student specific regression of skills.

     Current Initiative: An outside Drug and Alcohol Addiction Counseling center is housed at our campus to provide additional services for students placed at the DAEP for drug related offenses. In addition, they also offer counseling from a Licensed Professional Counselor (LPC)for anger management, depression and anxiety, and mental health issues. 

     1.3.1 Provide professional development training and activities to support district initiatives and priorities.

     Current Initiative: This year the district implemented Restorative Discipline Practices. Once myself and my principal were trained we turned the training around to our staff and have been implementing it since the beginning of the year. 

     1.2.12 Implement a campus mentoring program for struggling students in special populations.

     Current Initiative: I implemented a mentoring program by assigning every staff member on campus with two to three students that they meet with on a weekly basis to discuss grades, behavior, and attendance. 

     2.2.2 Develop targeted initiatives to increase parental involvement at all campuses.

     Current Initiative: This year ever six weeks we are hosting parent meetings over topics that pertain to our population. To encourage participation we required that parents attend 1 meeting during their child's DAEP placement in order for the student to be eligible to exit and return to their home campus. 

     3.8.9 Utilize video conference equipment with the distance learning consortium on an as needed basis.

     Current Initiative: This year we have used the video conference equipment to take part in the monthly Lead4Ward webinars on accountability (Roosevelt Alternative School - Campus Improvement Plan, 2019).
     ]]> 2019-11-03 02:08:33 UTC https://padlet.com/jleo2/8tzz0peljfox/wish/405826976 jleo2 https://padlet.com/jleo2/8tzz0peljfox/wish/405829359   The Campus Needs Assessment is done prior to developing the Campus Improvement Plan. The CNA requires the analyzing of multiple data sources to identify area(s) of need. After the CNA is completed that information is used to complete the CIP. The CIP outlines the goals for the school year that align and address district and campus needs. In addition, the CIP outlines how these goals will be tracked and measured along with who is responsible for tracking them. The CIP is a map created to guide all staff in the direction of goal attainment. ]]> 2019-11-03 02:34:04 UTC https://padlet.com/jleo2/8tzz0peljfox/wish/405829359 jleo2 https://padlet.com/jleo2/8tzz0peljfox/wish/405830198 "The Term "Supplement, not supplant" is a provision common to many federal statues authorsing education grant programs (Texas Education Agency,Supplement, Not Supplant Handbook, 2018)."]]> 2019-11-03 02:44:57 UTC https://padlet.com/jleo2/8tzz0peljfox/wish/405830198 jleo2 https://padlet.com/jleo2/8tzz0peljfox/wish/405831268       The Effective School's Framework is a tool/guide that supports schools and districts with the continuous improvement efforts through a formulated and diagnostic process. It is significant because it assists with the identification of areas of need through the evaluation of 5 essential Levers. 

     Lever 1: STRONG SCHOOL LEADERSHIP AND PLANNING
*Qualified and effective leaders with clearly defined roles and responsibilities create, enforce, and monitor improvement plans.

      Lever 2: EFFECTIVE, WELL-SUPPORTED TEACHERS
*Campus leaders retain effective and well-supported teachers by recruiting, selecting, assigning, and building the abilities of teachers to ensure students have access to highly qualified educators.

     Lever 3: POSITIVE SCHOOL CULTURE
*Positive school culture is attained through the alignment the vision, mission, and goals for behavioral expectations, student support services, and family involvement. 

     Lever 4: HIGH-QUALITY CURRICULUM
*All students have access to rigorous curriculum, assessments and resources that align with the TEKS.

     Lever 5: EFFECTIVE INSTRUCTION
*All students are provided challenging curriculum and teacher's use data to tailor instruction to meet student's individual needs (Texas Education Agency, ESF The Framework, 2019).]]> 2019-11-03 02:56:49 UTC https://padlet.com/jleo2/8tzz0peljfox/wish/405831268 jleo2 https://padlet.com/jleo2/8tzz0peljfox/wish/405833265   The CIP would fall under the ESF Lever 1: STRONG SCHOOL LEADERSHIP AND PLANNING. ]]> 2019-11-03 03:21:04 UTC https://padlet.com/jleo2/8tzz0peljfox/wish/405833265 jleo2 https://padlet.com/jleo2/8tzz0peljfox/wish/405833450 Paul, C. A. (2016). Elementary and Secondary Education Act of 1965. Social Welfare History Project. Retrieved from http://socialwelfare.library.vcu.edu/programs/education/elementary-and-secondary-education-act-of-1965/

Roosevelt Alternative School. (2019). Campus Improvement Plan. Retrieved from https://4.files.edl.io/3711/12/20/18/014834-8a25f9d2-134c-4e29-bfb3-bc59ddd91910.pdf

Texas Education Agency. (2018). ESSA school wide program requirements. Region 10 ESC. Retrieved from https://blackboard.angelo.edu/bbcswebdav/pid-2251933-dt-content-rid-19189055_2/courses/13073.202010/13073.202010_ImportedContent_20191008084901/ESSA%20Schoolwide%20Program%20Requirements%20v5%20FINAL.pdf

Texas Education Agency. (2018). Supplement not supplant handbook: A guide for grants administered by the Texas education agency. Version 3.1. Retrieved from https://blackboard.angelo.edu/bbcswebdav/pid-2251931-dt-content-rid-19189053_2/courses/13073.202010/13073.202010_ImportedContent_20191008084901/SNS%20Handbook_3.1--revised%2012-2018.pdf

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

Texas Education Code. Title 2 Public Education. § Sec 11.253 (2009).

Weatherford, V. (n.d.) What's Your Plan? Region 7. Retrieved fromhttps://blackboard.angelo.edu/bbcswebdav/pid-2251930-dt-content-rid19189052_2/courses/13073.202010/13073.202010_ImportedContent_20191008084901/CNA%20Process%20Resource%20Guidebook%281%29.pdf

]]> 2019-11-03 03:23:27 UTC https://padlet.com/jleo2/8tzz0peljfox/wish/405833450