CSIP Activity Database

KCWP 1: Design and Deploy Standards

Conduct grade-level or content-area standards review sessions focused on unpacking priority standards and identifying the intended depth of learning.

Strategy: Improve teacher and student clarity around the Kentucky Academic Standards by consistently using learning intentions, success criteria, and aligned instructional resources across classrooms.

IP/Cognia alignment: Standard 22; Standard 6

KCWP 1: Design and Deploy Standards

Develop or refine common learning intentions and success criteria for upcoming units so students understand what they are expected to learn and how they will demonstrate mastery.

Strategy: Improve teacher and student clarity around the Kentucky Academic Standards by consistently using learning intentions, success criteria, and aligned instructional resources across classrooms.

IP/Cognia alignment: Standard 22; Standard 6

KCWP 1: Design and Deploy Standards

Review lesson plans, walkthrough evidence, and student work samples to determine whether learning intentions and success criteria are being used consistently.

Strategy: Improve teacher and student clarity around the Kentucky Academic Standards by consistently using learning intentions, success criteria, and aligned instructional resources across classrooms.

IP/Cognia alignment: Standard 22; Standard 6

KCWP 1: Design and Deploy Standards

Schedule quarterly curriculum checks during PLCs or collaborative team meetings to review pacing, standards alignment, and resource use.

Strategy: Strengthen curriculum implementation by regularly reviewing units, pacing, instructional resources, and assessments to ensure alignment to the intent and rigor of the standards.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 1: Design and Deploy Standards

Use common planning time to compare upcoming instructional materials and assessments to the expectations of the standards.

Strategy: Strengthen curriculum implementation by regularly reviewing units, pacing, instructional resources, and assessments to ensure alignment to the intent and rigor of the standards.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 1: Design and Deploy Standards

Adjust unit plans when evidence shows that instruction, resources, or assessments are not fully aligned to grade-level expectations.

Strategy: Strengthen curriculum implementation by regularly reviewing units, pacing, instructional resources, and assessments to ensure alignment to the intent and rigor of the standards.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 1: Design and Deploy Standards

Hold vertical team meetings at least two times per year to review how key reading and math standards progress across grade levels.

Strategy: Increase vertical alignment across grade levels so teachers can better address prerequisite skills, reduce learning gaps, and support progression toward mastery.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 1: Design and Deploy Standards

Identify prerequisite skills that students need for upcoming grade-level content and determine where those skills will be reinforced.

Strategy: Increase vertical alignment across grade levels so teachers can better address prerequisite skills, reduce learning gaps, and support progression toward mastery.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 1: Design and Deploy Standards

Use student work and assessment data to identify common gaps between grade levels and adjust instructional planning accordingly.

Strategy: Increase vertical alignment across grade levels so teachers can better address prerequisite skills, reduce learning gaps, and support progression toward mastery.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 1: Design and Deploy Standards

Review available instructional resources to determine which materials are most aligned to the standards and appropriate for Tier I instruction.

Strategy: Improve the use of high-quality instructional resources by ensuring teachers select, adapt, and implement materials that preserve grade-level expectations while meeting student needs.

IP/Cognia alignment: Standard 22; Standard 6

KCWP 1: Design and Deploy Standards

Provide teachers with planning support on how to use HQIRs without lowering the rigor of the task or standard.

Strategy: Improve the use of high-quality instructional resources by ensuring teachers select, adapt, and implement materials that preserve grade-level expectations while meeting student needs.

IP/Cognia alignment: Standard 22; Standard 6

KCWP 1: Design and Deploy Standards

Monitor classroom implementation through walkthroughs, lesson plan reviews, and PLC discussions focused on resource use and student access to grade-level work.

Strategy: Improve the use of high-quality instructional resources by ensuring teachers select, adapt, and implement materials that preserve grade-level expectations while meeting student needs.

IP/Cognia alignment: Standard 22; Standard 6

KCWP 1: Design and Deploy Standards

Use PLCs to review recent assessment results and identify standards where students need reteaching, extension, or additional scaffolding.

Strategy: Improve real-time curriculum adjustments by using formative, interim, and classroom assessment results to refine instruction while maintaining the intent of grade-level standards.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 1: Design and Deploy Standards

Plan short-term instructional adjustments based on student evidence, including small groups, targeted practice, or changes to questioning and feedback.

Strategy: Improve real-time curriculum adjustments by using formative, interim, and classroom assessment results to refine instruction while maintaining the intent of grade-level standards.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 1: Design and Deploy Standards

Revisit student work after adjustments are made to determine whether students are making progress toward the standard.

Strategy: Improve real-time curriculum adjustments by using formative, interim, and classroom assessment results to refine instruction while maintaining the intent of grade-level standards.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 1: Design and Deploy Standards

Identify common barriers that prevent students from accessing grade-level reading and math tasks.

Strategy: Increase student access to grade-level curriculum by planning scaffolds, supports, and enrichment opportunities that maintain high expectations for all learners.

IP/Cognia alignment: Standard 22; Standard 29

KCWP 1: Design and Deploy Standards

Plan scaffolds such as vocabulary support, worked examples, models, sentence stems, manipulatives, or guided practice without changing the expected learning outcome.

Strategy: Increase student access to grade-level curriculum by planning scaffolds, supports, and enrichment opportunities that maintain high expectations for all learners.

IP/Cognia alignment: Standard 22; Standard 29

KCWP 1: Design and Deploy Standards

Review disaggregated student work and assessment results to determine whether students receiving supports are still engaging with grade-level standards.

Strategy: Increase student access to grade-level curriculum by planning scaffolds, supports, and enrichment opportunities that maintain high expectations for all learners.

IP/Cognia alignment: Standard 22; Standard 29

KCWP 1: Design and Deploy Standards

Train staff to use the Opportunity and Access Tool (OAT) during instructional planning.

Strategy: Strengthen curriculum planning so instructional materials are intentionally reviewed and expanded to be inclusive, reflective, and validating of students. (Domain 1 - Policy Expectation 1.1)

KCWP 1: Design and Deploy Standards

Use the OAT in PLCs during unit or cycle planning to review instructional materials.

Strategy: Strengthen curriculum planning so instructional materials are intentionally reviewed and expanded to be inclusive, reflective, and validating of students. (Domain 1 - Policy Expectation 1.1)

KCWP 1: Design and Deploy Standards

Revise or supplement lessons and materials based on findings from the OAT review.

Strategy: Strengthen curriculum planning so instructional materials are intentionally reviewed and expanded to be inclusive, reflective, and validating of students. (Domain 1 - Policy Expectation 1.1)

KCWP 1: Design and Deploy Standards

Ensure teachers and specialists have required resource materials for their specific content area and grade level.

Strategy: Ensure staff and students have the materials, digital access, and approved resources needed for consistent HQIR implementation.

IP/Cognia alignment: IP 2

KCWP 1: Design and Deploy Standards

Remove existing resources not outlined in the local curriculum document as primary or potential supplemental resources from classroom use.

Strategy: Ensure staff and students have the materials, digital access, and approved resources needed for consistent HQIR implementation.

IP/Cognia alignment: IP - None

KCWP 1: Design and Deploy Standards

Ensure all classrooms have the resources required to access any digital components of the HQIR and staff and students have the appropriate credentials to access them.

Strategy: Ensure staff and students have the materials, digital access, and approved resources needed for consistent HQIR implementation.

IP/Cognia alignment: IP 2

KCWP 1: Design and Deploy Standards

Communicate the locally determined pacing window aligned to guidance provided by the HQIR.

Strategy: Strengthen implementation coherence by aligning pacing, expectations, schedules, policies, and procedures to the local curriculum and HQIR.

IP/Cognia alignment: IP 2

KCWP 1: Design and Deploy Standards

Communicate “non-negotiables” related to use of the HQIR.

Strategy: Strengthen implementation coherence by aligning pacing, expectations, schedules, policies, and procedures to the local curriculum and HQIR.

