CSIP Phase II

📋  KDE will add Plans and Diagnostics over the next two weeks.

Phase II is due Nov. 1 and includes two Diagnostics. 

Here are the steps for completing Phase II: 

1) School Assurances (A1 Schools and Non-A1 /Title I Schools)
Click here and then use the drop-down on the right to verify your school classification if you are unsure. If you are neither A1 nor Title I, there is no need to submit School Assurances. 

2) Needs Assessment  (A1 Schools; Title I Schools may be asked to complete by JCPS)

Use KSA data along with district provided data sources (e.g., Vital Signs, CSS) to complete the Needs Assessment.

Reference the KDE CSIP Rubric to ensure you have met the requirements.
26-27 KDE Rubrics are not currently available

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3) Email us!

Let us know you have completed Phase II by emailing us at JCPS.CSIP@jefferson.kyschools.us. 

School Assurances (A1 Schools and Non-A1/Title I Schools)

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). Explanation of a No response is required in the comment box.

*Note: You will have access to the Comment Boxes when completing the Schools Assurances on the Cognia Improvement Platform.

Federal Programs
Note: All A-1 schools and all Title I schools regardless of classification complete this section. (If you are neither A1 nor Title 1, you do not need to complete School Assurances.)

1. If the school receives Title II, Part A funds, the school provides professional development for staff that is in accordance with the purpose of Title II, Part A of ESSA (Every Student Succeeds Act) (job embedded, evidence-based, sustainable, data-driven and classroom-focused); addresses the needs of all students; and, strives to ensure all students are transition ready as intended by Section 2103 of ESSA, which governs the local use of Title II, Part A funding.

2. 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 (Code of Federal Regulations) 200.403 and 200.405.

Title I Programs
Note: JCPS SIP Team suggested responses for questions 3-14:
Yes, if a Title I school; even schools that are new to Title 1 this year as the new CSIP this year will include our Title I initiative.
If No, please give the date that this will be completed in the comment box.
N/A if a non-Title I school. 

3. The school distributes to parents and family members of participating children in a targeted assistance program, or all children in a schoolwide program, a written parent and family engagement policy, which is agreed on by such parents and 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.

4. The school convenes an annual meeting, at a convenient time, to which all parents of participating children in a targeted assistance program, 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).

5. 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).

6. The school involves parents, in an organized, ongoing, and timely way, in the planning, review, and improvement of programs under Title I. This includes the planning, review, and improvement of the school parent and family engagement policy and the joint development of the schoolwide program plan under section 1114(b). 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)).

7. The school provides parents of participating children in a targeted assistance program, 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)).

8. 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).

9. 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).

10. 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).

11. The school educates teachers, specialized instructional support personnel, principals, 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).

12. 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)).

13. 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).

14. 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)).

Title I Schoolwide Programs
Note: JCPS SIP Team suggested responses for questions 15-22:
Yes, if a Title I school; even schools that are new to Title 1 this year as the new CSIP this year will include our Title I initiative.
If No, please give the date that this will be completed in the "Other..." section. (Nothing further required.)
N/A if a non-Title I school. 

15. In a schoolwide program, the school developed a comprehensive plan (the Comprehensive School Improvement Plan, or CSIP) during a one-year period or qualifies for an exception under Section 1114(b)(1) of the Every Student Succeeds Act (ESSA).

16. In a schoolwide program, the school developed a comprehensive plan (CSIP) 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.

17. In a schoolwide program, the school developed a comprehensive plan (CSIP) 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.

18. In a schoolwide program, the school developed a comprehensive plan (CSIP) 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.

19. In a schoolwide program, the school developed a comprehensive plan (CSIP) 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.

20. In a schoolwide program, the school developed a comprehensive plan (CSIP) 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 CFR 200.26 (Code of Federal Regulations).

21. In a schoolwide program, the school developed, pursuant to Section 1114(b)(7), a comprehensive plan (CSIP) 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.

22. 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.

Title I Targeted Assistance School Programs
Note: JCPS SIP Team suggested responses for questions 23-30:
All schools mark N/A. (We only have schoolwide assistance programs in JCPS; we do not have any targeted assistance, Title I programs.) 

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

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

25. In 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.

26. In 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.

27. In 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.

28. In 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.

29. In 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.

30. In a targeted assistance school program, the school provides assurances to the local educational agency (district) that the school will:

i. help provide an accelerated, high-quality curriculum;
ii. minimize the removal of children from the regular classroom during regular school hours for instruction provided under Title I;
iii. serve 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.

Schools Identified for Targeted Support and Improvement
Note: JCPS SIP Team suggested responses for
Questions 31 & 33:
Yes for all schools identified the previous year (25-26) as ATSI/TSI schools.
N/A for all other schools.

Questions 32 & 34:

Yes for all schools identified this school year (26-27) as ATSI/TSI schools.
N/A for all other schools.

31. If identified for targeted support and improvement in the previous year, 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).

32. If identified this school year for targeted support and improvement, including additional targeted support and improvement, pursuant to Section 1111(d)(2) of ESSA, the school will develop and implement a plan to improve student outcomes that, among other items, is informed by all indicators, including student performance against long-term goals; includes evidence-based interventions; and, is approved by local leadership. For reference, "evidence-based" is defined in ESSA Section 8101(21).

33. If identified in the previous year 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.

34. If identified this school year for additional targeted support and improvement pursuant to Section 1111(d)(2)(C), the school will develop and implement a plan to improve student outcomes that also identifies resource inequities to be addressed through implementation of such plan.

Needs Assessment (A1 Schools; Title I Schools may be asked to complete by JCPS)

*Notes: 

• The 26-27 Needs Assessment diagnostic is substantially reorganized and includes a couple of new steps. Most of the 25-26 items are still relevant, but please do not copy and paste responses; pay attention to the new organization and the additional required information.

