• August 1, 2020 – October 1, 2020

    2020-21 Phase One: Continuous Improvement Diagnostic for Schools

    The Comprehensive School Improvement Plan or CSIP is defined as a plan developed by the school council, or successor, and charter schools with the input of parents, faculty, and staff, based on a review of relevant data that includes targets, strategies, activities, and a time schedule to support student achievement and student growth, and to eliminate gaps among groups of students.

    The comprehensive school and district improvement plan process is outlined in 703 KAR 5:225. The requirements included in the administrative regulation are key components of the continuous improvement process in Kentucky and ultimately fulfillment of school, district, and state goals under the Kentucky State Plan as required by the Every Student Succeeds Act (ESSA).

    While the regulation outlines a timeline for compliance purposes, the plan itself is a strategic and proven approach to improve processes and to ensure students achieve. The timeline for the school’s 2020-21 diagnostics is as follows:

    Phase One: August 1 - October 1
    • Continuous Improvement Diagnostic for Schools

    Phase Two: October 1 - November 1
    • The Needs Assessment for Schools
    • School Assurances
    • School Safety Report

    Phase Three: November 1 - January 1
    • Comprehensive School Improvement Plan
    • Executive Summary for Schools
    • Closing the Achievement Gap Diagnostic for Schools
    • Professional Development Plan for Schools

    Phase Four: January 1 - December 31
    • Progress Monitoring

    As principal of the school, I hereby commit to implementing continuous improvement processes with fidelity to support student achievement and student growth and to eliminate achievement gaps among groups of students.

    Please enter your name and date below to certify.

     

    2020-21 Phase Two: School Assurances

    Introduction

    Assurances are a required component of the improvement planning process (703 KAR 5:225). Please read each assurance carefully and indicate whether your school complies by selecting the appropriate response (Yes, No or N/A). If you wish to provide further information or clarify your response, space for comments is provided. Comments are optional. You may upload any supporting documentation as needed.

    Teacher Performance

    1. The KDE focuses on promoting equitable access to effective educators for all students, including minority students, those experiencing poverty, English learners and students with disabilities. Therefore, all districts and schools are charged with ensuring equitable access to experienced and effective educators. The Every Student Succeeds Act (ESSA) requires each school to report data regarding ineffective teachers. An ineffective teacher receives a summative effectiveness rating of “ineffective” as determined through the local performance evaluation system that meets the requirement established by KRS 156.557. An ineffective teacher consistently fails to meet expectations as determined by a trained evaluator, in competencies identified as the performance criteria in the Kentucky Framework for Teaching.

      Due to the passage of Senate Bill 1 (2017), the measure and method for collecting teacher and leader effectiveness data was adjusted to fulfill the state law regarding district reporting and data collection. Number of students taught by ineffective teachers is self-reported by each school, in aggregate, by subpopulation. Names of ineffective teachers are not provided/collected.

      Responses to this assurance will be collected in the Kentucky Equitable Access to Effective Educators Survey. Responses to each survey question should be based on data from the 2019-20 school year. This survey collects data on ineffective teachers only. Data on inexperienced and out-of-field teachers is collected using the EPSB identification number provided in Infinite Campus. Please be sure all teachers have an EPSB number on file.

      Once you have completed the survey, return to the 2020-21 Phase Two: School Assurances diagnostic to certify that your school has completed the survey and to complete the remaining assurances on the diagnostic.

      I certify this school has accurately completed the Kentucky Equitable Access to Effective Educators Survey by opening the survey link, entering all requested information, and submitting the completed survey as directed. I also certify that all certified staff members have an EPSB number entered in Infinite Campus.

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    Comments

    15000 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    Title I Schoolwide Programs

    1. If the school is implementing a schoolwide program, the school developed a comprehensive plan during a 1-year period or qualifies for an exception under Section 1114(b)(1) of the Every Student Succeeds Act (ESSA).