IP/Cognia alignment: IP 2

KCWP 1: Design and Deploy Standards

Align relevant school-level policies, structures and procedures to support HQIR implementation and increase coherence.

Strategy: Strengthen implementation coherence by aligning pacing, expectations, schedules, policies, and procedures to the local curriculum and HQIR.

IP/Cognia alignment: IP 2

KCWP 1: Design and Deploy Standards

Review and Modify Schedules (if necessary) to ensure adequate time for implementation of the HQIR.

Strategy: Strengthen implementation coherence by aligning pacing, expectations, schedules, policies, and procedures to the local curriculum and HQIR.

IP/Cognia alignment: IP 2

KCWP 1: Design and Deploy Standards

Review any adjustments to policies, structures and procedures relevant to curriculum implementation.

Strategy: Strengthen implementation coherence by aligning pacing, expectations, schedules, policies, and procedures to the local curriculum and HQIR.

IP/Cognia alignment: IP 2

KCWP 1: Design and Deploy Standards

Review the common observation tool for receiving feedback and relevant indicators related to implementation and instruction.

Strategy: Establish clear systems for monitoring HQIR implementation, gathering feedback, and using evidence to make timely implementation adjustments.

IP/Cognia alignment: IP 1; IP 2

KCWP 1: Design and Deploy Standards

Review roles and expectations for implementation and instruction monitoring, including observation, coaching, feedback, and data analysis from formative, interim, and summative assessments, as well as student work.

Strategy: Establish clear systems for monitoring HQIR implementation, gathering feedback, and using evidence to make timely implementation adjustments.

IP/Cognia alignment: IP 1; IP 2

KCWP 1: Design and Deploy Standards

Create a process for soliciting and responding to questions or feedback from staff about the implementation of the HQIR.

Strategy: Establish clear systems for monitoring HQIR implementation, gathering feedback, and using evidence to make timely implementation adjustments.

IP/Cognia alignment: IP 2

KCWP 1: Design and Deploy Standards

Communicate key information related to the implementation of the HQIR with students and families.

Strategy: Strengthen communication about HQIR implementation so students, families, and staff understand expectations, changes, and available supports.

IP/Cognia alignment: IP 2

KCWP 1: Design and Deploy Standards

Engage in PL to build understanding of the instructional approach and design of the HQIR, how it aligns to the instructional vision and what strong implementation looks like.

Strategy: Build staff readiness and sustainability through ongoing professional learning, shared understanding of strong HQIR implementation, and intentional onboarding of new staff.

IP/Cognia alignment: IP 2

KCWP 1: Design and Deploy Standards

Monitor pacing to stay within the locally determined window.

Strategy: Establish clear systems for monitoring HQIR implementation, gathering feedback, and using evidence to make timely implementation adjustments.

IP/Cognia alignment: IP 2

KCWP 1: Design and Deploy Standards

Conduct formal step-backs (quarterly, end of year) to review implementation data and use those discussions to drive improvements in implementation.

Strategy: Establish clear systems for monitoring HQIR implementation, gathering feedback, and using evidence to make timely implementation adjustments.

IP/Cognia alignment: IP 2

KCWP 1: Design and Deploy Standards

Clearly communicate what Is and Is Not recommended adjustment of the HQIR (including supplementation).

Strategy: Strengthen implementation coherence by aligning pacing, expectations, schedules, policies, and procedures to the local curriculum and HQIR.

IP/Cognia alignment: IP 2

KCWP 1: Design and Deploy Standards

Support the onboarding of new staff by providing guidance on the HQIR and lessons learned from initial implementation.

Strategy: Build staff readiness and sustainability through ongoing professional learning, shared understanding of strong HQIR implementation, and intentional onboarding of new staff.

IP/Cognia alignment: IP 2

KCWP 2: Design and Deliver Instruction

Ensure curriculum-based professional learning structures (shared learning workshops, PLCs for intellectual preparation, etc.) are in place.

Strategy: Strengthen PLC and intellectual preparation structures so teachers have protected time, common protocols, and feedback to plan for effective HQIR-based instruction.

IP/Cognia alignment: IP 2

KCWP 2: Design and Deliver Instruction

Implement, participate in, and monitor PLCs focused on HQIR implementation.

Strategy: Strengthen PLC and intellectual preparation structures so teachers have protected time, common protocols, and feedback to plan for effective HQIR-based instruction.

IP/Cognia alignment: IP 2

KCWP 2: Design and Deliver Instruction

Protect time in the curriculum-based professional learning structures from being used for initiatives unrelated to implementation.

Strategy: Strengthen PLC and intellectual preparation structures so teachers have protected time, common protocols, and feedback to plan for effective HQIR-based instruction.

IP/Cognia alignment: IP 1; IP 2

KCWP 2: Design and Deliver Instruction

Establish expectation that the approved protocols (e.g., unit/lesson internalization, lesson rehearsal, student work analysis) are used to support intellectual preparation within PLCs.

Strategy: Strengthen PLC and intellectual preparation structures so teachers have protected time, common protocols, and feedback to plan for effective HQIR-based instruction.

IP/Cognia alignment: IP 1; IP 2

KCWP 2: Design and Deliver Instruction

Provide and engage in PL to build understanding of intellectual preparation, beginning with unit internalization, and provide time for PLCs to internalize units.

Strategy: Strengthen PLC and intellectual preparation structures so teachers have protected time, common protocols, and feedback to plan for effective HQIR-based instruction.

IP/Cognia alignment: IP 2

KCWP 2: Design and Deliver Instruction

Create and execute a PL plan aligned to the implementation goals and set the expectation for required participation.

Strategy: Build teacher capacity to deliver HQIR effectively through a coherent professional learning plan, coaching, modeling, and job-embedded learning.

IP/Cognia alignment: IP 2

KCWP 2: Design and Deliver Instruction

Engage in shared learning to build understanding of the core processes of intellectual preparation (unit and lesson internalization, lesson rehearsal and student work analysis) using the district-determined protocols.

Strategy: Strengthen PLC and intellectual preparation structures so teachers have protected time, common protocols, and feedback to plan for effective HQIR-based instruction.

IP/Cognia alignment: IP 2

KCWP 2: Design and Deliver Instruction

Participate in professional learning opportunities that deepen understanding of the HQIR’s instructional design and use in classroom practice.

Strategy: Build teacher capacity to deliver HQIR effectively through a coherent professional learning plan, coaching, modeling, and job-embedded learning.

IP/Cognia alignment: IP 2

KCWP 2: Design and Deliver Instruction

Regularly observe teacher practice and provide feedback on HQIR implementation using a common observational tool (e.g., vendor-specific tool, KDE-provided observation tool).

Strategy: Improve instructional practice through regular observation, feedback, reflection, and collaborative learning focused on HQIR implementation and student needs.

IP/Cognia alignment: IP 1; IP 2

KCWP 2: Design and Deliver Instruction

Provide professional learning, including coaching, classroom observations, targeted feedback and model classroom visits anchored in the HQIR.

Strategy: Build teacher capacity to deliver HQIR effectively through a coherent professional learning plan, coaching, modeling, and job-embedded learning.

IP/Cognia alignment: IP 2

KCWP 2: Design and Deliver Instruction

Use the HQIR as designed and ensure the majority of instruction is spent engaged with the HQIR.

Strategy: Improve responsive Tier I instruction by using HQIR as designed, leveraging embedded supports, and making evidence-based adjustments that preserve grade-level expectations.

IP/Cognia alignment: IP 2

KCWP 2: Design and Deliver Instruction

Use HQIR-embedded supports to ensure all students can engage in grade-level work.

Strategy: Improve responsive Tier I instruction by using HQIR as designed, leveraging embedded supports, and making evidence-based adjustments that preserve grade-level expectations.

IP/Cognia alignment: IP 1

KCWP 2: Design and Deliver Instruction

Document if/when the HQIR resources may need refinement (e.g., for alignment to the KAS) and communicate with school/district leaders.