• You will have access to the Comment Boxes and Dropdowns when completing the Needs Assessment on the Cognia Improvement Platform.

2026-2027 Phase Two: The Needs Assessment for Schools

The needs assessment facilitates the use of multiple sources of data to determine the current reality and establish a foundation for decision-making around school goals and strategies. Once completed, the needs assessment will lead to priorities to be addressed in the CSIP to build staff capacity and increase student achievement. The needs assessment 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).

While the focus of continuous improvement is student performance, the work must be guided by the aspects of teaching and learning that affect performance. An effective improvement process should address the contributing factors creating the learning environment (inputs) and the performance data (outcomes).

The needs assessment provides the framework for all schools to clearly and honestly identify their most critical areas for improvement that they will address 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 to complete the needs assessment between Oct. 1 and Nov. 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.

Review of  Previous Plan

1. Analyze and summarize the implementation of the goals, objectives, strategies and activities from the previous year. Include specific examples of what was implemented, what was successful and what adjustments are needed. How will these findings directly inform the development of goals, strategies or activities in this year's CSIP?

Trends

2. Analyze data trends from the previous two academic years. After reviewing data derived from multiple sources and perspectives, describe the identified trends. Please use precise numbers and percentages in your trend analysis.

Examples of Trends

• Behavior remains an area for improvement, as referrals have increased in the last two years from 204 in 2024-2025 to 288 in 2025-2026.

• Reading for students in our gap groups remains an area for improvement because the school saw an 11% increase in Novice scores in reading among students with achievement gaps from 2024-2025.

Current State of Academics and Climate and Culture

3. Using precise numbers and percentages as revealed by multiple sources of your most recent data, describe in narrative form the current academic state of the school. Cite the source of data used. Consider the following data sources:

Academics:

• Kentucky Summative Assessments

• Benchmark assessments

• Formative assessments

• Graduation rate

• Progress in achieving English language proficiency

• Student access to high quality instructional resources, advanced placement courses, dual credit courses, career and technical education courses, before/after school and summer programs, preschool, full day kindergarten

Examples of Current Academic Narratives:

• Thirty-four percent (34%) of students in the achievement gap scored proficient on Kentucky Summative Assessment (KSA) in Local benchmark data indicates that 32% of all students receive Tier II intervention in reading.

• Fifty-four percent (54%) of our students scored proficient in math on the KSA compared to the state average of 57%. Local formative assessments show 53% of students are on grade level in math.

4. Using precise numbers and percentages as revealed by multiple sources of your most recent data, describe in narrative form the current climate and culture conditions of the school. Cite the source of data used. Consider the following data sources:

Climate and Culture:

• Educator and school staff retention rates

• High-quality professional learning opportunities

• Chronic absenteeism

• School climate

• Behavior

• Staff and student access to mental healthcare

• Family and community involvement

Examples of Climate and Culture Narratives:

• Teacher attendance rate was 84% for the 2025-2026 academic year.

• 2024-2025 Impact survey data shows that 71% of staff feel like they belong at their school.

• Survey results and perception data indicated 74% of the district's teachers received adequate professional development

Strengths

5. Using precise numbers and percentages as revealed by multiple sources of your most recent data, plainly state the strengths of the school.

Examples of Strengths:

• We have active partnerships with 12 community organizations and businesses.

• Eighty-three percent (83%) of certified staff have participated in high-quality professional learning through the Kentucky Reading Academies.

Leverages/Assets

6. Explain how the school will utilize its strengths and leverages, including academic achievements, culture and climate effectiveness, community resources and assets (i.e., colleges, community partnerships, businesses, industry, etc.) to improve the areas for improvement listed above. Clearly connect each leverage or asset to one or more identified areas for improvement.

Examples of Leverages/Assets:

• We will coordinate efforts with our community partners to meet the behavior needs of more students.

• We will utilize the knowledge gained from the Kentucky Reading Academies to develop a reading action plan to target students in our achievement gap.

Identified Needs

7. Following the review of the previous plan, data trends and the current state, list the priority needs that will be fully addressed in the school's comprehensive improvement and professional development plans this year.

8. Alignment to Needs:

When developing goals, all schools must establish achievement gap targets and set goals in state assessment results in reading and mathematics. Other goals aligned to the indicators in the state's accountability system and deemed priority areas through the needs assessment process are optional. Identify any additional indicators that will be addressed by the school to build staff capacity and increase student achievement, as well as any additional areas based on local data that you would like to include in your plan (identified as Other). Click the blue button to add a Priority Indicator. Any indicator noted as a priority will populate options for a new optional goal in the CSIP.

Strategies to Address Identified Needs

Evaluate the Teaching and Learning Environment. Consider the processes, practices and conditions evident in the teaching and learning environment as identified in the six Key Core Work Processes (KCWPs) outlined below or another established improvement approach:

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 Results

KCWP 5: Design, Align and Deliver Support Processes

KCWP 6: Establish Learning Environment and Culture

9. Click the blue button to select a maximum of three KCWPs (or another established improvement framework) to direct your school's resources and efforts toward meaningful change. Priority elements will automatically appear as strategy options in the CSIP.

Protocol

10. Clearly summarize the process used to identify the priorities for this year's improvement plan. Ensure the description demonstrates a needs-driven process to inform this year's goals and strategies. Include the following information in your response:

• names of school council members, leadership teams and stakeholder groups (i.e., Family Resource Youth Service Centers, community partners such as civic and business organizations, etc.) involved in the process;

• a timeline of the process;

• the specific data reviewed and analyzed; and

• how and where the meetings were documented.

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