CSIP Phase III
Due December 17, 2025
Support Options: Book an appointment with us here!
Email jcps.csip@jefferson.kyschools.us when complete.
You do NOT have to upload to eProve. We do that for you!
Due December 17, 2025
Email jcps.csip@jefferson.kyschools.us when complete.
You do NOT have to upload to eProve. We do that for you!
Your School's CSIP Data Workbook
The majority of the data in your CSIP Workbook is from the JCPS State Accountability Data File. This is a good source for additional details on the data provided in your CSIP Workbook. This file is view only. Please make a copy if you want to better organize your data. Open in Excel to keep features.
Resources for Interpreting Data (*WAITING ON KDE UPDATES)
2024 Accountability Indicator Trainings (video recordings)
Understanding Kentucky’s Minimum N for School Accountability
(Updated for Fall 2024) 2022-2023 Student Performance Level Cut Scores
(Updated for Fall 2024) 2022-2023 Accountability Indicator and Overall Cut Scores
Data for Long-Term Goals
State Assessment Data - Please refer to your 2022-2023 School Report Card for State Assessment Goals. The goals provided on the 2022-2023 Report Card are through 2030. Example link here. *Keep in mind the KDE goals are a guide, the Principal and SBDM set the goals.
Refer to your school's CSIP Data Worksheets for 2023-2024 State Assessment data to determine current progress toward your goals.
To access state assessment data from prior years (before 2023-2024) you can refer to your school's School Report Card.
Click this link (see Slides 7 & 8) for information on EL goal setting - EL Progress Indicator Tables-ACCESS and Alternate ACCESS
If interested, KDE provides a webinar on Forecasting Data to Inform Continuous Improvement Goals (webinar & transcript)
Data for Short-Term Objectives
State Assessment Data - You may create an objective as a one-year goal for state assessment results.
Vital Signs - These can be found in your School folder.
Comprehensive School Survey - Your 2025 CSS 3-Pillar Report can be found on the CSS site - scroll down and select the appropriate link to find your school . This link in the CSS page is where you can analyze and explore all of your data.
IMPACT Survey - Search for your school using this link. Remember that IMPACT results can definitely be used for climate objectives.
We will use your ISMT for Phase III. Schools that are TSI/ATSI or CSI must complete the appropriate addendum.
Please refer to KDE's CSIP Rubric (Starting on p. 6) while completing your school's CSIP. Select the rubric that applies to your school from the linked rubrics below:
Please refer to our JCPS CSIP Example for ideas!
TSI/ATSI & CSI Schools - Please refer to our EBP page for details regarding uploading evidence in the CIP.
TSI/ATSI Addendum - Required for TSI/ATSI schools as part of Phase III
CSI Addendum - Required for CSI schools as part of Phase III
NOTE: If you are receiving SIF funds, you must use EBPs from the What Works Clearinghouse database.
Requirements for Building an Improvement Plan
Required Goals
Achievement Gap
State Assessment Results in Reading and Mathematics
Optional Goals: Other goals aligned to the indicators in the state’s accountability system and deemed priority areas in the Phase Two: Needs Assessment for Schools are optional:
State Assessment Results in Science, Social Studies, and Writing
English Learner Progress
Quality of School Climate and Safety
Postsecondary Readiness
Graduation Rate
When completing the template sections that follow, please refer to the following operational definitions:
Goal: Long-term three- to five-year targets based on the school level state assessment results. Long-term targets should be informed by the Phase Two: Needs Assessment for Schools;
Objective: Short-term yearly target to be attained by the end of the current academic year. Objectives should address state assessment results and/or aligned formative assessments. 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, as identified in the Needs Assessment for Schools, 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 Key Core Work Processes listed below or another established improvement approach (i.e., Six Sigma, Shipley, Baldridge, etc.);
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 Results
KCWP 5: Design, Align and Deliver Support
KCWP 6: Establish Learning Environment and Culture
Activity: Actionable steps the school will take to deploy the chosen strategy. There can be multiple activities for each strategy;
Progress Monitoring: Process used to collect and analyze measures of success to assess the level of implementation, the rate of improvement and the effectiveness of the plan. The measures may be quantitative or qualitative but are observable in some way. The description should include the artifacts to be reviewed, specific timelines, and responsible individuals; and
Funding: Local, state or federal funds/grants used to support (or needed to support) the activities.
When developing goals, all schools must establish achievement gap targets and set goals in the area of state assessment results in reading and mathematics. Other goals aligned to the indicators in the state’s accountability system and deemed priority areas in the Phase Two: Needs Assessment for Schools are optional.
KRS 158.649 requires the school-based decision making (SBDM) council, or the principal if no council exists, to set the school's yearly targets for eliminating any achievement gap. The targets should be established with input from parents, faculty and staff and submitted to the superintendent for consideration and the local board of education for adoption. In addition to being a statutory requirement, intentionally focusing on the achievement gaps that exist among a school’s underserved student populations is also a vital component of the continuous improvement process. Schools should use a variety of measures and analysis when conducting its review of its achievement gaps, including a review of the school’s climate and culture. Schools are not required to establish long term achievement gap goals; however, schools must establish yearly targets.
Kentucky’s accountability system uses multiple academic and school quality measures, with each indicator contributing to the overall score. Reading and math proficiency are foundational to student success, and state assessment results in reading and mathematics carry the greatest weight when calculating the overall score at each level (elementary, middle and high school). This indicator is a required goal area for all schools.
Through the Phase Two: Needs Assessment for Schools, priorities were identified, and processes, practices and/or conditions were chosen for focus. Identify any additional indicators that will be addressed by the school in order to build staff capacity and increase student achievement. For any indicator noted as a priority, schools must complete the the same . For any indicator marked with a “no,” no further information is needed.
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