Strategy: Improve responsive Tier I instruction by using HQIR as designed, leveraging embedded supports, and making evidence-based adjustments that preserve grade-level expectations.

IP/Cognia alignment: IP 1; IP 2

KCWP 2: Design and Deliver Instruction

Co-observe classrooms with district leaders.

Strategy: Improve instructional practice through regular observation, feedback, reflection, and collaborative learning focused on HQIR implementation and student needs.

IP/Cognia alignment: IP 2

KCWP 2: Design and Deliver Instruction

Observe PLCs and provide feedback on intellectual preparation (unit/lesson internalization, lesson rehearsal and student work analysis).

Strategy: Strengthen PLC and intellectual preparation structures so teachers have protected time, common protocols, and feedback to plan for effective HQIR-based instruction.

IP/Cognia alignment: IP 1; IP 2

KCWP 2: Design and Deliver Instruction

Provide ongoing opportunities for teachers to develop leadership capacities, including classroom practice specific to HQIR implementation and facilitating intellectual preparation in PLCs.

Strategy: Develop teacher leadership and collective responsibility for improving HQIR implementation and classroom practice.

IP/Cognia alignment: IP 2

KCWP 2: Design and Deliver Instruction

Sustain a collaborative environment where professional learning communities use their collective strengths, skills and experience to improve classroom practice related to HQIR implementation.

Strategy: Develop teacher leadership and collective responsibility for improving HQIR implementation and classroom practice.

IP/Cognia alignment: IP 1; IP 2

KCWP 2: Design and Deliver Instruction

Engage with school leaders in identifying personal targets for feedback and support.

Strategy: Improve instructional practice through regular observation, feedback, reflection, and collaborative learning focused on HQIR implementation and student needs.

IP/Cognia alignment: IP 1

KCWP 2: Design and Deliver Instruction

Develop and execute a district-aligned professional learning plan that addresses teacher needs related to HQIR implementation and making adjustments to the curriculum. LE COMMENT: Slightly abridged

Strategy: Build teacher capacity to deliver HQIR effectively through a coherent professional learning plan, coaching, modeling, and job-embedded learning.

IP/Cognia alignment: IP 2

KCWP 2: Design and Deliver Instruction

Provide feedback to teachers on the facilitation of intellectual prep within PLCs and on skillful use of HQIR in classrooms to meet students’ diverse learning needs.

Strategy: Improve instructional practice through regular observation, feedback, reflection, and collaborative learning focused on HQIR implementation and student needs.

IP/Cognia alignment: IP 1; IP 2

KCWP 2: Design and Deliver Instruction

Establish time for reflection on the ways in which teachers use HQIR to support diverse learning needs through curriculum embedded supports. Provide opportunities for teachers to observe each other’s practice and share feedback.

Strategy: Improve instructional practice through regular observation, feedback, reflection, and collaborative learning focused on HQIR implementation and student needs.

IP/Cognia alignment: IP 1

KCWP 2: Design and Deliver Instruction

Make smart adjustments to the HQIR using information about students’ needs and performance.

Strategy: Improve responsive Tier I instruction by using HQIR as designed, leveraging embedded supports, and making evidence-based adjustments that preserve grade-level expectations.

IP/Cognia alignment: IP 1; IP 2

KCWP 2: Design and Deliver Instruction

Purposefully leverage scaffolds within the HQIR to support all students in accessing grade-level learning and reaching unit and lesson goals.

Strategy: Improve responsive Tier I instruction by using HQIR as designed, leveraging embedded supports, and making evidence-based adjustments that preserve grade-level expectations.

IP/Cognia alignment: IP 1

KCWP 2: Design and Deliver Instruction

Purposefully plan connections to students’ backgrounds and experiences to enhance relevance in the classroom environment.

Strategy: Improve responsive Tier I instruction by using HQIR as designed, leveraging embedded supports, and making evidence-based adjustments that preserve grade-level expectations.

IP/Cognia alignment: IP 1

KCWP 2: Design and Deliver Instruction

Identify two schoolwide culturally responsive instructional practices from the Opportunity and Access Tool (OAT).

Strategy: Increase consistent use of culturally responsive instructional practices so classroom instruction better supports engagement, access, and learning for Students of Color. (Domain 1 - Policy Expectation 1.2)

KCWP 2: Design and Deliver Instruction

Introduce and model the selected practices during staff meetings, PLCs, or Gold Days.

Strategy: Increase consistent use of culturally responsive instructional practices so classroom instruction better supports engagement, access, and learning for Students of Color. (Domain 1 - Policy Expectation 1.2)

KCWP 2: Design and Deliver Instruction

Plan for and use the selected practices during instruction.

Strategy: Increase consistent use of culturally responsive instructional practices so classroom instruction better supports engagement, access, and learning for Students of Color. (Domain 1 - Policy Expectation 1.2)

KCWP 2: Design and Deliver Instruction

Provide professional learning on culturally responsive teaching, implicit bias, and inclusive practices.

Strategy: Build staff capacity to apply culturally responsive and inclusive practices in classrooms through targeted professional learning, reflection, and coaching. (Domain 2 - Policy Expectation 2.1)

KCWP 2: Design and Deliver Instruction

Identify two or three inclusive instructional strategies for staff to apply in instruction.

Strategy: Build staff capacity to apply culturally responsive and inclusive practices in classrooms through targeted professional learning, reflection, and coaching. (Domain 2 - Policy Expectation 2.1)

KCWP 2: Design and Deliver Instruction

Provide time for reflection, collaboration, and coaching connected to the selected strategies.

Strategy: Build staff capacity to apply culturally responsive and inclusive practices in classrooms through targeted professional learning, reflection, and coaching. (Domain 2 - Policy Expectation 2.1)

KCWP 2: Design and Deliver Instruction

Use a common lesson planning protocol that includes standards, learning intentions, success criteria, checks for understanding, and planned scaffolds.

Strategy: Improve the consistency of Tier I instruction by ensuring lessons are standards-aligned, clearly communicated to students, and intentionally scaffolded for diverse learners.

IP/Cognia alignment: Standard 22; Standard 6

KCWP 2: Design and Deliver Instruction

Conduct regular walkthroughs focused on evidence of clear learning expectations and student access to grade-level work.

Strategy: Improve the consistency of Tier I instruction by ensuring lessons are standards-aligned, clearly communicated to students, and intentionally scaffolded for diverse learners.

IP/Cognia alignment: Standard 22; Standard 6

KCWP 2: Design and Deliver Instruction

Use PLC time to revise upcoming lessons based on student needs and evidence from prior instruction.

Strategy: Improve the consistency of Tier I instruction by ensuring lessons are standards-aligned, clearly communicated to students, and intentionally scaffolded for diverse learners.

IP/Cognia alignment: Standard 22; Standard 6

KCWP 2: Design and Deliver Instruction

Provide professional learning on instructional practices such as modeling, questioning, academic discussion, feedback, and gradual release.

Strategy: Strengthen teacher use of evidence-based instructional practices that increase student thinking, discussion, feedback use, and engagement with rigorous tasks.

IP/Cognia alignment: Standard 22; Standard 6

KCWP 2: Design and Deliver Instruction

Have teachers plan specific opportunities for students to explain reasoning, discuss ideas, revise work, or justify answers.

Strategy: Strengthen teacher use of evidence-based instructional practices that increase student thinking, discussion, feedback use, and engagement with rigorous tasks.

IP/Cognia alignment: Standard 22; Standard 6

KCWP 2: Design and Deliver Instruction

Use peer observation, coaching, or walkthrough feedback to support implementation of the selected instructional practices.

Strategy: Strengthen teacher use of evidence-based instructional practices that increase student thinking, discussion, feedback use, and engagement with rigorous tasks.

