Click Here to request access to Plan4Learning. Once your access has been added, you will receive an email with a temporary password within 2 business days. 

Use the detailed timeline below to track progress and completion for all the phases of CIP planning, review, and evaluation. All required components must be completed in Plan4Learning by June 20, 2024.

The Comprehensive Needs Assessment evaluates 4 areas of your campus in order to identify areas where there are opportunities for improvement. 

1. Demographics - provides descriptive information about the school community, such as enrollment, attendance, grade level, ethnicity, gender, and native language (DUE MARCH 31, 2024)

2. Student Learning - describes both formative and summative achievement; it includes standardized test results, report cards, and campus based assessments; describes the similarities and differences between different types of assessment results (DUE MARCH 31, 2024)

3. Processes & Programs - description of how the school operates and how teachers get the results they are getting (DUE APRIL 30, 2024)

4. Perceptions - helps us understand what students, parents, teachers, and others think about the learning environment; information about questionnaires, interviews, and observations (DUE MAY 31, 2024)

An additional lens that may be used during this process is the Effective Schools Framework (linked below). Use the resources below to determine what content to include in each of these 4 areas of your needs assessment. Collaborate with CAC and staff to discuss campus needs and record your answers in the "summary" and "strengths" boxes of the Needs Assessment sections in Plan4Learning. Each CIP must contain at least ONE problem statement and root cause. This can fall into one of the 4 areas, or be connected to multiple areas. Once the CNA is completed, you must prioritize at least one problem statement for each intended performance objective.

Each campus is required to create a minimum of 4 Performance Objectives. These objectives may be aligned to any of the 4 Goals. See below for state and district requirements.

Any campus that has TELPAS data indicating a disproportionate number of their EB students are growing in their language acquisition skills may be requested to address this disparity through their CIP.  The MET department will support campuses identified as needing this intervention.

Elementary - HB3 requires 1 performance objective focused on early literacy and 1 focused on math proficiency. 

Middle School - In alignment with RDA indicators for Discipline Disparity, the district encourages performance objectives focused on discipline for the special education and African American student populations if that campus shows a disparity.

High School - HB3 requires 1 performance objective focused on CCMR. In alignment with RDA indicators for Discipline Disparity, the district encourages 2 performance objectives focused on discipline for the special education and African American student populations if that campus shows a disparity.

Be sure to complete all applicable components of each performance objective.

• SMART Goal format (who will do what by when)

• Evaluation Data Source (how will you track this during the year)

• High Priority

• HB3 Goal Area

Each campus plan is required to include 3 Strategies for each Performance Objective. Performance Objectives must be written to focus on adult behavior.

Strategies address how your campus intends to reach the performance objective and are a response to the root causes identified in the Needs Assessment. Be sure to complete all applicable components of each strategy. 

• Strategy (Action Statement)

• 7 Conditions for Success Alignment

• Expected Result/Impact

• Staff Responsible for Monitoring (who will track implementation and how will it be tracked)

• Problem Statement

• Funding Source (if applicable)

• Title 1

• TEA Priorities

• ESF Levers

The Big Book of Strategies may serve as a resource to help populate the strategy section of the CIP. Below is a suggested format for strategies within a single performance objective.

1. Provide key staff group a professional development for a specific research-based strategy.

2. Implement the strategy in a consistent, trackable manner.

3. Monitor and adjust the strategy or scale the implementation of the strategy to other groups of adults in the building.

The formative review process is what allows the CIP to be a living, breathing document. These benchmarks embody the PLC process by asking campuses to reflect on where we are in relation to our goals and adjust our efforts accordingly.

The formative review is one of many opportunities to meet with the Campus Advisory Council for feedback and input. For CAC resources and timeline suggestions, please visit the Austin ISD website for CAC Resources.

Accountability Performance Reporting Data Tracker School Improvement Assessment Support