Overview
The Center for Continuous School Improvement began in 2020 to support school improvement
efforts across all schools in Utah. There is significant support for those schools
that are part of the state and federal school improvement initiatives, but all schools
can benefit from the resources and materials no matter where they are in their school
improvement journey.
Mission Statement
To create an aligned, equitable system of supports for school improvement where all
Utah schools engage in the continuous improvement cycle resulting in safe, healthy
schools for all students where achievement gaps close, graduation rates increase,
families and communities are engaged, and students are college and career ready.
USBE Theory of Action for School Improvement:
The USBE continuous improvement cycle utilizes WestEd’s Four Domains for Rapid School
Improvement framework that integrates core areas of focus with critical practices
for achieving rapid and significant improvement. Tools, support, and professional
learning provided by the USBE aligns with the Four Domains for Rapid School Improvement
and School Improvement Plans for CSI schools should also be framed utilizing the Four
Domains for Rapid School Improvement.
Four Domains for Rapid Change:
School Improvement Manual and Forms
- USBE School Improvement Manual v2.1 20241206
The Manual is subject to change and revision. Please note the version and revision
date for the most up to date manual.
Forms referenced in the Manual are in final review and will be posted in the near
future.
Contacts
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Sara Wiebke
Director of the Center for Continuous School Improvement
Phone: (801) 538-7893 | E-mail
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Brittney Gold
Administrative Assistant
Phone: (801) 538-7937 | E-mail
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Elevate and Springboard School Programs
As a result of the 2022 General Legislative Session the USBE is required to identify
the lowest performing non-Title I district and charter schools implementing targeted
support and improvement activities as defined under federal requirements as either
a 1) Elevate Schools or a 2) Springboard Schools.
The Elevate School Program is a non-Title I District school or Charter school that is identified Additional
Targeted Support Improvement (ATSI) or Targeted Support and Improvement (TSI), and
is currently implementing targeted support and improvement activities. Learn more
about Elevate Schools here.
Beginning in the 2025-2026 school year, The USBE will designate a school as a Springboard school based on school accountability results from the same school year. A Springboard school
is not a Title I school; and when ranked according to the percentage of possible points averaged over three school years is: one of the five lowest performing elementary,
middle, or junior high schools statewide; or one of the two lowest performing high
schools statewide for a total of seven schools. Springboard schools will be designated every four years. Learn more about Springboard Schools here.
Contact
Dr. Gregory Firn
School Improvement Educational Specialist
Phone: (801) 538-7846 | E-mail
Targeted Support and Improvement (TSI)
According to the Revised Utah ESSA State Plan, this criteria is used for TSI designation:
- Student group must have more than 1 indicator
- Student group must have more than 10 students
- The student group is not already identified for as TSI, ATSI, or CSI
- The student group scores below the Title I 5% threshold for two consecutive years.
To exit Targeted Support and Improvement (TSI) designation, the student group must
be above the cut score from the year of identification. .
Contact
Krista Hotelling
School Improvement Educational Specialist
Phone: (801) 538-7931 | E-mail
Additional Targeted Support and Improvement (ATSI)
According to the Revised Utah ESSA State Plan, this criteria is used for ATSI designation
- Student group must have more than 1 indicator
- Student group must have more than 10 students
- The student group must already be identified as a TSI student group
- The three-year average for this student group scores below the lowest 5% of Title
I three-year average
- The current year is an ATSI designation year which takes place every three years.
The next designation will take place the fall of 2025.
To exit Additional Targeted Support and Improvement (ATSI) designation, the school
shall demonstrate, in the third or fourth year after which the school was identified
as an ATSI school, that the student group:
- meets individualized exit criteria that is calculated by reducing the gap by one-third
in performance between the ATSI Student Group baseline performance and 55% of all
points possible, (if the school is an elementary, middle school, or junior high school),
and 57% of all points possible, (if the school is a high school), using the accountability
indicators found in the Utah ESSA State Plan.
AND
- exceeds the lowest 5% of Title I Schools from the year they were identified.
ATSI Schools that are Title I that have student groups that have not met the statewide
exit criteria within four years will be identified for CSI for low performance known
as Targeted CSI. The USBE will begin identify such schools the fall of 2024.
Monthly School Improvement Network virtual meetings provide an opportunity for school
and LEA leaders with TSI or ATSI groups to connect and learn strategies for implementation
that lead to student growth.
Contact
Krista Hotelling
School Improvement Educational Specialist
Phone: (801) 538-7931 | E-mail
Comprehensive Support and Improvement (CSI) - Low Performance
Every three years, the Utah State Board of Education (USBE), identifies Title I schools
performing in the lowest 5% of all Title I schools for three years, on average, based
on all indicators in the accountability system for CSI Low Performance. The latest
identification occurred in October of 2022 (the previous cohort was identified in
October 2018.) The next cycle of identification will take place the fall of 2025.
To exit CSI Low Performance, schools must, in years 3 or 4 following identification,
- reduce the gap in performance by one-third between the school’s baseline performance
from the year they were identified and 55% for all elementary, middle, or junior high
schools or 57% for all high schools.
AND
- the school performance must exceed the lowest performing 5% of Title I schools from
the year the school was identified.