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    Comments

    15000 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. If the school is implementing a schoolwide program, the school developed a comprehensive plan with the involvement of parents and other members of the community to be served as well as individuals who will carry out such plan (e.g. teachers, administrators, classified staff, etc.) as required by Section 1114(b)(2) of ESSA.

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    Comments

    15000 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. If the school is implementing a schoolwide program, the school developed a comprehensive plan that will remain in effect for the duration of the school's participation under Title I, Part A of ESSA as required by Section 1114(b)(3) of ESSA.

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    Comments

    15000 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. If the school is implementing a schoolwide program, the school developed a comprehensive plan that is available to district leadership, parents, and the public and in an understandable and uniform format as required by Section 1114(b)(4) of ESSA.

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    Comments

    15000 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. If the school is implementing a schoolwide program, the school developed a comprehensive plan that, to the extent appropriate and applicable, coordinates with other federal, state, and local programs, including but not limited to the implementation of improvement activities in schools identified for comprehensive or targeted support and improvement, as required by Section 1114(b)(5) of ESSA.

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    Comments

    15000 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. If the school is implementing a schoolwide program, the school developed a comprehensive plan that is based on a comprehensive needs assessment, which included a review of academic achievement data, and includes, among other items, a description of the strategies the school will implement to address school needs as required by Section 1114(b)(6) of ESSA. The comprehensive needs assessment was developed with the participation of individuals who will carry out the schoolwide program plan, and the school documents how it conducted the needs assessment, the results it obtained, and the conclusions it drew from those results, as required by 34 Code of Federal Regulations (CFR) 200.26.

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    Comments

    15000 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. If the school is implementing a schoolwide program, the school developed, pursuant to Section 1114(b)(7), a comprehensive plan that includes a description of the strategies to be implemented to address school needs, including how such strategies: (1) provide opportunities for all children; (2) use methods and instructional strategies that strengthen the academic program in the school, increase learning time, and provide an enriched and accelerated curriculum; and, (3) address the needs of all children through, for example, the following activities: school-based mental health programs; a tiered model to prevent and address behavioral problems; professional development to improve instruction and use of data from academic assessments, and to recruit and retain effective teachers; and/or, strategies for assisting preschool children transition to local elementary school programs.

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    Comments

    15000 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. The school regularly monitors the implementation and results achieved by the schoolwide program, using data from the State's annual assessments and other indicators of academic achievement. The school determines whether the schoolwide program has been effective in increasing the achievement of students in meeting the challenging State academic standards, particularly for those students who had been furthest from achieving the standards. The school revises the plan as necessary based on student needs and on the results of the regular monitoring, to ensure continuous improvement of students in the schoolwide program and to ensure that all students are provided opportunities to meet the challenging State academic standards, as required by Section 1114 (b)(3) of ESSA and 34 CFR 200.26.

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    Comments

    15000 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    Title I Targeted Assistance School Programs

    1. If the school is implementing a targeted assistance school program, participating students are identified in accordance with Section 1115(c) and on the basis of multiple, educationally related, objective criteria.

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    Comments

    15000 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. If the school is implementing a targeted assistance school program, the school serves participating students using resources under Title I, Part of ESSA to meet challenging state academic standards as required by Section 1115(b)(2)(A) of ESSA.

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    Comments

    15000 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. If the school is implementing a targeted assistance school program, the school serves, pursuant to Section 1115(b)(2)(B) of ESSA, participating students using methods and instructional strategies to strengthen the academic program of the school, which may include, for example, expanded learning time, summer programs, and/or a tiered model to prevent and address behavioral problems.

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    Comments

    15000 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. If the school is implementing a targeted assistance school program, the school serves participating students by coordinating with and supporting the regular educational program as required by Section 1115(b)(2)(C) of ESSA.

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    Comments

    15000 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. If the school is implementing a targeted assistance school program, the school serves participating students by providing professional development to, for example, teachers, administrators, classified staff, and/or other school personnel who work with participating students as required by Section 1115(b)(2)(D) of ESSA.

