Center for Continuous School Improvement (CCSI)

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.

 

Contacts

Sara Wiebke
Director of the Center for Continuous School Improvement
Phone: (801) 538-7893 | E-mail

Brittney Gold
Administrative Assistant
Phone: (801) 538-7937 | E-mail

Federal School Improvement

Targeted Support and Improvement (TSI)

  • Public schools (Title I and non-Title I) with one or more student groups that are performing at or below the 5% Title I cut score for two consecutive years

  • Identification of schools occurs annually

  • Schools can exit after one year if exit target(s) for the student group(s) is met

  • LEA level support is provided to the school

  • For specific details, please see Utah Accountability Technical Manual

 

Additional Targeted Support and Improvement (ATSI)

  • Public schools (Title I and non-Title I) with one or more student groups currently identified as TSI with a three-year averaged accountability score at or below the lowest 5% of Title I schools

  • Identification of schools occurs every three years

  • Schools can exit if the exit target(s) for the student group(s) is met year three or year four of designation

  • LEA level support is provided to the school

  • For specific details, please see Utah Accountability Technical Manual

 

Comprehensive Support and Improvement (CSI)

Comprehensive Support and Improvement (CSI) - Low Performance 

  • Public schools (Title I) performing in the lowest 5% of all Title I schools for three years, on average, based on all indicators in the accountability system

  • Identification of schools occurs every three years

  • Schools can exit if the exit target for the school’s performance is met year three or year four of designation

  • State support is provided to the LEA

  • For specific details, please see Utah Accountability Technical Manual

Comprehensive Support and Improvement (CSI) - Low Graduation Rate

  • Public high schools (Title I and non-Title I) with a three-year average graduation rate of 66.67% or lower

    Identification of schools occurs every three years

  • Schools can exit if the graduation rate is greater than 66.67% year three or year four of designation

  • State support is provided to the LEA

  • For specific details, please see Utah Utah Accountability Technical Manual

Comprehensive Support and Improvement (CSI) - Low Performing Student Groups

  • Public schools (Title I) that do not exit ATSI designation within four years are then re-designated as CSI - Low Performing Student Groups

    Identification of schools aligns with ATSI exit

  • Schools can exit if exit target(s) for all identified student group(s) is met year three or year four of designation

  • State support is provided to the LEA

  • For specific details, please see Utah Accountability Technical Manual

 

Contact

Krista Hotelling
School Improvement Specialist
Phone: (801) 538-7932 | E-mail

State School Improvement 

  • Elevate School Program
  • Springboard School Program

Updates coming soon

 

Contact

Dr. Gregory Firn
School Improvement Specialist
Phone: (801) 538-7846 | E-mail

Four Domains Comprehensive Assessment of Leadership for Learning (CALL)

All Utah schools and LEAs have access to the Four Domains Comprehensive Assessment of Leadership for Learning (FD CALL) feedback and reporting system at no cost.  The FD CALL is highly recommended for schools designated as CSI, Elevate and Springboard as part of the continuous school improvement needs assessment and root cause analysis work. 

The FD CALL provides immediate valid, reliable, measurable, and norm-referenced data to support schools across Utah in their school improvement efforts and can also be used as a pre-post assessment showing growth. In addition, the FD CALL provides specific feedback and recommendations to inform school improvement efforts that can immediately become part of the school’s improvement plan. 

LEAs and schools interested in using the FD CALL, please contact the CCSI.  

For more information about the FD CALL and its use in Utah, see FOUR DOMAINS

Four Domains CALL in Utah
WestEd

Strategies and Suggestions for using CALL for Rapid School Improvement Framework

Evidence Base for CALL to Support School Improvement

CALL Indicators of Effective Practice

Resource Allocation Strategies using CALL

Utah Four Domains CALL Flyer

Contact

Dr. Gregory Firn
School Improvement Specialist
Phone: (801) 538-7846 | 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

 

Note: The School Leadership Development Program is subject to legislative appropriation and USBE Administrative Rule changes. As such, there may be changes including but not limited to eligibility, selection criteria, program requirements, or funding.

 

Application Link will be active Monday, May 5, 2025

 

Application and Selection Process.

Per Utah State Code 53-E-5-309 and Board Rule R277-920, the Center for Continuous School Improvement provides the School Leadership Development Program, an in-depth professional learning opportunity for eligible principals and assistant principals to support school improvement efforts at Elevate or Springboard designated schools. Specifically, schools designated as Elevate, Springboard or are a Comprehensive Support and Improvement (CSI) school may participate.

The process for participation requires an application. A link will take you to the application. Please note, participation in the program is voluntary and competitive.

Applications for Cohort 4, starting fall of 2025 and ending spring of 2027, will open Monday May 5, 2025. For full consideration, this application must be completed and submitted by the end of the day, Monday May 19, 2025. Selected participants will be notified on our before May 30, 2025.

Per Board Rule R277-920, a principal or assistant principal may apply to participate in the School Leadership Development Program if the school leader is assigned to an Elevate or Comprehensive Support and Improvement (CSI) school or is nominated by the school leader's district superintendent or charter school governing board to participate.

