2022-23 Comprehensive Improvement Planning Timeline for Districts and Schools
developed through a collaborative process involving multiple stakeholders and
implemented with fidelity, the Comprehensive School Improvement Plan (CSIP) and
the Comprehensive District Improvement Plan (CDIP) cultivate an environment
that promotes student growth and achievement. Through this intentional
process, schools and districts identify priority needs, strategically allocate
resources, and monitor results to meet the needs of all students and close
achievement gaps among identified subgroups.
process and timeline for comprehensive school and district improvement planning
are outlined in 703 KAR 5:225. Modifications
have been made to the phases noted below to improve alignment and create efficient
processes. Diagnostics in the Continuous Improvement Platform (CIP) have been
identified by the following phases:
Aug. 1 - Oct. 1
- Continuous Improvement Diagnostic for Districts
- Executive Summary for Districts
- Continuous Improvement Diagnostic for Schools
- Executive Summary for Schools
- School Safety Report
Oct. 1 - Nov. 1
- Needs Assessment for Districts
- District Assurances
- District Safety Report
- Needs Assessment for Schools
- School Assurances
Nov. 1 - Jan. 1
- Comprehensive District Improvement Plan
- The Superintendent Gap Assurance
- Comprehensive School Improvement Plan
Jan. 1 - Dec. 31
- Continuation of Learning Plan for Districts (Due May 1)
- English Learner Plan for Districts (Lau Plan) (Due May 1)
- Professional Development Plan for Districts (Due May 1)
- Progress Monitoring
- Professional Development Plan for Schools (Due May 1)
- Progress Monitoring
Tools for Building Effective CSIP/CDIP Components
In brief, continuous improvement should involve reviewing data, diagnosing needs, setting goals, and planning strategies that can be deployed through actionable steps, or activities. When schools concern themselves solely with compliance, they have lost the spirit of continuous improvement.
Goals and Objectives reflect measurable student achievement, and student achievement is determined by the processes, practices and conditions found within a school. We believe that all practices, processes and conditions are attributable to one or more of the Strategic Key Core Work Processes below:
Once a strategy is identified, schools can begin to determine the actionable steps or classroom activities that will be undertaken to effectively address critical needs. These activities should be monitored quarterly for progress.
Key Elements Templates
Schools and districts will complete the appropriate Key Elements Template to determine which processes, practices or conditions it will focus its resources and efforts upon in order to produce the desired changes. Templates will be uploaded to the corresponding diagnostic as part of the Phase Two needs assessment process (October 1 - November 1).
Goal Building Templates
The development of goals, objectives, strategies and activities is slated to take place during Phase Three of the continuous improvement process (November 1 - January 1) and will be conducted using the offline templates:
Once completed to satisfaction, the documents should be uploaded into the Cognia Continuous Improvement Platform (CIP) as an attachment to the corresponding diagnostic. Schools will attach the template to the Comprehensive School Improvement Plan while districts will attach the template to the Comprehensive District Improvement Plan. Users may add columns and rows as needed while staying within the basic framework of the template. CIP administrative users can manipulate the documents as many times as desired throughout the course of the year, uploading the latest versions as often as desired.
If you have questions related to CIP and improvement planning, please contact Natasha Stein or Ruth Swanson.