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Campus Improvement Plan

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on 9 July 2014

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Transcript of Campus Improvement Plan

What is the purpose of a Campus Improvement Plan?
Since the Campus Improvement Plan (CIP) is the blueprint for improvement, this document must become a practically, consistently, and frequently referenced working plan for the school. The requirements for campus improvement plans are presented here so that both the district and a campus can develop a CIP targeted to specific data-based needs and school environment circumstances.
Is the CIP mandated?
Each school district shall have a district improvement plan that is developed, evaluated, and revised annually, in accordance with district policy, by the superintendent with the assistance of the district-level committee. (Section 11.251 of the Texas Education Code)
Who is responsible?
Varies by Campus

10 Components of a CIP
1. Comprehensive Needs Assessment

2. School-wide Reform Strategies

3. Instruction by Highly Qualified Teachers

4. High Quality and On-going Professional Development

5. Strategies to Attract and Retain Highly Qualified Teachers

6. Strategies to Increase Parental Involvement

7. Transitions from grade levels or different schools

8. Teachers Included in Decisions Regarding Assessments

9. Monitoring Student Progress and Providing Additional Assistance

10. Coordination and Integration of Federal, State, and Local Services and Programs
CNA Sample: Staff Quality, Recruitment, and Retention
Sample Goal: Recruit, Support, and Retain Quality Employees
Variations in CIPs
Campus Budget: Policy
Campus Improvement Plan & Campus Budget
Nicole Romero
Cynthia Lopez

What is the policy?
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 the student performance for all student populations, including students in special education programs under Subchapter A, Chapter 29, with respect to the academic excellence indicators adopted under Section 39.051 and needs populations. (Section 11.253 of the Texas Education Code)
* Campus Performance Objective Counsel (CPOC)
* Site Based Decision-Making Committee (SBDM)
* Everyone participates
* Department chairs
The Plan:
Campus Budgets
Funding Sources
Funding Sources Sample
Federal Funding
The federal government spends nearly $79 billion annually on primary and secondary education programs. Funds are provided mainly through the Department of Education although other federal agencies administer some funding for education related activities.
State Funding
States rely primarily on income and sales taxes for funding. State legislatures generally determine the level and distribution of funding, following different rules and procedures depending on the state.
Local Funding
Property taxes support most of the funding that local government provides for education. Local governments collect taxes from residential and commercial properties as a direct revenue source for the local school district.
Do you feel that your campus' CIP is effective?

How do you and your colleagues carry out the goals of the CIP?
The budgeting process is comprised of three major phases: Planning, preparation and evaluation.
Planning defines the goals and objectives of districts and campuses and develops programs to attain those goals and objectives.
Once the programs and plans have been established, budgetary resource allocations are made to support them. The allocations cannot be made, however, until plans and programs have been established.
The budget is evaluated for its effectiveness in attaining the set goals and objectives. Evaluation typically involves an examination of how funds were expended, what outcomes resulted from the expenditure of funds, and to what degree these outcomes achieved the objectives stated during the planning phase.
The evaluation phase is important in determining the following year's budgetary allocations.
Who is responsible for creating the budget?
The Process
Campus Level:
The principal is responsible for developing and maintaining the campus budget. Principals should work with campus improvement teams to determine campus resource allocation & to develop non-allocation requests. Because the budget provides financial resources necessary for the achievement of the campus goals, the principal is responsible for directing these resources to their most effective use.
District Level:
* Peer Review Committees
- Director of Curriculum & Instruction and school Principals
* Budget Review Teams
- Combination of key district office personnel
* Special Program Administrators
* Director of Personnel/Human Resources
* Assistant Superintendent of Administration & Finance/Business
* Superintendent
* School Board
State law requires district- and campus- level committees who develop improvement plans at both the district and campus levels. The extent to which site-based decision making and planning is utilized in a district's budget process is ultimately determined by the superintendent of the district. It is highly recommended that the superintendent, in collaboration with the school board, utilize site-based budgeting methods in the development of the school district's annual budget. A school district's site-based budget plan, however, must adhere to rules established by TEA and the state legislature.
The requirements for campus budget preparation and adoption should be determined by the school district's superintendent. These requirements should be outlined in the school district's budget guidelines and budget calendar.
Source: National Center for Education Statistics
* No Child Left Behind Title I Grants to local school districts ($14.3 billion is fiscal year 2014)

* IDEA Special Education State Grants
($11.5 billion in fiscal year 2014)
Federal education funding is distributed to states & school districts through a variety of formula and competitive grant programs. The amount varies considerably from state to state.
Federal Education Budget Project 2014
Many states use funding formulas that provide funding based on the number of pupils in a district. Some formulas are weighted based on different factors such as the number of students with disabilities, living in poverty, or whom English is a second language. In some states the formula is designed so that higher poverty school districts with less access to local funding receive additional assistance.
Wealthier, property-rich localities vs. Poorer communities with less of a property tax base
This can often result in students living in low-income communities with highest needs have least resources and substandard school facilities.
(Texas Education Agency Financial Accountability System Resource Guide TEA 2010)
(Texas Education Agency Financial Accountability System Resource Guide TEA 2010)
College Readiness
Including opportunities for post secondary (dual credit/ AP courses)
Graduation rates
How can principals ensure that CIPs are effective rather than becoming another task to complete?
Southside ISD 2013-2014
Full transcript