IP/Cognia alignment: Standard 22; Standard 6

KCWP 2: Design and Deliver Instruction

Develop a walkthrough focus connected to the school’s instructional priority, such as success criteria, questioning, student discourse, or feedback.

Strategy: Improve instructional monitoring by using walkthroughs, lesson evidence, and student work to identify needed adjustments before, during, and after instruction.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 2: Design and Deliver Instruction

Share walkthrough trends with teachers during PLCs, staff meetings, or coaching conversations.

Strategy: Improve instructional monitoring by using walkthroughs, lesson evidence, and student work to identify needed adjustments before, during, and after instruction.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 2: Design and Deliver Instruction

Use the trends to identify specific instructional adjustments and follow up to determine whether the adjustments are evident in classrooms.

Strategy: Improve instructional monitoring by using walkthroughs, lesson evidence, and student work to identify needed adjustments before, during, and after instruction.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 2: Design and Deliver Instruction

Teach students how to use success criteria, rubrics, checklists, or exemplars to assess their own progress.

Strategy: Increase student ownership of learning by helping students understand learning expectations, monitor their progress, and use feedback to improve their work.

IP/Cognia alignment: Standard 22

KCWP 2: Design and Deliver Instruction

Build in regular student reflection or goal-setting opportunities connected to academic, behavior, or attendance data.

Strategy: Increase student ownership of learning by helping students understand learning expectations, monitor their progress, and use feedback to improve their work.

IP/Cognia alignment: Standard 22

KCWP 2: Design and Deliver Instruction

Provide time for students to revise work based on feedback and explain what they changed and why.

Strategy: Increase student ownership of learning by helping students understand learning expectations, monitor their progress, and use feedback to improve their work.

IP/Cognia alignment: Standard 22

KCWP 2: Design and Deliver Instruction

Use exit tickets, student work, formative checks, or common assessments to identify students who need additional support or extension.

Strategy: Improve instructional responsiveness by using classroom evidence and assessment results to adjust grouping, pacing, scaffolds, and feedback.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 2: Design and Deliver Instruction

Regroup students for short-term support based on the specific skill or standard being addressed.

Strategy: Improve instructional responsiveness by using classroom evidence and assessment results to adjust grouping, pacing, scaffolds, and feedback.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 2: Design and Deliver Instruction

Review follow-up evidence to determine whether the instructional adjustment improved student understanding.

Strategy: Improve instructional responsiveness by using classroom evidence and assessment results to adjust grouping, pacing, scaffolds, and feedback.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 2: Design and Deliver Instruction

Review lesson tasks for opportunities to connect content to student interests, real-world issues, cultural connections, or meaningful problem-solving.

Strategy: Increase student engagement and access by ensuring lessons are relevant, culturally responsive, and connected to students’ developmental and learning needs.

IP/Cognia alignment: Standard 22; Standard 29

KCWP 2: Design and Deliver Instruction

Gather student feedback on engagement, belonging, and access to learning tasks.

Strategy: Increase student engagement and access by ensuring lessons are relevant, culturally responsive, and connected to students’ developmental and learning needs.

IP/Cognia alignment: Standard 22; Standard 29

KCWP 2: Design and Deliver Instruction

Use feedback and classroom evidence to adjust instructional examples, texts, tasks, or discussion structures.

Strategy: Increase student engagement and access by ensuring lessons are relevant, culturally responsive, and connected to students’ developmental and learning needs.

IP/Cognia alignment: Standard 22; Standard 29

KCWP 3: Design and Deliver Assessment Literacy

Analyze student work from HQIR-embedded assessments to identify strengths and gaps in student learning.

Strategy: Strengthen collaborative analysis of HQIR-embedded assessments and student work so teachers identify strengths, gaps, and next instructional steps.

IP/Cognia alignment: IP 1

KCWP 3: Design and Deliver Assessment Literacy

Communicate schoolwide expectations for assessment, grading, feedback, revision, and communication of student progress to families.

Strategy: Strengthen assessment practices so teachers use aligned assessments, success criteria, feedback, and revision opportunities to support student mastery. (Domain 1 - Policy Expectation 1.3)

KCWP 3: Design and Deliver Assessment Literacy

Provide professional learning on using success criteria to determine student progress.

Strategy: Strengthen assessment practices so teachers use aligned assessments, success criteria, feedback, and revision opportunities to support student mastery. (Domain 1 - Policy Expectation 1.3)

KCWP 3: Design and Deliver Assessment Literacy

Develop, review, and refine common assessments in PLCs to ensure alignment to grade-level standards and intended rigor.

Strategy: Strengthen assessment practices so teachers use aligned assessments, success criteria, feedback, and revision opportunities to support student mastery. (Domain 1 - Policy Expectation 1.3)

KCWP 3: Design and Deliver Assessment Literacy

Use student work and assessment data to plan feedback, revision, reteaching, and next instructional steps.

Strategy: Strengthen assessment practices so teachers use aligned assessments, success criteria, feedback, and revision opportunities to support student mastery. (Domain 1 - Policy Expectation 1.3)

KCWP 3: Design and Deliver Assessment Literacy

Review and revise the school’s grading system through PLC and administrative team discussions.

Strategy: Strengthen assessment practices so teachers use aligned assessments, success criteria, feedback, and revision opportunities to support student mastery. (Domain 1 - Policy Expectation 1.3)

KCWP 3: Design and Deliver Assessment Literacy

Create or review the school’s assessment calendar to identify when each type of assessment is used and what decision it informs.

Strategy: Improve the use of a balanced assessment system by ensuring formative, diagnostic, interim, and summative assessments are aligned to standards and used for clear instructional purposes.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 3: Design and Deliver Assessment Literacy

Review assessments during PLCs to check alignment to standards, learning intentions, and success criteria.

Strategy: Improve the use of a balanced assessment system by ensuring formative, diagnostic, interim, and summative assessments are aligned to standards and used for clear instructional purposes.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 3: Design and Deliver Assessment Literacy

Clarify how teachers will use assessment results for reteaching, regrouping, enrichment, intervention, or progress monitoring.

Strategy: Improve the use of a balanced assessment system by ensuring formative, diagnostic, interim, and summative assessments are aligned to standards and used for clear instructional purposes.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 3: Design and Deliver Assessment Literacy

Provide professional learning on assessment alignment, item/task rigor, success criteria, and common scoring expectations.

Strategy: Strengthen teacher assessment literacy so classroom and common assessments accurately measure the intended learning and rigor of the standards.

IP/Cognia alignment: Standard 22; Standard 6; Standard 29

KCWP 3: Design and Deliver Assessment Literacy

Have teams review assessment items or tasks before administration to determine whether they match the standard and expected depth of knowledge.

Strategy: Strengthen teacher assessment literacy so classroom and common assessments accurately measure the intended learning and rigor of the standards.

IP/Cognia alignment: Standard 22; Standard 6; Standard 29

KCWP 3: Design and Deliver Assessment Literacy

Revise or replace assessment items that do not provide useful evidence of student mastery.

Strategy: Strengthen teacher assessment literacy so classroom and common assessments accurately measure the intended learning and rigor of the standards.

IP/Cognia alignment: Standard 22; Standard 6; Standard 29

KCWP 3: Design and Deliver Assessment Literacy

Develop common expectations for how success criteria will be shared, referenced, and used during instruction.

Strategy: Improve the use of feedback and success criteria so students and teachers can identify current progress, next steps, and evidence of mastery.

IP/Cognia alignment: Standard 22; Standard 6

KCWP 3: Design and Deliver Assessment Literacy

Plan opportunities for students to receive feedback tied directly to the success criteria.

Strategy: Improve the use of feedback and success criteria so students and teachers can identify current progress, next steps, and evidence of mastery.

IP/Cognia alignment: Standard 22; Standard 6

KCWP 3: Design and Deliver Assessment Literacy

Review student work samples to determine whether feedback is helping students improve the quality of their work.

Strategy: Improve the use of feedback and success criteria so students and teachers can identify current progress, next steps, and evidence of mastery.

