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These directions are provided as a quick guide and complement the Support Sessions offered and the DCSD CSIP Screen Cast.
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ALL SCHOOLS
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To allow full use of the template as it is designed, such as selecting multiple items in a drop down menu, it is important to know that when macro settings in the Trust Center are changed, they are only changed for the Microsoft Office program that you are currently using. The macro settings are not changed for all your Office programs. Therefore, please check your settings using the steps below to ensure proper functioning of the file.

Change macro settings in the Trust Center.

1. Click the File tab.
2. Click Options.
3. Click Trust Center, and then click Trust Center Settings.
4. In the Trust Center, click Macro Settings.
5. Select the box that allows access to the VBA Project object mode.
6. Click OK.

If you need further assistance email CSIP@dekalbschoolsga.org and a helpdesk ticket will be entered for you.
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All schools will complete the following worksheets/tabs:
1. Cover Sheet
2. Data Analysis/Comprehensive Needs Assessment
3. Priority Areas (up to four)
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To save your template always use File, "Save As" : DCSD_ CSIP_ 18-19.xlsm. You must save your template as a macro-enabled template to retain the functionality of all the macro enabled features.

It is imperative for you these steps to be followed for the template to work. These steps will ensure you save a macro-enabled workbook:
1. Click the File tab and then choose Save As. The Save As dialog box appears.
2. Enter a filename "DCSD CSIP 2018-19" and select a location for your workbook. It is best to save in the p:drive to maintain functionality.
3. Click the "Save as Type" drop-down arrow. A list of file types appears.
4. Select Excel Macro-Enabled Workbook. Excel adds the .xlsm extension to the filename.
5. Click Save.
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Cover Sheet
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• From the dropdown menu, select your school's name. Your school name, school number and address will auto populate on this page and all other
places throughout the document where needed.
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• Type
- Principal's Name
- School's Vision and Mission Statements (you can also paste
into the formula bar).
• List:
- School Improvement Team Members’ positions and names
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• Enter the date when the school council approves the CSIP
• Enter the dates(s) when modifications are made once your plan is approved. You can either keep a list of dates to demonstrate your school is
following the continuous improvement process or each time you made a change and save the file, you can enter the dates of the revision.
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Data Analysis/ Comprehensive Needs Assessment
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• Complete questions #1 through #4 based on the discussions with School Improvement Teams, grade levels, stakeholders, etc. Reference your
CSIP Participant Guide for samples and guidance.
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• From the review of the data, select up to 4 Priority Areas. These Priority Areas are the overarching areas the school is working to address.
Examples include Literacy in all grade levels, Math, Attendance, Culture, etc.
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• For each Priority Area listed in the Data Analysis/ Comprehensive Needs Assessment worksheet, a Priority Area Worksheet must be completed
within the template. Information included in the Priority Areas autofill in each Priority Area Worksheet.
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Priority Area Worksheets
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• On each Priority Area worksheet, enter a SMART Goal and Performance Measures.
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• Next you will select the DCSD Strategic Plan Alignment area that supports the Priority Area.
- First, click on the cell.
- Press the DEL (delete key).
- Then select the appropriate goal from the dropdown menu.
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• For each Priority Area, up to three (3) Improvement Strategies can be included. Within the improvement strategy area, state what will be
implemented to help achieve the SMART goal.

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• For each Improvement Strategy, list the Action Steps that support the Improvement Strategy. Use the Participant's Guide (page 25) to help
identify Action Steps that address structures/process, monitoring for fidelity, resources, professional learning, family engagement, and personnel.
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A variety of sample Action Steps are offered below for the purpose of sharing action steps that are commonly used. A note of caution, these examples are not always related to one another, in that the samples are not all related to Guided Reading or Guided Math, but they can be used as samples for other actions steps.

