EDCT 6304 Campus Improvement Plan Artifact by Elizabeth Alexander https://padlet.com/emcgill1/rlw2u4c89ldraf6k en-us 2020-10-20 01:52:50 UTC 2020-10-21 03:05:31 UTC hello@padlet.com Title One emcgill1 https://padlet.com/emcgill1/rlw2u4c89ldraf6k/wish/843321249 Title one is a funding program that funds schools with a large amount of lower social economic students.  These funds are given to schools with lower socioeconomic students in order to get these students to succeed educationally.  Phylis McClure states that, “Title I was one of five titles in the legislation, which was introduced in Congress on January 12, 1965, and was passed by Congress on April 9, 1965” (2008). ]]> 2020-10-20 02:05:54 UTC https://padlet.com/emcgill1/rlw2u4c89ldraf6k/wish/843321249 References emcgill1 https://padlet.com/emcgill1/rlw2u4c89ldraf6k/wish/843328977 McClure, Phyllis. “The History of Educational Comparability in Title I of the Elementary and Secondary Education Act of 1965.” Center for American Progress, 10 June 2008, www.americanprogress.org/issues/education-k-12/reports/2008/06/10/4529/the-history-of-educational-comparability-in-title-i-of-the-elementary-and-secondary-education-act-of-1965/.

McClure, P. (2008, June 10). The History of Educational Comparability in Title I of the Elementary and Secondary Education Act of 1965. Center for American Progress. https://www.americanprogress.org/issues/education-k-12/reports/2008/06/10/4529/the-history-of-educational-comparability-in-title-i-of-the-elementary-and-secondary-education-act-of-1965/. 


]]> 2020-10-20 02:10:39 UTC https://padlet.com/emcgill1/rlw2u4c89ldraf6k/wish/843328977 Edna Elementary Vision & Mission Statement emcgill1 https://padlet.com/emcgill1/rlw2u4c89ldraf6k/wish/843334083 Vision Statement: 
 Edna ISD: Offering Small Town Values While Preparing Students for Global Expectations 

Mission Statement:  Edna ISD: Ensuring a Quality Education for All ]]> 2020-10-20 02:13:50 UTC https://padlet.com/emcgill1/rlw2u4c89ldraf6k/wish/843334083 Driving a CIP or CNA emcgill1 https://padlet.com/emcgill1/rlw2u4c89ldraf6k/wish/847251236 2020-10-21 02:32:47 UTC https://padlet.com/emcgill1/rlw2u4c89ldraf6k/wish/847251236 How is a CIP created & who create it? emcgill1 https://padlet.com/emcgill1/rlw2u4c89ldraf6k/wish/847252964 Campus Improvement Plans and Campus Needs Assessment plans are created by teams that are built of campus teachers, parent representatives. and district administrators. These teams are created each year and come together either at the end of the year or summer time to create a Campus Improvement or Campus Needs Assessment Plan.

]]> 2020-10-21 02:33:52 UTC https://padlet.com/emcgill1/rlw2u4c89ldraf6k/wish/847252964 EES CIP Goals emcgill1 https://padlet.com/emcgill1/rlw2u4c89ldraf6k/wish/847254564 2020-10-21 02:34:50 UTC https://padlet.com/emcgill1/rlw2u4c89ldraf6k/wish/847254564 Parent Policy of The EES CIP emcgill1 https://padlet.com/emcgill1/rlw2u4c89ldraf6k/wish/847255928 2020-10-21 02:35:46 UTC https://padlet.com/emcgill1/rlw2u4c89ldraf6k/wish/847255928 CIP Goals Work Hand in Hand emcgill1 https://padlet.com/emcgill1/rlw2u4c89ldraf6k/wish/847257101 2020-10-21 02:36:33 UTC https://padlet.com/emcgill1/rlw2u4c89ldraf6k/wish/847257101 Funds emcgill1 https://padlet.com/emcgill1/rlw2u4c89ldraf6k/wish/847258226 2020-10-21 02:37:19 UTC https://padlet.com/emcgill1/rlw2u4c89ldraf6k/wish/847258226 Initiatives emcgill1 https://padlet.com/emcgill1/rlw2u4c89ldraf6k/wish/847259283 2020-10-21 02:37:58 UTC https://padlet.com/emcgill1/rlw2u4c89ldraf6k/wish/847259283 CIP vs. CNA emcgill1 https://padlet.com/emcgill1/rlw2u4c89ldraf6k/wish/847260212 2020-10-21 02:38:34 UTC https://padlet.com/emcgill1/rlw2u4c89ldraf6k/wish/847260212 Supplement ,Not supplant emcgill1 https://padlet.com/emcgill1/rlw2u4c89ldraf6k/wish/847261821 The Texas Administrative Code defines Supplement, not supplant as, " 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" (TEA, 2019)]]> 2020-10-21 02:39:37 UTC https://padlet.com/emcgill1/rlw2u4c89ldraf6k/wish/847261821 Effective School Framework emcgill1 https://padlet.com/emcgill1/rlw2u4c89ldraf6k/wish/847268711 The Texas Education Agency describes the Effective Schools Framework as, ". 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" (TEA, 2019). It is a process of using your school data to find the specific needs that your school has, creating a plan on what needs to be done in order for those needs to be met, and then following through and monitoring that those needs are being taken care of through the plan that was put into place. The framework is important because it ensures that the needs of the campus are being realized and met. The campus is constantly growing and moving towards success if you are continuously striving to better it. ]]> 2020-10-21 02:43:53 UTC https://padlet.com/emcgill1/rlw2u4c89ldraf6k/wish/847268711 Effective Schools Framework Levers emcgill1 https://padlet.com/emcgill1/rlw2u4c89ldraf6k/wish/847289710 Lever One: STRONG SCHOOL LEADERSHIP AND PLANNING
The Texas Education Ageency describes lever ones as, "Effective campus instructional leaders with clear roles and responsibilities develop, implement, and monitor focused improvement plans that address the causes of low performance" (TEA, 2019).

Lever Two: EFFECTIVE, WELL-SUPPORTED TEACHERS
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. (TEA, 2019)

Lever Three: POSITIVE SCHOOL CULTURE
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. (TEA, 2019)

Lever Four: HIGH-QUALITY CURRICULUM
All students have access to a TEKS-aligned, guaranteed and viable curriculum, assessments, and resources to engage in learning at appropriate levels of rigor. (TEA, 2019)


Lever Five: EFFECTIVE INSTRUCTION
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.  (TEA, 2019)
]]> 2020-10-21 02:58:07 UTC https://padlet.com/emcgill1/rlw2u4c89ldraf6k/wish/847289710 Levers that the CIP Satisfies emcgill1 https://padlet.com/emcgill1/rlw2u4c89ldraf6k/wish/847295423 A Campus Improvement Plan would satisfy all five of the Effective Schools Framework because all of the goals that are being put into place are there to ensure the success of the school as a whole.  All of the levers that the Effective Schools Framework entails are there to help ensure the success of the campus as a whole. ]]> 2020-10-21 03:02:02 UTC https://padlet.com/emcgill1/rlw2u4c89ldraf6k/wish/847295423