IP/Cognia alignment: Standard 22; Standard 6

KCWP 3: Design and Deliver Assessment Literacy

Use a common student work analysis protocol during PLCs or collaborative team meetings.

Strategy: Strengthen collaborative analysis of student work and assessment results to determine whether students are meeting grade-level expectations.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 3: Design and Deliver Assessment Literacy

Sort student work by level of mastery and identify patterns in misconceptions or unfinished learning.

Strategy: Strengthen collaborative analysis of student work and assessment results to determine whether students are meeting grade-level expectations.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 3: Design and Deliver Assessment Literacy

Plan instructional responses based on the evidence and revisit student work after reteaching or additional support.

Strategy: Strengthen collaborative analysis of student work and assessment results to determine whether students are meeting grade-level expectations.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 3: Design and Deliver Assessment Literacy

Review current grading practices to identify inconsistencies across classrooms or teams.

Strategy: Improve grading consistency so grades more accurately reflect student learning of standards-based content.

IP/Cognia alignment: Standard 26; Standard 6

KCWP 3: Design and Deliver Assessment Literacy

Develop common expectations for grading standards-based tasks, reassessment, missing work, and feedback.

Strategy: Improve grading consistency so grades more accurately reflect student learning of standards-based content.

IP/Cognia alignment: Standard 26; Standard 6

KCWP 3: Design and Deliver Assessment Literacy

Compare grading evidence with student work and assessment results to determine whether grades reflect demonstrated learning.

Strategy: Improve grading consistency so grades more accurately reflect student learning of standards-based content.

IP/Cognia alignment: Standard 26; Standard 6

KCWP 3: Design and Deliver Assessment Literacy

Develop a consistent process for sharing assessment information with students and families in clear, understandable language.

Strategy: Improve communication of assessment results so students and families understand progress, needs, and next steps.

IP/Cognia alignment: Standard 26

KCWP 3: Design and Deliver Assessment Literacy

Include specific next steps when communicating academic progress, such as skills to practice, supports available, or upcoming reassessment opportunities.

Strategy: Improve communication of assessment results so students and families understand progress, needs, and next steps.

IP/Cognia alignment: Standard 26

KCWP 3: Design and Deliver Assessment Literacy

Use family/student feedback to determine whether assessment communication is understandable and useful.

Strategy: Improve communication of assessment results so students and families understand progress, needs, and next steps.

IP/Cognia alignment: Standard 26

KCWP 4: Review, Analyze, Apply Data

Set implementation goals, collect data aligned to implementation goals (e.g., from instructional walks, PLC work/observations, student work), and analyze data to effectively support reflection and decision-making at the school level.

Strategy: Strengthen implementation monitoring by setting clear goals, organizing multiple sources of evidence, and using regular review cycles to guide schoolwide improvement.

IP/Cognia alignment: IP 2

KCWP 4: Review, Analyze, Apply Data

Engage in reflection on the impact of the curriculum and HQIR on students.

Strategy: Use implementation, outcome, and stakeholder evidence to reflect on the impact of curriculum and professional learning and identify needed adjustments.

IP/Cognia alignment: IP 1; IP 2

KCWP 4: Review, Analyze, Apply Data

Set yearly implementation goals and develop an aligned monitoring plan.

Strategy: Strengthen implementation monitoring by setting clear goals, organizing multiple sources of evidence, and using regular review cycles to guide schoolwide improvement.

IP/Cognia alignment: IP 2

KCWP 4: Review, Analyze, Apply Data

Utilize the school leadership team to own gathering, organizing and using data and feedback to drive implementation improvements. Continue to use data from formal stepbacks (quarterly, end of year), celebrate “bright spots” to elevate evidence of HQIR’s instructional impact and to identify challenges to potentially refine the implementation plan.

Strategy: Strengthen implementation monitoring by setting clear goals, organizing multiple sources of evidence, and using regular review cycles to guide schoolwide improvement.

IP/Cognia alignment: IP 2

KCWP 4: Review, Analyze, Apply Data

Continue to participate in learning opportunities and data conversations that help deepen understanding of the HQIR and its instructional shifts.

Strategy: Use implementation, outcome, and stakeholder evidence to reflect on the impact of curriculum and professional learning and identify needed adjustments.

IP/Cognia alignment: IP 1; IP 2

KCWP 4: Review, Analyze, Apply Data

Collect, analyze, and use data from HQIM-embedded assessments to drive the school-specific assessment strategy and implementation improvements.

Strategy: Use curriculum-embedded assessments, student work, and progress data to identify student needs and guide timely instructional or intervention decisions.

IP/Cognia alignment: IP 1; IP 2

KCWP 4: Review, Analyze, Apply Data

Regularly analyze student work and curriculum-embedded assessments to determine student needs and provide aligned intervention as needed.

Strategy: Use curriculum-embedded assessments, student work, and progress data to identify student needs and guide timely instructional or intervention decisions.

IP/Cognia alignment: IP 1; IP 2

KCWP 4: Review, Analyze, Apply Data

Establish a recurring data meeting schedule for PLCs, grade-level teams, or intervention teams.

Strategy: Improve data-based decision making by using a consistent process to review academic, behavior, and attendance data and identify instructional or support responses.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 4: Review, Analyze, Apply Data

Use a common data protocol to identify strengths, concerns, root causes, and next steps.

Strategy: Improve data-based decision making by using a consistent process to review academic, behavior, and attendance data and identify instructional or support responses.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 4: Review, Analyze, Apply Data

Review academic, behavior, attendance, and access data by student group during scheduled leadership or PLC meetings.

Strategy: Strengthen the use of disaggregated data to identify achievement gaps, opportunity gaps, and patterns in student access to supports or rigorous learning.

IP/Cognia alignment: Standard 26

KCWP 4: Review, Analyze, Apply Data

Identify where gaps exist in performance, participation, placement, intervention, advanced coursework, or discipline outcomes.

Strategy: Strengthen the use of disaggregated data to identify achievement gaps, opportunity gaps, and patterns in student access to supports or rigorous learning.

IP/Cognia alignment: Standard 26

KCWP 4: Review, Analyze, Apply Data

Select specific actions to address the gaps and monitor whether those actions improve outcomes over time.

Strategy: Strengthen the use of disaggregated data to identify achievement gaps, opportunity gaps, and patterns in student access to supports or rigorous learning.

IP/Cognia alignment: Standard 26

KCWP 4: Review, Analyze, Apply Data

Review formative and interim data shortly after assessments are administered.

Strategy: Improve the use of formative and interim assessment data so teachers make timely instructional adjustments before students fall further behind.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 4: Review, Analyze, Apply Data

Identify standards or skills where students need reteaching, extension, or additional practice.

Strategy: Improve the use of formative and interim assessment data so teachers make timely instructional adjustments before students fall further behind.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 4: Review, Analyze, Apply Data

Plan and implement short-cycle instructional responses, then review follow-up evidence to check for improvement.

Strategy: Improve the use of formative and interim assessment data so teachers make timely instructional adjustments before students fall further behind.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 4: Review, Analyze, Apply Data

Review multiple data sources before placing students in interventions, enrichment, or other supports.

Strategy: Improve student placement and support decisions by using academic, behavior, attendance, and social-emotional data to guide grouping, intervention, enrichment, and scheduling.

IP/Cognia alignment: Standard 26

KCWP 4: Review, Analyze, Apply Data

Establish clear criteria for entering, adjusting, or exiting supports.

Strategy: Improve student placement and support decisions by using academic, behavior, attendance, and social-emotional data to guide grouping, intervention, enrichment, and scheduling.

IP/Cognia alignment: Standard 26

KCWP 4: Review, Analyze, Apply Data

Monitor student progress regularly to ensure students are receiving the right level of support.

Strategy: Improve student placement and support decisions by using academic, behavior, attendance, and social-emotional data to guide grouping, intervention, enrichment, and scheduling.

