EDCT 6304- Module Two by Toy Eaton

Required components in the Texas Education Code and/or Texas Administrative Code drive a Campus Improvement Plan and a Campus Needs Assessment.

teaton14 — 2020-10-17 16:25:44 UTC

The Texas Education Code states :

Sec. 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. 
Retrieved from https://statutes.capitol.texas.gov/Docs/ED/htm/ED.11.htm

Vision and Mission Statements for Reagan Elementary, San Angelo Independent School District.

teaton14 — 2020-10-17 16:28:00 UTC

Vision Statement: Reaching for Excellence

Mission Statement: The mission of Reagan Elementary School is to provide an exemplary education to all students, enabling them to become successful, college-bound learners.

(from Reagan Elementary Campus Improvement Plan, 2018-19)

Creation of a Campus Improvement Plan should be based on the Campus Needs Assessment and should be created by a group of stakeholders, possibly a site-based committee, including

teaton14 — 2020-10-17 16:28:24 UTC

Parents: not an employee of the district/school
Community member: reside in the district; not a parent or employee of district/school
Business: business not necessarily located in district
Relevant Staff: other school leaders; paraprofessionals; specialized instr. staff; tech assistance providers, if appropriate.

Goals in the Campus Improvement Plan for Reagan Elementary, San Angelo Independent School District.

teaton14 — 2020-10-17 16:30:40 UTC

Goal 1: Provide student achievement at the highest levels.
Goal 2: Students graduate from San Angelo IS college and career ready.
Goal 3: Maintain fiscal responsibility and design/implement a facilities plan that addresses current and future needs of the district in order to fulfill the vision, mission, beliefs and goals adopted by the Board.
Goal 4: Improve communications between the district and all stakeholders.
Goal 5: Secure and retain an effective staff that is reflective of and responsive to the district's student body.
Goal 6: Sustain a safe and secure environment.

These goals would not be considered S.M.A.R.T. format because they are not specific, using words like "improve" without a measure and are not time-bound.

(from Reagan Elementary Campus Improvement Plan, 2018-19)

Significant elements of the parent policy section of the Campus Improvement Plan.

teaton14 — 2020-10-17 16:31:39 UTC

The Campus Improvement Plan summarizes the strong connection between home and school and outlines the engagement strengths.

Parent activities such as Open House/Annual Title I Meeting, Holiday of Learning, and Read Ins.
eSchool Plus Home Access Center- allowing parents web-based access to their child's grades.
Collaboration, partnership, and communications with parents through phone calls, conferences, email, and informational meetings.
School Social Worker.

(from Reagan Elementary Campus Improvement Plan, 2018-19)

From a holistic standpoint, do all components of the CIP support the goals and overall vision of the campus?

teaton14 — 2020-10-17 16:32:36 UTC

From a holistic standpoint, all of the components of the Campus Improvement Plan support the goals and overall vision "Reaching for Excellence" of Reagan Elementary.

Does funding included in the CIP support the goals?

teaton14 — 2020-10-17 16:34:06 UTC

Funding in the CIP supports the goals for Reagan Elementary. Title I funds are allocated to programs and instructional positions (Pre-K teacher, Instructional Coach, and three Instructional aides) and materials for RTI and tutoring purposes. These efforts meet the criteria for Goal 1: Provide student achievement at the highest levels.

(from Reagan Elementary Campus Improvement Plan, 2018-19).

Current campus initiatives that align to the Campus Improvement Plan.

teaton14 — 2020-10-17 16:34:38 UTC

Current campus initiatives that would align to the Campus Improvement Plan would be the completion of K-3rd grade Reading Academies. This initiative supports Goal 1: Provide student achievement at the highest levels.

(from Reagan Elementary Campus Improvement Plan, 2018-19)

The difference between a campus needs assessment and a campus improvement plan.

teaton14 — 2020-10-17 16:36:52 UTC

The campus needs assessment is based on data from surveys, assessments, and information gathered from several sources and provides areas of weakness or needed improvement.
The campus improvement plan utilizes the information from the campus needs assessment and involves all stakeholders in the planning of essential actions necessary to support the goals, objectives and the campus vision and mission statements.

The definition of the term "supplement, not supplant".

teaton14 — 2020-10-17 16:37:25 UTC

The term “supplement, not supplant” is a provision common to many federal statutes authorizing education grant programs. There is no single SNS provision. Rather, the wording of the provision varies depending on the various statutes. In order to be in compliance with each program’s version of the SNS requirements, LEAs must be cognizant of how the provision is applied in each specific program.

Retrieved from https://tea.texas.gov/sites/default/files/SNS%20Handbook_4.0--revised%209-5-2019.pdf

In common terms, supplement means "in addition to" and supplant means "in place of" and compliance is specific to each program where federal funds are utilized.

(T. Knight, ESC 15 presentation, October 13, 2020)

The significance of the Effective Schools Framework and its five levers.

teaton14 — 2020-10-17 16:37:53 UTC

The Effective Schools Framework provides a roadmap of essential actions on high performing campuses.

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

Retrieved from https://texasesf.org/framework/

What levers of the Effective Schools Framework would the Campus Improvement Plan satisfy?

teaton14 — 2020-10-17 16:39:44 UTC

The implementation of the Campus Improvement Plan at Reagan Elementary would satisfy most of the five of the levers of Effective School's Framework.

The plan itself is evidence of Lever 1: Strong School Leadership and Planning.
Over 72% of the teachers has more than ten years teaching experience. The qualifications, certifications, experience, and retention rates of the staff support Levers 2: Effective and Well-Supported Teachers; 3: Positive School Culture; and 5: Effective Instruction.

(from Reagan Elementary Campus Improvement Plan, 2018-19)

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

teaton14 — 2020-10-17 22:05:20 UTC

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. Federal funds are currently allocated through four statutory formulas that are based primarily on census poverty estimates and the cost of education in each state

Basic Grants provide funds to LEAs in which the number of children counted in the formula (formula children) is at least 10 and exceeds 2 percent of an LEA's school-age population.
Concentration Grants provide funds to LEAs that are eligible for Basic Grants and in which the number of formula children exceeds 6,500 or 15 percent of an LEA’s the total school-age population.
Targeted Grants are based on the same data used for Basic and Concentration Grants except that the data are weighted so that LEAs with higher numbers or higher percentages of children receive more funds. Targeted Grants are based on the same data used for Basic and Concentration Grants except that the data are weighted so that LEAs with higher numbers or higher percentages of formula children receive more funds. Targeted Grants provide funds to LEAs in which the number of formula children (without application of the formula weights) is at least 10 and at least 5 percent of the LEA's school-age population.
Education Finance Incentive Grants (EFIG) distribute funds to States based on factors that measure:
- a State's effort to provide financial support for education compared to its relative wealth as measured by its per capita income; and
- the degree to which education expenditures among LEAs within the State are equalized.

Title I originates from the
Elementary and Secondary Education Act of 1965.

Retrieved from https://www2.ed.gov/programs/titleiparta/index.html

References

teaton14 — 2020-10-18 15:29:42 UTC