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    Comments

    15000 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. If the school is implementing a targeted assistance school program, the school serves, pursuant to Section 1115(b)(2)(E) of ESSA, participating students by implementing strategies to increase the involvement of parents of participating students in accordance with Section 1116 of ESSA.

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    Comments

    15000 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. If the school is implementing a targeted assistance school program, the school serves participating students, to the extent appropriate and applicable, by coordinating with other federal, state, and local programs, including but not limited to the implementation of improvement activities in schools identified for comprehensive or targeted support and improvement, as required by Section 1115(b)(2)(F) of ESSA.

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    Comments

    15000 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. If the school is implementing a targeted assistance school program, the school serves participating students by reviewing the progress of participating students on an ongoing basis and revising the targeted assistance program, if necessary, to provide additional assistance to meet challenging state academic standards as required by Section 1115(b)(2)(G) of ESSA.

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    Comments

    15000 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    Schools Identified for Targeted Support and Improvement

    1. If identified for targeted support and improvement, including additional targeted support and improvement, pursuant to Section 1111(d)(2) of ESSA, the school developed and implemented a plan to improve student outcomes that, among other items, was informed by all indicators, including student performance against long-term goals; included evidence-based interventions; and, approved by local leadership. For reference, “evidence-based” is defined in ESSA Section 8101(21).

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    Comments

    15000 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. If identified for additional targeted support and improvement pursuant to Section 1111(d)(2)(C), the school developed and implemented a plan to improve student outcomes that also identified resource inequities to be addressed through implementation of such plan.

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    Comments

    15000 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    All School Programs

    1. The school provides professional development for staff that is in accordance with the purpose of Title II of ESSA; addresses the needs of all students; and, strives to ensure all students are college, career and transition ready as intended by Section 2103 of ESSA, which governs the local use of Title II funding.

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    Comments

    15000 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. The school ensures that the use of federal funding, including expenditures for certified or classified positions (e.g. counselors, nurses, media specialists, etc.), is reasonable and necessary in compliance with 2 CFR 200.403 and 200.405.

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    Comments

    15000 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. The school ensures that all teachers and paraprofessionals working in a program supported with Title I, Part A funding meet applicable state requirements as required by Section 1111(g)(2)(J) of ESSA.

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    Comments

    15000 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. The school distributes to parents and family members of participating children, or all children in a schoolwide program, a written parent and family engagement policy, which is agreed on by such parents, that describes the means for carrying out the requirements of ESSA Section 1116 (c) through (f). The school makes the policy available to the local community and updates it periodically to meet the changing needs of parents and the school. For reference, Section 1116(b) of ESSA allows existing parent and family engagement policies the school may have in place to be amended to meet the requirements under Title I, Part A.

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    Comments

    15000 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. The school convenes an annual meeting, at a convenient time, to which all parents of participating children, or all children in a schoolwide program, are invited and encouraged to attend, to inform parents of their school's participation in Title I, Part A and to explain the requirements of Title I, Part A, and the right of the parents to be involved, as required under Section 1116(c)(1).

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    Comments

    15000 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. The school offers a flexible number of meetings to parents, such as meetings in the morning or evening, and may provide, with funds provided under this part, transportation, child care, or home visits, as such services relate to parental involvement (ESSA Section 1116(c)(2).

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    Comments

    15000 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. The school involves parents, in an organized, ongoing, and timely way, in the planning, review, and improvement of programs under Title I, including the planning, review, and improvement of the school parent and family engagement policy and the joint development of the schoolwide program plan undersection 1114(b), except that if a school has in place a process for involving parents in the joint planning and design of the school's programs, the school may use that process, if such process includes an adequate representation of parents of participating children (ESSA Section 1116 (c)(3)).

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    Comments

    15000 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. The school provides parents of participating children, or all children in a schoolwide program—

      A. timely information about programs under Title I;
      B. a description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress, and the achievement levels of the challenging State academic standards; and
      C. if requested by parents, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children, and respond to any such suggestions as soon as practicably possible (ESSA Section 1116 (c)(4)).