IP/Cognia alignment: Standard 26

KCWP 4: Review, Analyze, Apply Data

Provide students with age-appropriate data reflection tools or goal-setting templates.

Strategy: Increase student involvement in data use by helping students understand their academic, attendance, and behavior data and set goals for improvement.

IP/Cognia alignment: Standard 22

KCWP 4: Review, Analyze, Apply Data

Schedule regular student conferences or reflection opportunities focused on progress and next steps.

Strategy: Increase student involvement in data use by helping students understand their academic, attendance, and behavior data and set goals for improvement.

IP/Cognia alignment: Standard 22

KCWP 4: Review, Analyze, Apply Data

Teach students how to connect their effort, strategies, attendance, and behavior to learning outcomes.

Strategy: Increase student involvement in data use by helping students understand their academic, attendance, and behavior data and set goals for improvement.

IP/Cognia alignment: Standard 22

KCWP 4: Review, Analyze, Apply Data

Review multiple data sources during leadership team meetings, including assessment results, walkthrough trends, attendance, behavior, survey data, and intervention data.

Strategy: Strengthen leadership team use of qualitative and quantitative data to evaluate whether instructional programs, interventions, and organizational conditions are improving student outcomes.

IP/Cognia alignment: Standard 26; Standard 29

KCWP 4: Review, Analyze, Apply Data

Identify whether current programs or supports are producing the intended results for all student groups.

Strategy: Strengthen leadership team use of qualitative and quantitative data to evaluate whether instructional programs, interventions, and organizational conditions are improving student outcomes.

IP/Cognia alignment: Standard 26; Standard 29

KCWP 4: Review, Analyze, Apply Data

Adjust resources, schedules, professional learning, or support structures based on the evidence reviewed.

Strategy: Strengthen leadership team use of qualitative and quantitative data to evaluate whether instructional programs, interventions, and organizational conditions are improving student outcomes.

IP/Cognia alignment: Standard 26; Standard 29

KCWP 5: Design, Align, Deliver Support Processes

Map current supports across academics, behavior, attendance, and social-emotional learning to identify overlaps, gaps, or unclear processes.

Strategy: Improve alignment of academic, behavioral, attendance, and social-emotional supports so students receive timely assistance based on identified needs.

IP/Cognia alignment: Standard 26

KCWP 5: Design, Align, Deliver Support Processes

Develop clear referral, intervention, and follow-up procedures for students needing additional support.

Strategy: Improve alignment of academic, behavioral, attendance, and social-emotional supports so students receive timely assistance based on identified needs.

IP/Cognia alignment: Standard 26

KCWP 5: Design, Align, Deliver Support Processes

Review support data regularly to determine whether students are receiving timely and appropriate assistance.

Strategy: Improve alignment of academic, behavioral, attendance, and social-emotional supports so students receive timely assistance based on identified needs.

IP/Cognia alignment: Standard 26

KCWP 5: Design, Align, Deliver Support Processes

Use screening and diagnostic data to identify specific student needs before assigning interventions.

Strategy: Strengthen intervention decision making by using screening, diagnostic, and progress monitoring data to match supports and evaluate effectiveness.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 5: Design, Align, Deliver Support Processes

Match students to interventions based on the skill, behavior, attendance pattern, or support need identified.

Strategy: Strengthen intervention decision making by using screening, diagnostic, and progress monitoring data to match supports and evaluate effectiveness.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 5: Design, Align, Deliver Support Processes

Review progress monitoring data at scheduled intervals to determine whether to continue, adjust, intensify, or exit the intervention.

Strategy: Strengthen intervention decision making by using screening, diagnostic, and progress monitoring data to match supports and evaluate effectiveness.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 5: Design, Align, Deliver Support Processes

Define what full implementation of each intervention or support should look like, including frequency, duration, and responsible staff.

Strategy: Improve the fidelity of intervention and support processes by clarifying expectations for implementation, documentation, review, and adjustment.

IP/Cognia alignment: Standard 26; Standard 6

KCWP 5: Design, Align, Deliver Support Processes

Use documentation logs, intervention records, or fidelity checks to monitor whether supports are being delivered as intended.

Strategy: Improve the fidelity of intervention and support processes by clarifying expectations for implementation, documentation, review, and adjustment.

IP/Cognia alignment: Standard 26; Standard 6

KCWP 5: Design, Align, Deliver Support Processes

Provide follow-up support to staff when implementation evidence shows inconsistency.

Strategy: Improve the fidelity of intervention and support processes by clarifying expectations for implementation, documentation, review, and adjustment.

IP/Cognia alignment: Standard 26; Standard 6

KCWP 5: Design, Align, Deliver Support Processes

Review school schedules to determine whether intervention, enrichment, and support time are protected and accessible.

Strategy: Increase equitable access to resources and supports by aligning staffing, schedules, intervention time, and materials to identified student needs.

IP/Cognia alignment: Standard 26

KCWP 5: Design, Align, Deliver Support Processes

Use student need data to assign staff, materials, and support time where they are most needed.

Strategy: Increase equitable access to resources and supports by aligning staffing, schedules, intervention time, and materials to identified student needs.

IP/Cognia alignment: Standard 26

KCWP 5: Design, Align, Deliver Support Processes

Monitor whether students from all groups have access to the supports and opportunities intended for them.

Strategy: Increase equitable access to resources and supports by aligning staffing, schedules, intervention time, and materials to identified student needs.

IP/Cognia alignment: Standard 26

KCWP 5: Design, Align, Deliver Support Processes

Review participation data by student group for advanced coursework, enrichment, gifted services, CTE, or other rigorous opportunities.

Strategy: Increase access to rigorous learning opportunities by monitoring participation in advanced coursework, enrichment, gifted services, CTE pathways, and other opportunity-based programs.

IP/Cognia alignment: Standard 26; Standard 29

KCWP 5: Design, Align, Deliver Support Processes

Identify barriers that may limit access, such as referral practices, prerequisites, scheduling, communication, or student/family awareness.

Strategy: Increase access to rigorous learning opportunities by monitoring participation in advanced coursework, enrichment, gifted services, CTE pathways, and other opportunity-based programs.

IP/Cognia alignment: Standard 26; Standard 29

KCWP 5: Design, Align, Deliver Support Processes

Adjust identification, communication, scheduling, or support processes to increase equitable participation.

Strategy: Increase access to rigorous learning opportunities by monitoring participation in advanced coursework, enrichment, gifted services, CTE pathways, and other opportunity-based programs.

IP/Cognia alignment: Standard 26; Standard 29

KCWP 5: Design, Align, Deliver Support Processes

Use tools such as root cause analysis, PDSA cycles, or problem-solving protocols to examine support system concerns.

Strategy: Improve continuous improvement of support systems by regularly reviewing barriers, testing adjustments, and measuring the impact on student outcomes.

IP/Cognia alignment: Standard 26

KCWP 5: Design, Align, Deliver Support Processes

Select a specific adjustment to test, such as a revised referral process, attendance intervention, or progress monitoring routine.

Strategy: Improve continuous improvement of support systems by regularly reviewing barriers, testing adjustments, and measuring the impact on student outcomes.

IP/Cognia alignment: Standard 26

KCWP 5: Design, Align, Deliver Support Processes

Review implementation and outcome data to determine whether the adjustment should be continued, revised, or stopped.

Strategy: Improve continuous improvement of support systems by regularly reviewing barriers, testing adjustments, and measuring the impact on student outcomes.

IP/Cognia alignment: Standard 26

KCWP 6: Establish Learning Environment and Culture

Review and respond to questions, concerns and attitudes of staff regarding early implementation of the local curriculum and HQIR using data from surveys, focus groups, etc.

Strategy: Strengthen a supportive implementation culture by using staff feedback to identify concerns, respond to needs, and adjust implementation supports.

