(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.(Education Code, 1995)

At Block House Creek Elementary, we believe in all students’ ability to achieve high levels of success and commit to a culture of collaboration to help guide them to their fullest potential.

Our Vision Statement

Our vision is to create a high achieving school that develops innovative problem-solvers and empathetic leaders of tomorrow. (Block House Creek Elementary School, n.d.)

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 ESF supports school and district continuous improvement efforts by providing the basis for the ESF diagnostic process and the foundation for the alignment of resources and supports to the needs each school.

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 effective, well-supported teachers, high-quality curriculum, and positive school culture. Strong school leadership and careful planning encompass and ensure each of these levers.

Effective campus instructional leaders with clear roles and responsibilities develop, implement, and monitor focused improvement plans that address the causes of low performance.
Lever 2

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.
Lever 3

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.
Lever 4

All students have access to a TEKS-aligned, guaranteed and viable curriculum, assessments, and resources to engage in learning at appropriate levels of rigor.
Lever 5

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, n.d.)

References

(n.d.). Block House Creek Elementary School. https://bhc.leanderisd.org

Education Code. (1995, May 30). https://statutes.capitol.texas.gov/Docs/ED/htm/ED.11.htm

Knight, T. (n.d.). ASU-Title 1 Basics [PowerPoint Slides]. https://docs.google.com/presentation/d/1Wtmh7g0qROnYJAWHWiWvU_8OSlqVZIYOrUKleQ7Oh1c/edit#slide=id.ga1784462f7_1_93

Meador, D. (2019, July 3). How does the federal title I program helps students and schools? ThoughtCo. https://www.thoughtco.com/how-the-federal-title-i-program-helps-students-and-schools-3194750#:~:text=Title%20I%20provides%20federal%20funding,failing%20to%20meet%20state%20standards

Texas Education Agency. (2018, April 10). ESSA Schoolwide Program Requirements. https://blackboard.angelo.edu/bbcswebdav/pid-2630333-dt-content-rid-25182272_2/courses/11712.202110/11712.202110_ImportedContent_20200808074133/13073.202010_ImportedContent_20191008084901/ESSA%20Schoolwide%20Program%20Requirements%20v5%20FINAL.pdf

Texas Education Agency. (2019, September). Supplement, Not Supplant Handbook. https://tea.texas.gov/sites/default/files/SNS%20Handbook_4.0--revised%209-5-2019.pdf

Texas Education Agency. (n.d.). The framework. https://texasesf.org/framework/

U.S. Department of Education. (2018, November 7). Title I, part a program. https://www2.ed.gov/programs/titleiparta/index.html

Weatherford, V. (n.d.). What's Your Plan? Comprehensive Needs Assessment [PDF document ]. Region 7 Education Service Center. https://blackboard.angelo.edu/bbcswebdav/pid-2630330-dt-content-rid-25182269_2/courses/11712.202110/11712.202110_ImportedContent_20200808074133/13073.202010_ImportedContent_20191008084901/CNA%20Process%20Resource%20Guidebook%281%29.pdf

(n.d.). https://tea.texas.gov/sites/default/files/SNS%20Handbook_4.0--revised%209-5-2019.pdf