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    Comments

    15000 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. If the schoolwide program plan under section 1114(b) is not satisfactory to the parents of participating children, the school submits any parent comments on the plan when the school makes the plan available to the local educational agency.

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    Comments

    15000 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. The school jointly develops with parents for all children served under this part a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the State's high standards. The compact meets the requirements outlined in ESSA 1116(d)(1-2).

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    Comments

    15000 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. The school provides assistance to parents of children served by the school in understanding such topics as the challenging State academic standards, State and local academic assessments, the requirements of Title I, and how to monitor a child's progress and work with educators to improve the achievement of their children, as required by ESSA Section 1116(e)(1).

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    Comments

    15000 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. The school provides materials and training to help parents to work with their children to improve their children's achievement, such as literacy training and using technology (including education about the harms of copyright piracy), as appropriate, to foster parental involvement, as required in ESSA Section 1116(e)(2).

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    Comments

    15000 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. The school educates teachers, specialized instructional support personnel, principals, and other school leaders, and other staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school, as required in ESSA Section 1116(e)(3).

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    Comments

    15000 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. To the extent feasible and appropriate, the school coordinates and integrates parent involvement programs and activities with other Federal, State, and local programs, including public preschool programs, and conducts other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children (ESSA Section 1116(e)(4)).

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    Comments

    15000 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. The school ensures that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children, or all children in a schoolwide program, in a format and, to the extent practicable, in a language the parents can understand, as required in ESSA Section 1116(e)(5).

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    Comments

    15000 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. To the extent practicable, the school provides opportunities for the informed participation of parents and family members (including parents and family members who have limited English proficiency, parents and family members with disabilities, and parents and family members of migratory children), including providing information and school reports required under section 1111 in a format and, to the extent practicable, in a language parents understand (ESSA Section 1116(f)).

    Please provide a comment to complete this item.

    Yes

    No

    N/A

    2020-21 Phase Two: School Safety Report

    School Safety Diagnostic for Schools


    Pursuant to KRS 158.162, the local board of education shall require the school council or, if none exists, the principal in each school to adopt an emergency plan that must be utilized in case of fire, severe weather, earthquake, or a building lockdown and that: establishes evacuation routes; identifies the best available severe weather zones; develops earthquake protocols for students; and, develops and adheres to practices controlling access to the school building. The emergency plan shall be annually reviewed by the council, principal, and first responders and revised as needed.

    In addition to the emergency plan requirements in KRS 158.162, KRS 158.164 requires the local board of education to direct the school council or, if none exists, the principal in each school to establish procedures to perform a building lockdown and to invite local law enforcement to assist in establishing lockdown procedures.

    KRS 158.162 also requires the emergency plan be discussed with all school staff prior to the first instructional day of the school year and provided, along with a diagram of the facility, to appropriate first responders. Further, the principal in each school shall conduct, at a minimum, the following emergency response drills within the first 30 instructional days of the school year and again during the month of January: one severe weather drill, one earthquake drill, and one lockdown drill. In addition, required fire drills shall be conducted according to administrative regulations promulgated by the Department of Housing, Buildings and Construction.

    Questions Related to the Adoption and Implementation of the Emergency Plan

    1. Has the school council or, where applicable, principal adopted an emergency plan in accordance with local board policy and in compliance with the specifications in KRS 158.162(3)?

      If the answer is “no”, please explain in the comment box. Please note that Senate Bill 1 (2019) amended KRS 158.162(3)(d) to require, for example, classroom doors remain closed and locked during instructional time as well as classroom doors with windows be equipped with material to quickly cover the window during a building lockdown. Schools are encouraged to comply with these changes as soon as practicable but, if needed, have until July 1, 2022 to fully implement. Accordingly, failure to comply with KRS 158.162(3)(d), as amended, should not be reported herein until the 2022-2023 school year and beyond.