IP/Cognia alignment: IP 2

KCWP 6: Establish Learning Environment and Culture

Respond to the questions, concerns and attitudes of staff regarding early implementation of the local curriculum and HQIR using data gathered from surveys, focus groups, etc.

Strategy: Strengthen a supportive implementation culture by using staff feedback to identify concerns, respond to needs, and adjust implementation supports.

IP/Cognia alignment: IP 2

KCWP 6: Establish Learning Environment and Culture

Communicate the instructional vision and belief that all students can be successful with rigorous, grade-level work.

Strategy: Build a shared instructional culture by consistently communicating high expectations and the belief that all students can succeed with rigorous, grade-level work.

IP/Cognia alignment: IP - None

KCWP 6: Establish Learning Environment and Culture

Define common expectations for classroom routines, relationships, student discussion, and respectful interactions.

Strategy: Strengthen classroom learning environments so students experience clear expectations, positive relationships, respectful interactions, and support for academic risk-taking.

IP/Cognia alignment: Standard 22; Standard 6

KCWP 6: Establish Learning Environment and Culture

Conduct walkthroughs or classroom visits focused on evidence of belonging, engagement, and student willingness to participate.

Strategy: Strengthen classroom learning environments so students experience clear expectations, positive relationships, respectful interactions, and support for academic risk-taking.

IP/Cognia alignment: Standard 22; Standard 6

KCWP 6: Establish Learning Environment and Culture

Use student feedback and classroom evidence to identify where additional support is needed.

Strategy: Strengthen classroom learning environments so students experience clear expectations, positive relationships, respectful interactions, and support for academic risk-taking.

IP/Cognia alignment: Standard 22; Standard 6

KCWP 6: Establish Learning Environment and Culture

Teach, model, and practice schoolwide behavior expectations and routines throughout the year.

Strategy: Improve consistency of schoolwide expectations and routines to reduce disruptions and increase time available for learning.

IP/Cognia alignment: Standard 26

KCWP 6: Establish Learning Environment and Culture

Review behavior and referral data to identify common locations, times, or expectations needing reteaching.

Strategy: Improve consistency of schoolwide expectations and routines to reduce disruptions and increase time available for learning.

IP/Cognia alignment: Standard 26

KCWP 6: Establish Learning Environment and Culture

Provide staff with consistent procedures for responding to behavior concerns and reinforcing positive behavior.

Strategy: Improve consistency of schoolwide expectations and routines to reduce disruptions and increase time available for learning.

IP/Cognia alignment: Standard 26

KCWP 6: Establish Learning Environment and Culture

Use PLCs or collaborative teams to review student learning, behavior, attendance, and engagement data.

Strategy: Strengthen staff collective efficacy by using collaborative structures where adults share responsibility for student outcomes and adjust practices together.

IP/Cognia alignment: Standard 6; Standard 29

KCWP 6: Establish Learning Environment and Culture

Identify shared adult actions that can be implemented across classrooms or teams.

Strategy: Strengthen staff collective efficacy by using collaborative structures where adults share responsibility for student outcomes and adjust practices together.

IP/Cognia alignment: Standard 6; Standard 29

KCWP 6: Establish Learning Environment and Culture

Revisit results to determine whether the shared actions are improving student outcomes.

Strategy: Strengthen staff collective efficacy by using collaborative structures where adults share responsibility for student outcomes and adjust practices together.

IP/Cognia alignment: Standard 6; Standard 29

KCWP 6: Establish Learning Environment and Culture

Teach SEL and self-management skills through advisory, morning meetings, classroom routines, or explicit lessons.

Strategy: Strengthen social-emotional learning and self-management practices so students better understand expectations, regulate behavior, and take responsibility for learning.

IP/Cognia alignment: Standard 22; Standard 6

KCWP 6: Establish Learning Environment and Culture

Provide students with tools for goal setting, reflection, conflict resolution, and responsible decision-making.

Strategy: Strengthen social-emotional learning and self-management practices so students better understand expectations, regulate behavior, and take responsibility for learning.

IP/Cognia alignment: Standard 22; Standard 6

KCWP 6: Establish Learning Environment and Culture

Monitor behavior, attendance, and classroom engagement data to determine whether SEL practices are supporting improved outcomes.

Strategy: Strengthen social-emotional learning and self-management practices so students better understand expectations, regulate behavior, and take responsibility for learning.

IP/Cognia alignment: Standard 22; Standard 6

KCWP 6: Establish Learning Environment and Culture

Communicate school expectations, academic supports, attendance information, and behavior supports in family-friendly language.

Strategy: Improve family and community partnership structures so families receive clear communication and can help support student attendance, behavior, and learning.

IP/Cognia alignment: Standard 26

KCWP 6: Establish Learning Environment and Culture

Identify community partners who can support attendance, mentoring, enrichment, basic needs, or family engagement.

Strategy: Improve family and community partnership structures so families receive clear communication and can help support student attendance, behavior, and learning.

IP/Cognia alignment: Standard 26

KCWP 6: Establish Learning Environment and Culture

Review family feedback and participation data to determine whether communication and partnership efforts are reaching families effectively.

Strategy: Improve family and community partnership structures so families receive clear communication and can help support student attendance, behavior, and learning.

IP/Cognia alignment: Standard 26

KCWP 6: Establish Learning Environment and Culture

Plan tasks that require students to apply learning, explain thinking, solve problems, or connect content to real-world situations.

Strategy: Increase authentic learning opportunities where students collaborate, persist through mistakes, reflect on their learning, and connect classroom work to meaningful tasks.

IP/Cognia alignment: Standard 22; Standard 29

KCWP 6: Establish Learning Environment and Culture

Build in classroom routines that normalize mistakes, revision, and productive struggle.

Strategy: Increase authentic learning opportunities where students collaborate, persist through mistakes, reflect on their learning, and connect classroom work to meaningful tasks.

IP/Cognia alignment: Standard 22; Standard 29

KCWP 6: Establish Learning Environment and Culture

Review student work and engagement evidence to determine whether students are participating in meaningful, appropriately challenging learning experiences.

Strategy: Increase authentic learning opportunities where students collaborate, persist through mistakes, reflect on their learning, and connect classroom work to meaningful tasks.

IP/Cognia alignment: Standard 22; Standard 29

KCWP 1: Design and Deploy Standards

Conduct grade-level or content-area standards review sessions focused on unpacking priority standards and identifying the intended depth of learning.

Strategy: Improve teacher and student clarity around the Kentucky Academic Standards by consistently using learning intentions, success criteria, and aligned instructional resources across classrooms.

IP/Cognia alignment: Standard 22; Standard 6

KCWP 1: Design and Deploy Standards

Develop or refine common learning intentions and success criteria for upcoming units so students understand what they are expected to learn and how they will demonstrate mastery.

Strategy: Improve teacher and student clarity around the Kentucky Academic Standards by consistently using learning intentions, success criteria, and aligned instructional resources across classrooms.

IP/Cognia alignment: Standard 22; Standard 6

KCWP 1: Design and Deploy Standards

Review lesson plans, walkthrough evidence, and student work samples to determine whether learning intentions and success criteria are being used consistently.

Strategy: Improve teacher and student clarity around the Kentucky Academic Standards by consistently using learning intentions, success criteria, and aligned instructional resources across classrooms.

IP/Cognia alignment: Standard 22; Standard 6

KCWP 1: Design and Deploy Standards

Schedule quarterly curriculum checks during PLCs or collaborative team meetings to review pacing, standards alignment, and resource use.

Strategy: Strengthen curriculum implementation by regularly reviewing units, pacing, instructional resources, and assessments to ensure alignment to the intent and rigor of the standards.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 1: Design and Deploy Standards

Use common planning time to compare upcoming instructional materials and assessments to the expectations of the standards.

Strategy: Strengthen curriculum implementation by regularly reviewing units, pacing, instructional resources, and assessments to ensure alignment to the intent and rigor of the standards.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 1: Design and Deploy Standards

Adjust unit plans when evidence shows that instruction, resources, or assessments are not fully aligned to grade-level expectations.