Structure/Processes:
- Review and adjust, if needed, the master schedule to ensure appropriate time to implement Guided Math.
- Develop and implement a process to identify students for flexible grouping that address how students will move between groups based on
data.
Monitoring for Fidelity:
- Establish a process for the administrative team/coach/IIS to monitor teachers' implementation of the school improvement strategy and
provide specific and timely feedback to teachers.
Resources:
- Select appropriate leveled readers for students to use in flexible groups.
- Students and teachers will use various math manipulatives to support learning of math standards and objectives including, but not limited to
graphing calculators and geometric models.
- Students will utilize interactive notebooks in each core content class. Notebooks will include personalized vocabulary word walls so students
have a resource meeting his/her needs to gain academic language.
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 Professional Learning:
- Teachers will participate in SIOP training for all 10 components by the end of the school year. The consultant will offer professional learning
once a month to all teachers focusing on a SIOP component and will scaffold with each additional component. Teachers will use the
strategies in each PL in lesson planning and delivery. Administrative team and coach/ISS will provide feedback to teachers ensuring the
appropriate use of the strategies.
Family Engagement:
- The school will offer two events (one each semester) focusing on how families can support literacy. Sessions will be planned based on survey
results for the best times for families to meet. Students will lead teaching sessions for families demonstrating their academic knowledge.
Grade levels will create resources for families to use outside of school.
Personnel:
- The Academic Coach/ISS will attend SIOP training with teachers and establish an observation schedule so that all teachers receive feedback
regarding the "component of the month." If additional support is needed, the coach will schedule time with teachers to focus on specific areas
to enhance the implementation of the components and/or features.
- Daytime tutors will provide supplemental learning opportunities for identified students based on multiple data points. Based on students' data
the tutor may use a remediation model providing support to students after academic content already presented or to front load information as
a preview of the content as opportunity to build background knowledge.
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For Title I Schools:
• Positions: If Title I funds are used to support positions, complete the personnel tab and be sure you include what the position will do as an action
step, but do not allocation funds. Positions included in the Position tab are automatically reflected in the budget.
• Tutors: If Title I funds will be used to support Tutors, include an action steps describing what the tutors will do, how students are identified, the
times of tutoring, etc. Do not allocate funds with the action step. Use the Tutor worksheet to budget for the positions. Information from the
worksheet are automatically reflected in the budget.
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• For each Action Step, include the position or person responsible for the completion of the action steps. The "other" column is option and for school use. Some
schools may elect to use this section to provide a timeframe to help with monitoring.
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• The remaining columns will auto fill, if applicable, with information entered in subsequent worksheets.
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• The process outlined above will be repeated for all Priority Areas that were named in the Data Analysis/Comprehensive Needs Assessment Worksheet.
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ALL TITLE I SCHOOLS
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Title I Worksheets
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Title I funds support the implementation of the CSIP. In the Title I Worksheets, schools will demonstrate how their Title I funds are supplementing the general and state funding allocated and show alignment of the action steps to Title I (required components). For each Action Step, identify a Title I component even if funding is not allocated.
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 Priority Area, Improvement Strategies, and Action Steps
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• These areas auto-populate from information entered on the Priority Area worksheets.
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• No action is needed in these cells.
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 Title I Components
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• Select the Title I program requirement
- Click on the cell.
- Press DEL (delete) key to clear the menu.
- From the drop-down menu, choose one of the required Title I components that accurately supports each Action Step.
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• In order to have a federally compliant Title I section of the Continuous School Improvement Plan, all required components must be addressed in
at least one of the Priority Area Worksheets. Review the Title I Program Checklist to ensure all components are addressed somewhere in the
plan.
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 Budget Category
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• If Title I funds are supporting the Action Step, select the appropriate budget category from the dropdown menu. Up to three budget categories
may be selected to support each Action Step.
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 Budget Code
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• This cell auto-fills based on information selected in the budget category column.
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 Amount
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• Enter the amount of Title I funds budgeted to support the Action Step.
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• For tutors and positions, no budget category, code or amount is needed. Funds budgeted to support position(s) and/or tutors will be reflected on
the Title I Tutor Salary Worksheet and Title I Position Salary Worksheet and summarized on the Title I Budget tab.
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 Total Federal Funding for Action Step
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• No action needed. This cell auto-fills based on the information provided in the budget category cells and budgeted amounts.