When a school is identified for CSI status, the USBE’s Center for Continuous Improvement
(CCSI) provides professional, technical, and monetary support for improving student
outcomes. These supports include, but are not limited to:
- USBE technical assistance, consultation, and monitoring
- Outside consultation and monitoring
- Professional Learning opportunities for school leadership
- Summer and/or school year grants
- Review of plans
- Current and historical student summative performance data
- CALL Survey
Comprehensive Support and Improvement (CSI) Academic Growth Schools:
2022 cohort list of Comprehensive Support and Improvement (CSI) schools
Contact
TBD
School Improvement Educational Specialist
Phone: (801) 538-7567 | E-mail
Comprehensive Support and Improvement (CSI) - Low Performing Student Group
Information forthcoming.
Contact
TBD
School Improvement Educational Specialist
Phone: (801) 538-7567 | E-mail
Growth Comprehensive Support and Improvement (CSI) - Low Graduation Rate
Every three years, the Utah State Board of Education (USBE), identifies Graduation
Growth schools. These schools are high schools with a four-year adjusted cohort graduation
rate of less than or equal to 67 percent for three school years, on average. The latest
identification occurred in October of 2022 (the previous cohort was identified in
October 2018.) The next cycle of identification will take place the fall of 2025.
To exit Comprehensive Support and Improvement (CSI) Low Graduation (Graduation Growth)
designation, the school will be required to have a graduation rate above 67 percent
in either their third or fourth year of designation.
When a school is identified for CSI status, the USBE’s Center for Continuous Improvement
(CCSI) provides professional, technical, and monetary support for improving student
outcomes. These supports include, but are not limited to:
- USBE technical assistance, consultation, and monitoring
- Outside consultation and monitoring
- Professional Learning opportunities for school leadership
- Summer and/or school year grants
- Review of plans
- Current and historical student summative performance data
- CALL Survey
Comprehensive Support and Improvement (CSI) Graduation Growth Schools:
2022 cohort list of Comprehensive Support and Improvement (CSI) schools
Contact
TBD
School Improvement Educational Specialist
Phone: (801) 538-7567 | E-mail
Parent and Family Engagement
The Utah State Board of Education envisions schools shifting from involving parents and families to engaging parents and families and to ultimately empowering parents families.
Parent and Family Engagement is a key factor in the success of students and schools. Family engagement is one
of five predictors in school improvement (Organizing Schools for Improvement: Lessons
from Chicago. Chicago: University of Chicago Press), and cannot be seen as an add
on, but instead should be seen as a part of teaching and learning (Dr. Karen Mapp,
3 Prerequisites of Effective Family and Community Engagement). High-quality parent and family engagement should not be viewed as a program but as
a strategy and a commitment to parent and family engagement for all.
Contact
Susie Estrada
School Improvement Program and Special Education Parent Specialist
Phone: (385) 295-7891 | E-mail
School Leadership Development Program
Application due May 10, 2024
As outlined in Utah State Statute Title 53E, Chapter 5, Part 3 and R277-920, the Utah State Board of Education is providing an in-depth training for building
administrators to support school improvement efforts at low performing schools (Elevate
or schools in CSI).
The School Leadership Development Program focuses on leadership skills around providing actionable feedback to teachers. The
observation feedback cycle is an important lever in school improvement at every level
and falls under the School Improvement section (Strand 6) of the Educational Leadership
Standards.
The objectives of the School Leadership Development Program are:
• Establish an instructional coaching system for conducting ongoing classroom
observations with teacher feedback.
• Build the capacity of administrators to support teachers in implementing quality
research based instructional practice aligned to state academic standards.
• Strengthen the capacity of teachers to implement rigorous, standards-based
instructional practice across the curriculum.
As outlined in R277-920-11(1), a school leader (principal or assistant principal)
may apply to participate in School Leadership Development Program if the school leader a) is assigned to a school in critical needs status or b) is
nominated by the school leader’s district superintendent or charter school governing
board to participate. R277-920-11(3)(a) outlines priority for selection of a school
leader as follows: (i) Springboard or Elevate schools, (ii) critical need school (not
Springboard or Elevate), (iii) nominated by the school leader’s district superintendent
or charter school governing board.
Under R277-920-11(4 – 5), subject to legislative appropriations, participants who
completes the program and agree to work for at least five years in a school that ranked
in the lowest performing 20% of schools under the school accountability system may
be awarded $400 per session for up to 5 years (see also 53E – 5 – 309(4)).
This research-based professional learning runs two years. Each year there will include
three in-person one-day trainings, six additional half-days of virtual instruction,
and two in-person/school coaching sessions.
Our partner in this effort is WestEd, a nonprofit research, development, and service
agency with deep expertise in supporting the development of instructional leadership
and addressing comprehensive school improvement (https://www.wested.org/).
Contact
TBD
School Improvement Educational Specialist
Phone: (801) 538-7567 | E-mail
School Improvement Resources
Contacts
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Megan Tippetts
Research Consultant III
Phone: (385) 295-7891 | E-mail
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CCSI Contacts
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Sara Wiebke
Director of the Center for Continuous School Improvement
Phone: (801) 538-7893 | E-mail
|
Dr. Gregory Firn
School Improvement Educational Specialist
Phone: (801) 538-7846 | E-mail
|
Susie Estrada
School Improvement Program and Special Education Parent Specialist
Phone: (385) 295-7891 | E-mail
|
|
Krista Hotelling
School Improvement Educational Specialist
Phone: (801) 538-7931 | E-mail
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Megan Tippetts
Research Consultant III
Phone: (385) 295-7891 | E-mail
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Brittney Gold
Administrative Assistant
Phone: (801) 538-7937 | E-mail
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