2024-2025 Comprehensive Improvement Planning Timeline for Districts and Schools
A collaborative process involving multiple stakeholders is essential to identifying priority needs and the resources and actions to best address them. When implemented with fidelity and regularly monitored, the Comprehensive School Improvement Plan (CSIP) and the Comprehensive District Improvement Plan (CDIP) facilitate an environment that promotes student growth and achievement.
The process and timeline
for comprehensive school and district improvement planning outlined in 703 KAR 5:225 remain unchanged. While
comprehensive improvement planning is a continuous process and plans may be
reviewed and revised at any time, the timeline below identifies the diagnostics
included in each phase of the planning process and their statutory due dates.
Phase One 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
|
Phase Two Oct. 1 - Nov. 1
| - Needs Assessment for Districts
- District Assurances
- District Safety Report
| - Needs Assessment for Schools
- School Assurances
|
Phase Three Nov. 1 - Jan. 1
| - Comprehensive District Improvement Plan
- The Superintendent Gap Assurance
| - Comprehensive School Improvement Plan
|
Phase Four Jan. 1 - Dec. 31
| - Non-Traditional Instruction 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.