    Please provide a comment to complete this item.

    29997 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. Has the school provided local first responders with a copy of the school’s emergency plan along with a diagram of the school as required by KRS 158.162(2)(b)?

      If the answer is “no”, please explain in the comment box.

    Please provide a comment to complete this item.

    29997 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. Has the school posted primary and secondary evacuation routes in each room by any doorway used for evacuation as required by KRS 158.162(3)(a)?

      If the answer is “no”, please explain in the comment box.

    Please provide a comment to complete this item.

    29997 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. Has the school posted the location of severe weather safe zones in each room as required by KRS 158.162(3)(b)?

      If the answer is “no”, please explain in the comment box.

    Please provide a comment to complete this item.

    29997 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. Was the school’s emergency plan reviewed following the end of the prior school year by the school council, principal, and first responders and revised as needed as required by KRS 158.162(2)(c)?

      Please provide the most recent date of review/revision of the school’s emergency plan in the district in the comment box. If the answer is “no”, please explain in the comment box.

    Please provide a comment to complete this item.

    29977 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. Did the principal discuss the emergency plan with all school staff prior to the first instructional day of the current school year and appropriately document the time and date of such discussion as required by KRS 158.162(2)(d)?

      Please provide the date the school completed this discussion in the comment box. If the answer is “no”, please explain in the comment box.

    Please provide a comment to complete this item.

    29990 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. During the first 30 instructional days of the current school year, did the principal conduct at least one severe weather drill, one earthquake drill, and one lockdown drill as required by KRS 158.162(5)?

      If the answer is “no”, please explain in the comment box.

    Please provide a comment to complete this item.

    29997 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. During the month of January during the prior school year, did the principal conduct at least one severe weather drill, one earthquake drill, and one lockdown drill as required by KRS 158.162(5)?

      If the answer is “no”, please explain in the comment box.

    Please provide a comment to complete this item.

    29997 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. Over the immediately preceding twelve months, did each school within the district conduct fire drills in accordance with administrative regulations promulgated by the Department of Housing, Buildings and Construction as required by KRS 158.162(5)?

      If all schools in the district did NOT meet the requirement, respond “no” and please explain further in the comment box.

    Please provide a comment to complete this item.

     

    2020-21 Phase Two: The Needs Assessment for Schools

    Understanding Continuous Improvement: The Needs Assessment


    In its most basic form, continuous improvement is about understanding the current state and formulating a plan to move to the desired state. The comprehensive needs assessment is a culmination of an extensive review of multiple sources of data collected over a period of time (e.g. 2-3 years). It is to be conducted annually as an essential part of the continuous improvement process and precedes the development of strategic goals (i.e. desired state).

    The needs assessment requires synthesis and analysis of multiple sources of data and should reach conclusions about the current state of the school, as well as the processes, practices and conditions that contributed to that state.

    The needs assessment provides the framework for all schools to clearly and honestly identify their most critical areas for improvement that will be addressed later in the planning process through the development of goals, objectives, strategies and activities. 703 KAR 2:225 requires, as part of continuous improvement planning for schools, each school complete the needs assessment between October 1 and November 1 of each year and include: (1) a description of the data reviewed and the process used to develop the needs assessment; (2) a review of the previous plan and its implementation to inform development of the new plan; and, (3) perception data gathered from the administration of a valid and reliable measure of teaching and learning conditions. Further, as required by Section 1114 of the Every Student Succeeds Act (ESSA), Title I schools implementing a schoolwide program must base their Title I program on a comprehensive needs assessment.

    Protocol

    Clearly detail the process used for reviewing, analyzing and applying data results. Include names of school councils, leadership teams and stakeholder groups involved. How frequently does this planning team meet and how are these meetings documented?

    Please provide a comment to complete this item.

    29299 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    Current State

    Plainly state the current condition using precise numbers and percentages as revealed by past, current and multiple sources of data. These should be based solely on data outcomes. Cite the source of data used.