Board Rule R277-920 details the priority for selecting participants. Applications will be sorted and prioritized for participation in the following order:

1.      Springboard or Elevate schools
2.      Comprehensive Support and Improvement (CSI) schools
3.      Nomination (by the school leader's district superintendent or charter school governing board)

The School Leadership Development Program Details

This leadership program is an in-depth professional learning opportunity. The program is aligned with Strand 6 of the Utah Educational Leadership Standards that include building capacity to support the implementation of quality, research-based instructional practice aligned to state standards as well as how to initiate, achieve and sustain school improvement efforts.

This two-year, research-based professional learning opportunity is a cohort model. The program includes six and a half days for training and coaching each year.

Participants in the School Leadership Development Program who meet all program requirements will receive incentive compensation at the conclusion of their cohort program as detailed in Utah Code 53E-5-309 and Board Rule R277-920.

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.

 

Contact

Dr. Gregory Firn
School Improvement Specialist
Phone: (801) 538-7846 | E-mail

School Improvement Resources

Accountability 

 

 

Contacts

Dr. Gregory Firn
School Improvement Specialist
Phone: (801) 538-7846 | E-mail
Krista Hotelling
School Improvement Specialist
Phone: (801) 538-7932 | E-mail

CCSI Contacts

Sara Wiebke
Director of the Center for Continuous School Improvement
Phone: (801) 538-7893 | E-mail

Dr. Gregory Firn
School Improvement Specialist
Phone: (801) 538-7846 | E-mail

 

Krista Hotelling
School Improvement Specialist
Phone: (801) 538-7932 | E-mail

Sara Doutre
Special Education and School Improvement Specialist
Phone: (801) 538-7996 | E-mail

 

Megan Tippetts
Research Consultant III
Phone: (385) 295-7891 | E-mail

Brittney Gold
Administrative Assistant
Phone: (801) 538-7937 | E-mail

 

School Counseling Program Model

The Utah College and Career Readiness School Counseling Program Model provides a comprehensive framework for school counselors to promote a whole child approach to academic/learning, life/career, multicultural/global citizenship, and social/emotional development for each student. This K-12 framework is also systemic in that it ensures student supports are deeply ingrained in the system to improve outcomes for students, not only academically but also for lifelong success. Taking a comprehensive and systemic approach offers school counselors, teachers, administrators, other school personnel, and policymakers a range of strategies and practical tips to work more effectively in their schools and communities. Effective collection, analysis, and use of data ensure school counselors are accountable for personal and program implementation while meeting the individual needs of students. The data-driven process helps all stakeholders select and implement intentional supports and interventions that close equity gaps, demonstrate program effectiveness, and raise achievement levels for each student.

Utah Model
YouTube

Plan for College and Career Readiness

The Plan for College and Career Readiness process is a comprehensive approach to individual student planning in which school counselors coordinate ongoing activities to help students establish personal goals and develop future plans. School counselors help students make successful transitions from grade level to grade level, set future goals (including selecting college and career pathways), and establish career literacy. School counselors who establish a systemic approach for the school counseling program build an environment where each student has equitable access to all school programs and can achieve and attain their goals.

Career Literacy and Career and Technical Education (CTE) Connections

Career literacy provides students with the capacity to make informed decisions about choosing a career and deciding the best course of action to reach their goals. School counselors play an integral role in helping students gain an understanding of a variety of careers. They also help align career aspirations to educational opportunities that support the student’s individual College and Career Readiness Plan.

School counselors and CTE collaborate to provide students the best opportunity to prepare for their future. The focus of CTE Career Pathways changes the paradigm of career planning for students from career development to career literacy. Career literacy is the basic knowledge and skills that students need to navigate the world of work. It involves a holistic approach that helps students to understand a range of career fields, multiple entry and exit points for various occupations, and strategies for career development and advancement. The career literacy process transforms the student mindset to enable them to make more informed decisions regarding their career pathway. School counselors help to ensure that each student is college and career ready.

For further information regarding CTE, refer to the Utah State Board of Education Career and Technical Education (CTE) website.

Keys to Success

Keys to Success is an online college and career platform administered by the Utah System of Higher Education (USHE). Keys to Success top priority is to motivate Utah students to connect with scholarships, internships, CTE Pathways, and opportunities that align with their interests. The program is presented to students as an application for ultimate accessibility. The website also provides school counselors (K-12) with resources and tools to support student development in college and career readiness

YouScience

YouScience is an aptitude-based career guidance platform that assesses students’ natural talents and matches them to best-fit academic and career pathways, work-based learning, and post-secondary opportunities. Identifying emerging talents in 7th/8th grade provides students and school counselors with information to help students select electives and career pathways. In high school, additional talents are identified and related to best-fit careers, providing students and school counselors with information on post-secondary opportunities for college majors and career outcomes. YouScience cuts through social bias and noise, providing gender, racial and urban/rural equity – levelling the playing field for all students – because all students have talent.

YouScience also provides career-skill certifications in elective and career pathway classes. Combining aptitudes, interests and skills, provides students and school counselors with a well-rounded view of a student and leads to better post-secondary decisions.

To get started contact Kellie Openshaw at (801) 653-0759 or via e-mail at kellie.openshaw@youscience.com.