ABCs and 123s of the Campus Improvement Plan in Plan 4 Learning March 27, 2013

CPOC What does it stand for? Purpose – Campus Planning – Budget – Resources

CIPs Your CIPs have already been carried over into , formative assessments were cleared out Principal and IF will have read access to all campus plans Additional users guide Create Users

ABCs ABCs of the CIP A- A- Comprehensive Needs Assessment B- B- Data Documentation C- C- Goals D- D- State Compensatory Education Budget E- E- State Compensatory Education Personnel F- F- Title I G- G- Campus Planning and Decision Making Committee H- H- Print/View options I- I- Plan Management

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A- A- Comprehensive Needs Assessment Step 1- Summary Data goes here Only data from required data sources needs to be included in summary No lengthy narrative necessary Step 2 - Strengths & Needs This may be a bulleted list Step 3 - Needs Short narrative or very detailed bulleted list include data General guidelines: Only strengths or needs addressed through strategies should be featured CNA required for Educational Excellence and Instructional Support; feature as needed for other areas but only where they have an impact on instruction/student achievement Additional district initiative items may be added by district staff (i.e. Head Start salaries)

B- B- Data Documentation Mark check boxes of data reviewed during the process of the Comprehensive Needs Assessment We’ll add which data is required to be reviewed and included in the CNA summary for every CIP Not every data source checked needs to be discussed in the CNA but all checked data sources need to be backed up by documentation at the campus (i.e. virtual or real binder with data)

C- C- Goals (I) Step 1-Choose Goal Do not add, remove, or edit goals You may choose create a performance objective to a goal, if not then proceed to Step 2 Step 2 – Choose Performance Objective - The strategies for the objective will appear below Step 3- Add, Remove or Edit strategies as needed; prepopulated with last year strategies Guideline: no orphan objectives – meaning no objective should be added without at minimum one attached strategy Adding break lines to objectives

C- C- Goals (II) Step 4 – Strategy Details Make sure that the person monitoring a strategy is clearly identified Add funding information on all strategies Summary – Description of activity funded and/or items being purchased across funds Source - Choose from list; multiple sources need to be added if strategy is split- funded Account Code - Full Budget Code Amount Title I Components - Click + to expand list and choose from list appropriate component

Use Expand ALL Warning! This view is easier to use and easier to delete entire goals and objectives C- C- All New!

D- D- S tate Compensatory Education Budget Step 1-Object Objects can be found with in budget code xxx.xx.XXXX.xx.xxx.x.xx.x.xx Object first 2 digits Step 2- Account Title Full object digits xxx.xx.XXXX.xx.xxx.x.xx.x.xx Step 3- Account Code Full budget code Step 4- Budget Amount budgeted

E- E- State Compensatory Education Personnel Only include staff funded under SCE xx.xxxx.xx.xxx.3.30.x.xx Step 1 – First and Last Name of Staff funded Step 2 - Position – Name of the position (i.e. Social Worker) Step 3 – Program – where is the staff being utilized (i.e. Bilingual Paraprofessional) Step 4 – Number of Full Time Equivalents (FTEs) being funded through FTE (i.e. half a position would be.5 FTE, a full position 1 FTE)

F- F- Title I Step 1- Change Title 1 Type Schoolwide Program Plan Step 2- Schoolwide Program Plan- Leave Blank Step 3-Ten Schoolwide Components Step 4-Schoolwide Reform Strategies Step 5-Instruction by Highly Qualified Professional Teachers Step 6-High-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, student services personnel, parents, and other staff Step 7-Strategies to attract highly qualified teachers- Leave Blank for Now Step 8-Plans for assisting preschool children in the transition from early childhood programs to elementary school programs Step 9- Plans for assisting preschool children in the transition from early childhood programs to elementary school programs Step 10- Measures to include teachers in the decisions regarding the use of academic assessments in order to improve the achievement of individual students and the overall instructional program Step 11- Activities to ensure effective timely assistance for students who experience difficulty mastering the proficient or advanced levels of academic achievement standards Step 12- Coordination and integration of federal, state and local services and programs-Leave Blank for Now

G- G- Campus Planning and Decision Making Committee Step 1-Role – Choose from drop-down menu Step 2-Name Step 3-Position Ensure that: Administrative staff, teachers, parents, community members, and business partners were included in the CIP process

H- H- Print/View Options - Use print options to review your plan for errors/formatting problems

I- I- Plan Management Ability to add attachments to a plan Ability to check who made what changes to the plan and when

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