    Example of Current Academic State:
    -Thirty-four percent (34%) of students in the achievement gap scored proficient on KPREP Reading.
    -From 2018 to 2020, the school saw an 11% increase in novice scores in reading among students in the achievement gap.
    -Fifty-four percent (54%) of our students scored proficient in math compared to the state average of 57%.

    Example of Non-Academic Current State:
    -Teacher Attendance: Teacher attendance rate was 84% for the 2019-20 school year – a decrease from 92% in 2017-18.
    -The number of behavior referrals increased from 204 in 2018-19 to 288 in 2019-20.
    -Survey results and perception data indicated 62% of the school’s teachers received adequate professional development.

    Please provide a comment to complete this item.

    29169 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    Priorities/Concerns

    Clearly and concisely identify areas of weakness using precise numbers and percentages.
    NOTE: These priorities will be thoroughly addressed in the Comprehensive School Improvement Plan (CSIP) diagnostic and template.

    Example: Sixty-eight (68%) of students in the achievement gap scored below proficiency on the KPREP test in reading as opposed to just 12% of non-gap learners.

    Please provide a comment to complete this item.

    29700 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    Trends

    Analyzing data trends from the previous two academic years, which academic, cultural and behavioral measures remain significant areas for improvement?

    Please provide a comment to complete this item.

    29940 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    Potential Source of Problem

    Which processes, practices or conditions will the school focus its resources and efforts upon in order to produce the desired changes? Note that all processes, practices and conditions can be linked to the six Key Core Work Processes outlined below:

    KCWP 1: Design and Deploy Standards
    KCWP 2: Design and Deliver Instruction
    KCWP 3: Design and Deliver Assessment Literacy
    KCWP 4: Review, Analyze and Apply Data
    KCWP 5: Design, Align and Deliver Support
    KCWP 6: Establishing Learning Culture and Environment

    Please provide a comment to complete this item.

    29810 Characters Left

    Attachments

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    Strengths/Leverages

    Plainly state, using precise numbers and percentages revealed by current data, the strengths and leverages of the school.

    Example: Graduation rate has increased from 67% the last five years to its current rate of 98%.

    Please provide a comment to complete this item.

     

    2020-21 Phase Three: Comprehensive School Improvement Plan

    Rationale

    School improvement efforts are a collaborative process involving multiple stakeholders. During the improvement planning process, leaders focus on priority needs, funding, and closing achievement gaps between identified subgroups of students. When implemented with fidelity, the Comprehensive School Improvement Plan (CSIP) cultivates an environment that promotes student growth and achievement.

    Operational Definitions

    Goal: Long-term three to five-year targets based on the five (5) required school level goals. Elementary/middle schools must have goals for proficiency, separate academic indicator, achievement gap, growth, and transition readiness. High schools must have goals for proficiency, separate academic indicator, achievement gap, graduation rate, and transition readiness. Long-term targets should be informed by The Needs Assessment for Schools.

    Objective: Short-term target to be attained by the end of the current academic year. There can be multiple objectives for each goal.

    Strategy: An approach to systematically address the process, practice, or condition that the school will focus its efforts upon in order to reach its goals or objectives. There can be multiple strategies for each objective. The strategy can be based upon Kentucky's six (6) Key Core Work Processes listed below or another established improvement approach (i.e. Six Sigma, Shipley, Baldridge, etc.).

    Activity: Actionable steps used to deploy the chosen strategy. There can be multiple activities for each strategy.

    Key Core Work Processes: A series of processes identified by the Kentucky Department of Education that involve the majority of an organization's workforce and relate to its core competencies. These are the factors that determine an organization's success and help it prioritize areas for growth.

