CSIP Phase IV

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

CSIP Phase IV consists of two tasks: the PD Plan for SY27-28, which includes plans for Progress Monitoring. Tasks:

1. Complete Professional Development Diagnostic (A1 Schools)

• Email jcps.csip@jefferson.kyschools.us when you are finished.

2. Internal Progress Monitoring of your CSIP activities with support from SIP Team.

• Progress monitoring is internal and does not require submission

If you would like to schedule a 1:1 support session, please email us at jcps.csip@jefferson.kyschools.us and we will provide available dates and times. We are always happy to help!

Professional Development Plan for Schools for School Year 2027-2028 (A1 Schools)

Research demonstrates a positive link between high-quality professional learning (HQPL), teaching practices and student outcomes. Effective professional learning not only has the potential to improve both classroom instruction and student outcomes, but also it can be effective in recruiting and retaining teachers.

When designing and/or selecting HQPL at the local level, it is important to ensure alignment to the Characteristics Of High-Quality Professional Learning.

The purpose of the PD plan 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. 704 KAR 3:035 establishes the annual professional development plan.

Per 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 further provides, Each school and local district professional development plan shall contain the following five (5) 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.

5. A process for evaluating impact on student learning and improving professional learning, using evaluation results.

Professional Development Plan

1. What is the school's mission?

In the needs assessment you identified your most critical areas for improvement to be addressed in the planning process through professional development. For each identified area requiring professional development, identify the goals, objectives, intended results, evidence of implementation, indicators of success, targeted audience, resources, and ongoing supports.

2. Identify a priority need that requires professional development.

2.a. For the first identified area requiring professional development, what required school goal(s) from the comprehensive school improvement plan will be supported through this professional development (e.g. state assessment results in reading and mathematics, state assessment results in science, social studies and writing, achievement gap, English learner progress, quality of school climate and safety, postsecondary readiness, graduation rate)

2.b. What are the specific objectives (long-term and short-term) for this professional development?

2.c. What are the intended results of this professional development (e.g. student outcomes, educator beliefs, practices)?

2.d. How will this professional development be monitored for evidence of implementation?

i. What data will be considered and gathered (e.g. student work samples, curriculum- based assessments, classroom observations, teacher feedback)?

ii. Who is responsible for gathering? (e.g. teachers, coaches, administrators)

iii. How frequently will this data be analyzed? (e.g. monthly, quarterly)

2.e. What will be the indicators of success of this professional development (e.g. improved formative assessment data, teacher efficacy and perception data, ongoing classroom data points)? Consider the completed actions or markers that need to occur that would indicate the goals and objectives have been achieved and describe in detail.

2.f. Who is the specific targeted audience for this professional development (e.g. elementary mathematics teachers, those implementing high-quality instructional resources)?

2.g. What specific resources are needed to support this professional development (e.g. staff, funding, technology, specific instructional resources, professional development from vendors, release time for professional learning)?

i. What funding source(s) will be utilized to support this professional development?

ii. What will be the start date and anticipated completion date for each professional development activity? If professional development is ongoing, specify the frequency of activity across the year.

iii. What supplies and resources will be needed to implement this professional development?

2.h. What specific ongoing supports will be provided for professional development implementation (e.g. district level coaches will work with teacher teams monthly, building level coaches will lead monthly professional learning communities using instructional resources from professional development, bi-monthly release time for teachers to analyze student work or cooperatively plan, monthly meetings with mathematics consultant)? The ongoing supports should be connected to the specific professional development area identified in question 2.

3. Identify the next priority need that requires professional development.

Please make sure this is not the same Priority Need selected for Question 2.

3.a. For the second identified area requiring professional development, what required school goal(s) from the comprehensive school improvement plan will be supported through this professional development (e.g. state assessment results in reading and mathematics, state assessment results in science, social studies and writing, achievement gap, English learner progress, quality of school climate and safety, postsecondary readiness, graduation rate)

Please make sure this is not the same Goal selected for Question 2.a.

3.b. What are the specific objectives (long-term and short-term) for this professional development?

3.c. What are the intended results of this professional development (e.g. student outcomes, educator beliefs, practices)?

3.d. How will this professional development be monitored for evidence of implementation?

i. What data will be considered and gathered (e.g. student work samples, curriculum- based assessments, classroom observations, teacher feedback)?

ii. Who is responsible for gathering? (e.g. teachers, coaches, administrators)

iii. How frequently will this data be analyzed? (e.g. monthly, quarterly)

3.e. What will be the indicators of success of this professional development (e.g. improved formative assessment data, teacher efficacy and perception data, ongoing classroom data points)? Consider the completed actions or markers that need to occur that would indicate the goals and objectives have been achieved and describe in detail.

3.f. Who is the specific targeted audience for this professional development (e.g. elementary mathematics teachers, those implementing high-quality instructional resources)?

3.g. What specific resources are needed to support this professional development (e.g. staff, funding, technology, specific instructional resources, professional development from vendors, release time for professional learning)?

i. What funding source(s) will be utilized to support this professional development?

ii. What will be the start date and anticipated completion date for each professional development activity? If professional development is ongoing, specify the frequency of activity across the year.

iii. What supplies and resources will be needed to implement this professional development?

3.h. What specific ongoing supports will be provided for professional development implementation (e.g. district level coaches will work with teacher teams monthly, building level coaches will lead monthly professional learning communities using instructional resources from professional development, bi-monthly release time for teachers to analyze student work or cooperatively plan, monthly meetings with mathematics consultant)? The ongoing supports should be connected to the specific professional development area identified in question 3.

If there is additional professional development information you would like to include enter it below:

Response Guidance for Phase Four: PD Plan

• Use priority needs already established in Phase II rather than introducing new, unsupported topics.

• Select two genuinely different needs and two different CSIP goals.

• Explain the connection between each professional-development priority and its associated goal.

• Distinguish evidence of implementation from indicators of success:

  • Implementation evidence: whether staff participated and applied the intended practices.

  • Success indicators: whether educator practice and student outcomes improved.

• Include specific owners, evidence sources and monitoring schedules.

• Update all dates, baseline values, objectives, funding amounts and activity timelines for the 2027-2028 implementation year.

• Review references to Improvement Priorities and KCWPs to ensure they match the current CSIP.

• Enter additional information only if needed; the new prompt does not instruct schools to upload an attachment or enter N/A.