ESSA Improvement Planning Requirements

Crosswalk of ESSA School Improvement Planning Requirements within the UIP Process

The following table outlines the required components for improvement plans from schools identified under ESSA for support and improvement (CS, TS, and ATS).   For updated information and resources on the UIP, including the UIP Quality Criteria, please visit the Unified Improvement Planning Resources.

Comprehensive Support (CS) Plan Submission and Approval Process and Monitoring:

• CS Plans are approved at the school, LEA and CDE level.
• CS plans should be documented within the school’s Unified Improvement Plan (UIP) and submitted to CDE through the Online UIP System.
• The timeline for state-level review of plans is as follows:
  • Year 1 of CS Identification: This year should be used to conduct a comprehensive needs assessment, lead a diagnostic review, and/or develop the improvement plan.. CDE will not review the CS Plan during Year 1 of identification.
  • Year 2 of CS Identification OR Year 1- On Watch:  CDE will review the CS Plan. Use the ESSA CS plan requirements embedded within the Quality Criteria Rubric to ensure all required elements are included. Any plans with required changes will be re-reviewed until they have approval. 
• Once plans are approved, CDE will re-review plans every 3 years if the school continues to be identified in the same category.  Schools and LEAs should continue to approve, support and monitor the plan annually.

Targeted Support (TS) and Additional Targeted Support (ATS) Plan Approval and Monitoring:

• LEAs are responsible for approving and monitoring TS and ATS plans. LEAs have the option to create their own document, however, Colorado’s UIP provides a convenient mechanism for capturing the specific ESSA requirements as it aligns well with required plan components.
• The Quality Criteria Rubric includes the ESSA requirements if LEAs choose to document TS and ATS plans within the UIP.
• The LEA determines the number of years a school can be identified for targeted support and improvement before taking additional action. LEAs are responsible for determining what that additional action should be.

Comprehensive Support and Improvement Unified Improvement Planning (CS-UIP) Trainings and Resources

CDE has provided training (outlined below) on the Comprehensive Support and Improvement (CS) Plan under ESSA, which focuses on schools identified for Lowest 5%, Low Graduation Rate, and requirements specific to each CS identification. The trainings are designed to support principals or the individuals writing the school-level improvement plans, as well as the district personnel responsible for supporting the development of, review, and approval of the school plans.

Targeted (TS) and Additional Targeted Support and Improvement (ATS) Unified Improvement Planning Trainings 

Evidence-Based Interventions (EBI) Planning Requirements for CS, TS, ATS

Evidence in education is continually evolving and expanding and should be a part of the planning process for CS, TS, and ATS plans.   Evidence-based practices, and specifically evidence-based interventions (EBIs) as defined by ESSA, are crucial to improving student outcomes and closing gaps in student achievement. ESSA defines an evidence-based intervention as an activity, strategy, or intervention that demonstrates a statistically significant effect on improving student outcomes or other relevant outcomes. Refer to the EBI website for detailed information.  

The selection of EBIs should always begin with the school-level Comprehensive Needs Assessment (CNA). Evidence-based practices should have a direct alignment for the reason for the identification, including specific student groups identified for improvement.

EBI Requirements Under ESSA

• ESSA requires that at least one Level 1-3 EBI be incorporated into improvement plans where state set-aside funds for school improvement are used (e.g., funds or supports accessed via EASI application).
• ESSA also requires schools identified for Comprehensive Support, Targeted, or Additional Targeted Support and Improvement to implement at least one EBI, Levels 1-4 in their improvement plans, designed to address the reasons for identification for support and improvement under ESSA and/or meet the needs identified in the CNA.
• It is a matter of equity to seek out and leverage strategies that have been shown to reliably improve students’ outcomes-- particularly for historically underserved students – where the EBI was designed for and its impact has been studied with the student populations to be served with the EBI.

Resource Inequities Planning Requirements (CS, ATS) 

As a part of the comprehensive needs assessment, systemic resource inequities must be considered and prioritized during the planning process for CS or ATS plans.  Reflection and identification of resource allocation and any inequities that may have contributed to the CS or ATS identification or create challenges for meeting exit criteria (improving student performance) must be considered and addressed as a part of a CS or ATS plan. The inequities addressed within a plan must be actionable. Refer to the Resource Inequities page for additional information and guidance.

• ESSA Methods and Criteria for Identification of Schools for Support and Improvement
• ESSA Application for School Improvement (EASI)
• Quality Criteria Rubric (CS, TS, ATS)
• UIP Handbook 2023-2024 (Includes Federal Requirements Information)
• Resource Inequities (CS, ATS) Planning Requirement
• Evidence-Based Interventions Planning Requirement (EBI)