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 Professional Learning
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• Follow directions for columns as stated above and ensure the action step(s) provide details of the professional learning, such as (1) who is
providing the PL, (2) who is participating in the PL, (3) when is the PL occurring, and (4) what are the plans for redelivery, when appropriate.
Monitoring and fidelity must also be addressed within the action step to determine the effectiveness of the PL.
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 Parent and Family Engagement
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• Demonstrate how the action step addresses the required Parent/Family Engagement components. To be able to select multiple items in the dropdown menu,
- First, click on the cell
- Next clear the contents by using the DEL (delete) key.
- Then click on as many requirements that the action step addresses.
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• In order to have a federally compliant Title I Parent and Family Engagement CSIP, the required 13 components must be addressed at some
point in the plan. Use the Title I checklist to help ensure all are included in the CSIP.
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• Follow directions for remaining columns as stated above for the budget information.
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Tutor Worksheet
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This worksheet allows schools to accurately budget for daytime and after school tutors.
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 Person’s Name or Vacant
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• Enter the name of the tutor or vacant, if not yet known.
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 Daytime or After school Tutoring
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• From the drop down menu select the appropriate choice for the tutor.
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 Regular DCSD Employee
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• If the tutor is a current DCSD employee, select YES from the drop down menu.
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• Otherwise, select NO.
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 Title I Paid Hours per Week
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• Enter the total number of hours per week; not to exceed 28.5.
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• NOTE: For tutors who may be employed in multiple schools, the MAXIMUM number of hours they are eligible to work is 28.5.
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 Total Number of Weeks
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• Enter the total number of weeks the tutor will work throughout the school year.
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 Remaining columns will auto-populate based on information provided in the previously described columns and be summarized in the Title I Budget Tab.
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Title I Position Salary Worksheet (1-8)
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This worksheet allows schools to accurately budget for Title I paid positions.
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 Person’s Employee Number, if known
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• Enter the employee's EID, if known. If vacant position, leave blank.
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 Last name of the Title I Paid Position
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• Enter the employee's last name as it appears in the all district systems. If the person is not hired yet, type VACANT.
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 First name of the Title I Paid Position
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• Enter the employee's first name as it appears in the all district systems
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Position name
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• From the drop down menu, select the position.
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 Position/Job number
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• Enter the position/job number, if known.
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 Grade Level and/or Subject
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• List the grade level(s) the position will serve (if multiple grades served, include them i.e. K-2, 6-8, 9-12). If the position is not grade level specific
but it is subject specific, provide that information such as HS ELA, HS Math, or Kindergarten.
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 Subject(s) Licensed
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• To ensure the Title I paid position meets the state's determined professional qualifications.
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 Certified or Non-Certified
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• From the drop down menu, select the category.
- Certified includes teachers and academic coaches
- Classified includes data clerks, parent liaisons, paraprofessionals
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 Years of experience
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• From the drop down menu, select the number of years the employee has earned to the salary is calculated correctly. Be sure to add a year from
this year's figure because you are budgeting for next school when the person gained another year of experience.
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 Certificate Type/Pay Grade
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• From the drop down menu, select the appropriate category so that the salary calculates correctly.
- Teachers and academic coaches will be selected from Bachelor, Master, Specialist, or Doctorate
- Classified personnel are based on position and days employed. We sure you select the correct item.
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 Months
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• Type the number of months the person is employed. Typically the person is employed for 10 months even if the person is paid for 12 months.
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 Regular DCSD Employee
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• From the drop down menu, select YES if the person is not retired or was not previously retired. This impacts the retirement calculations.
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 % Title I paid