    KCWP 1: Design and Deploy Standards
    KCWP 2: Design and Deliver Instruction
    KCWP 3: Design and Deliver Assessment Literacy
    KCWP 4: Review, Analyze and Apply Data
    KCWP 5: Design, Align and Deliver Support
    KCWP 6: Establishing Learning Culture and Environment

    Measure of Success: Criteria that shows the impact of the work. The measures may be quantitative or qualitative but are observable in some way.

    Progress Monitoring: Process used to assess the implementation of the plan, the rate of improvement, and the effectiveness of the plan. Should include timelines and responsible individuals.

    Funding: Local, state, or federal funds/grants used to support (or needed to support) the improvement initiative.

    Requirements for Building an Improvement Plan

    There are six (6) required district goals:
    • Proficiency, separate academic indicator, achievement gap closure, graduation rate, growth, and transition readiness.

    The required school goals include the following:
    • For elementary/middle school, these include proficiency, separate academic indicator, achievement gap, and, growth.
    • For high school, these include proficiency, separate academic indicator, achievement gap, graduation rate, and transition readiness.

    Using the Comprehensive School Improvement Plan Template

    1. Develop your Strategic Goals using the Comprehensive School Improvement Plan Template.
      b. Upload your completed Comprehensive School Improvement Plan in the attachment area below.

      You may enter an optional narrative about your Comprehensive School Improvement Plan below. If you do not have an optional narrative, enter N/A.

     

    2020-21 Phase Three: Executive Summary for Schools

    Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning.

    The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis.

    Description of the School

    Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves?

    Please provide a comment to complete this item.

    29513 Characters Left

    Attachments

    Add Attachment

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    School's Purpose

    Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students.

    Please provide a comment to complete this item.

    28686 Characters Left

    Attachments

    Add Attachment

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    Notable Achievements and Areas of Improvement

    Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years.

    Please provide a comment to complete this item.

    28045 Characters Left

    Attachments

    Add Attachment

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    Additional Information

    CSI/TSI Schools (including ATSI) Only: Describe the procedures used to create the school's improvement plan and briefly state the specific efforts to address the causes of low student performance and resource inequities.

    Please provide a comment to complete this item.

    29957 Characters Left

    Attachments

    Add Attachment

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    Additional Information

    Provide any additional information you would like to share with the public and community that were not prompted in the previous sections.

    Please provide a comment to complete this item.

     

    2020-21 Phase Three: Professional Development Plan for Schools

    The purpose of this diagnostic is to support the school in designing and implementing a professional development plan that aligns to the goals established in KRS 158.6451 and the local needs assessment. The basis of the professional development plan aligns to 704 KAR 3:035, which states the following:

    Annual Professional Development Plan:

    Section 2. Each local school and district shall develop a process to design a professional development plan that meets the goals established in KRS 158.6451 and in the local needs assessment. A school professional development plan shall be incorporated into the school improvement plan and shall be made public prior to the implementation of the plan. The local district professional development plan shall be incorporated into the district improvement plan and posted to the local district Web site prior to the implementation of the plan.

    Section 3. Each school and local district professional development plan shall contain the following elements:

    1. A clear statement of the school or district mission
    2. Evidence of representation of all persons affected by the professional development plan
    3. A needs assessment analysis
    4. Professional development objectives that are focused on the school or district mission, derived from the needs assessment, and specify changes in educator practice needed to improve student achievement; and
    5. A process for evaluating impact on student learning and improving professional learning, using evaluation results

    1. What is the school's mission?

    Please provide a comment to complete this item.

    29772 Characters Left

    Attachments

    Add Attachment

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. The needs assessment provides the framework for all schools to clearly identify their most critical areas for improvement that will be addressed in the planning process through the development of goals, objectives, strategies and activities.

      Based on the most critical areas for improvement identified in the completed needs assessment per 703 KAR 5:225 (3), what are the school's top two priorities for professional development that support continuous improvement?

    Please provide a comment to complete this item.

    29637 Characters Left

    Attachments

    Add Attachment

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. How do the identified top two priorities of professional development relate to school goals?

    Please provide a comment to complete this item.

    29707 Characters Left

    Attachments

    Add Attachment

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. For the first priority for professional development, complete the following:

    4a. For the first priority need, what are the specific objectives for the professional development aligned to the school goal(s)? Consider the long and short term changes that need to occur in order to meet the goal.

    Please provide a comment to complete this item.

    28918 Characters Left

    Attachments

    Add Attachment

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    4b. What are the intended results? (student outcomes; educator beliefs, practices, etc.)

    Please provide a comment to complete this item.

    29862 Characters Left

    Attachments

    Add Attachment

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    4c. What will be the indicators of success? Consider the completed actions or markers that need to occur that would indicate the goals and objectives have been achieved.

    Please provide a comment to complete this item.

    29936 Characters Left

    Attachments

    Add Attachment

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    4d. Who is the targeted audience for the professional development?

    Please provide a comment to complete this item.

    29830 Characters Left

    Attachments

    Add Attachment

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    4e. Who is impacted by this component of professional development? (students, teachers, principals, district leaders, etc.)

    Please provide a comment to complete this item.

    29491 Characters Left

    Attachments

    Add Attachment

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    4f. What resources are needed to support the professional development? (staff, funding, technology, materials, time, etc.)

    Please provide a comment to complete this item.

    29771 Characters Left

    Attachments

    Add Attachment

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    4g. What ongoing supports will be provided for professional development implementation? (coaching, professional learning communities, follow up, etc.)

    Please provide a comment to complete this item.

    29822 Characters Left

    Attachments

    Add Attachment

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    4h. How will the professional development be monitored for evidence of implementation? Consider data (student work samples, grade-level assessments, classroom observations, etc.) that will be gathered, persons responsible and frequency of data analysis.

    Please provide a comment to complete this item.

    29731 Characters Left

    Attachments

    Add Attachment

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. For the second priority for professional development, complete the following:

    5a. For the second priority need, what are the specific objectives for the professional development aligned to the school goal(s)? Consider the long and short term changes that need to occur in order to meet the goal.

    Please provide a comment to complete this item.

    28921 Characters Left

    Attachments

    Add Attachment

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    5b. What are the intended results? (student outcomes; educator beliefs, practices, etc.)

    Please provide a comment to complete this item.

    29862 Characters Left

    Attachments

    Add Attachment

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    5c. What will be the indicators of success? Consider the completed actions or markers that need to occur that would indicate the goals and objectives have been achieved.

    Please provide a comment to complete this item.

    29936 Characters Left

    Attachments

    Add Attachment

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    5d. Who is the targeted audience for the professional development?

    Please provide a comment to complete this item.

    29830 Characters Left

    Attachments

    Add Attachment

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    5e. Who is impacted by this component of professional development? (students, teachers, principals, district leaders, etc.)

    Please provide a comment to complete this item.

    29491 Characters Left

    Attachments

    Add Attachment

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    5f. What resources are needed to support the professional development? (staff, funding, technology, materials, time, etc.)

    Please provide a comment to complete this item.

    29771 Characters Left

    Attachments

    Add Attachment

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    5g. What ongoing supports will be provided for professional development implementation? (coaching, professional learning communities, follow up, etc.)

    Please provide a comment to complete this item.

    29822 Characters Left

    Attachments

    Add Attachment

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    5h. How will the professional development be monitored for evidence of implementation? Consider data (student work samples, grade-level assessments, classroom observations, etc.) that will be gathered, persons responsible and frequency of data analysis.

    Please provide a comment to complete this item.

    29731 Characters Left

    Attachments

    Add Attachment

    Attachment Name

    Associated Items

    Functions

    No Attachments FoundWhen you add attachments, they will be listed here.

    1. Optional Extension: If your school has identified additional professional development priorities that you would like to include, you may upload an attachment with the answers to question 3 and a-h as seen in questions 4 and 5. If you do not wish to include an optional extension, please list N/A in the space provided below.

    Please provide a comment to complete this item.