Strategy: Strengthen curriculum implementation by regularly reviewing units, pacing, instructional resources, and assessments to ensure alignment to the intent and rigor of the standards.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 1: Design and Deploy Standards

Hold vertical team meetings at least two times per year to review how key reading and math standards progress across grade levels.

Strategy: Increase vertical alignment across grade levels so teachers can better address prerequisite skills, reduce learning gaps, and support progression toward mastery.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 1: Design and Deploy Standards

Identify prerequisite skills that students need for upcoming grade-level content and determine where those skills will be reinforced.

Strategy: Increase vertical alignment across grade levels so teachers can better address prerequisite skills, reduce learning gaps, and support progression toward mastery.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 1: Design and Deploy Standards

Use student work and assessment data to identify common gaps between grade levels and adjust instructional planning accordingly.

Strategy: Increase vertical alignment across grade levels so teachers can better address prerequisite skills, reduce learning gaps, and support progression toward mastery.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 1: Design and Deploy Standards

Review available instructional resources to determine which materials are most aligned to the standards and appropriate for Tier I instruction.

Strategy: Improve the use of high-quality instructional resources by ensuring teachers select, adapt, and implement materials that preserve grade-level expectations while meeting student needs.

IP/Cognia alignment: Standard 22; Standard 6

KCWP 1: Design and Deploy Standards

Provide teachers with planning support on how to use HQIRs without lowering the rigor of the task or standard.

Strategy: Improve the use of high-quality instructional resources by ensuring teachers select, adapt, and implement materials that preserve grade-level expectations while meeting student needs.

IP/Cognia alignment: Standard 22; Standard 6

KCWP 1: Design and Deploy Standards

Monitor classroom implementation through walkthroughs, lesson plan reviews, and PLC discussions focused on resource use and student access to grade-level work.

Strategy: Improve the use of high-quality instructional resources by ensuring teachers select, adapt, and implement materials that preserve grade-level expectations while meeting student needs.

IP/Cognia alignment: Standard 22; Standard 6

KCWP 1: Design and Deploy Standards

Use PLCs to review recent assessment results and identify standards where students need reteaching, extension, or additional scaffolding.

Strategy: Improve real-time curriculum adjustments by using formative, interim, and classroom assessment results to refine instruction while maintaining the intent of grade-level standards.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 1: Design and Deploy Standards

Plan short-term instructional adjustments based on student evidence, including small groups, targeted practice, or changes to questioning and feedback.

Strategy: Improve real-time curriculum adjustments by using formative, interim, and classroom assessment results to refine instruction while maintaining the intent of grade-level standards.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 1: Design and Deploy Standards

Revisit student work after adjustments are made to determine whether students are making progress toward the standard.

Strategy: Improve real-time curriculum adjustments by using formative, interim, and classroom assessment results to refine instruction while maintaining the intent of grade-level standards.

IP/Cognia alignment: Standard 22; Standard 26

KCWP 1: Design and Deploy Standards

Identify common barriers that prevent students from accessing grade-level reading and math tasks.

Strategy: Increase student access to grade-level curriculum by planning scaffolds, supports, and enrichment opportunities that maintain high expectations for all learners.

IP/Cognia alignment: Standard 22; Standard 29

KCWP 1: Design and Deploy Standards

Plan scaffolds such as vocabulary support, worked examples, models, sentence stems, manipulatives, or guided practice without changing the expected learning outcome.

Strategy: Increase student access to grade-level curriculum by planning scaffolds, supports, and enrichment opportunities that maintain high expectations for all learners.

IP/Cognia alignment: Standard 22; Standard 29

KCWP 1: Design and Deploy Standards

Review disaggregated student work and assessment results to determine whether students receiving supports are still engaging with grade-level standards.

Strategy: Increase student access to grade-level curriculum by planning scaffolds, supports, and enrichment opportunities that maintain high expectations for all learners.

IP/Cognia alignment: Standard 22; Standard 29

KCWP 1: Design and Deploy Standards

Train staff to use the Opportunity and Access Tool (OAT) during instructional planning.

Strategy: Strengthen curriculum planning so instructional materials are intentionally reviewed and expanded to be inclusive, reflective, and validating of students. (Domain 1 - Policy Expectation 1.1)

KCWP 1: Design and Deploy Standards

Use the OAT in PLCs during unit or cycle planning to review instructional materials.

Strategy: Strengthen curriculum planning so instructional materials are intentionally reviewed and expanded to be inclusive, reflective, and validating of students. (Domain 1 - Policy Expectation 1.1)

KCWP 1: Design and Deploy Standards

Revise or supplement lessons and materials based on findings from the OAT review.

Strategy: Strengthen curriculum planning so instructional materials are intentionally reviewed and expanded to be inclusive, reflective, and validating of students. (Domain 1 - Policy Expectation 1.1)

KCWP 1: Design and Deploy Standards

Ensure teachers and specialists have required resource materials for their specific content area and grade level.

Strategy: Ensure staff and students have the materials, digital access, and approved resources needed for consistent HQIR implementation.

IP/Cognia alignment: IP 2

KCWP 1: Design and Deploy Standards

Remove existing resources not outlined in the local curriculum document as primary or potential supplemental resources from classroom use.

Strategy: Ensure staff and students have the materials, digital access, and approved resources needed for consistent HQIR implementation.

IP/Cognia alignment: IP - None

KCWP 1: Design and Deploy Standards

Ensure all classrooms have the resources required to access any digital components of the HQIR and staff and students have the appropriate credentials to access them.

Strategy: Ensure staff and students have the materials, digital access, and approved resources needed for consistent HQIR implementation.

IP/Cognia alignment: IP 2

KCWP 1: Design and Deploy Standards

Communicate the locally determined pacing window aligned to guidance provided by the HQIR.

Strategy: Strengthen implementation coherence by aligning pacing, expectations, schedules, policies, and procedures to the local curriculum and HQIR.

IP/Cognia alignment: IP 2

KCWP 1: Design and Deploy Standards

Communicate “non-negotiables” related to use of the HQIR.

Strategy: Strengthen implementation coherence by aligning pacing, expectations, schedules, policies, and procedures to the local curriculum and HQIR.

IP/Cognia alignment: IP 2

KCWP 1: Design and Deploy Standards

Align relevant school-level policies, structures and procedures to support HQIR implementation and increase coherence.

Strategy: Strengthen implementation coherence by aligning pacing, expectations, schedules, policies, and procedures to the local curriculum and HQIR.

IP/Cognia alignment: IP 2

KCWP 1: Design and Deploy Standards

Review and Modify Schedules (if necessary) to ensure adequate time for implementation of the HQIR.

Strategy: Strengthen implementation coherence by aligning pacing, expectations, schedules, policies, and procedures to the local curriculum and HQIR.

IP/Cognia alignment: IP 2

KCWP 1: Design and Deploy Standards

Review any adjustments to policies, structures and procedures relevant to curriculum implementation.

Strategy: Strengthen implementation coherence by aligning pacing, expectations, schedules, policies, and procedures to the local curriculum and HQIR.

IP/Cognia alignment: IP 2

KCWP 1: Design and Deploy Standards

Review the common observation tool for receiving feedback and relevant indicators related to implementation and instruction.

Strategy: Establish clear systems for monitoring HQIR implementation, gathering feedback, and using evidence to make timely implementation adjustments.

IP/Cognia alignment: IP 1; IP 2

KCWP 1: Design and Deploy Standards

Review roles and expectations for implementation and instruction monitoring, including observation, coaching, feedback, and data analysis from formative, interim, and summative assessments, as well as student work.

Strategy: Establish clear systems for monitoring HQIR implementation, gathering feedback, and using evidence to make timely implementation adjustments.

IP/Cognia alignment: IP 1; IP 2

KCWP 1: Design and Deploy Standards

Create a process for soliciting and responding to questions or feedback from staff about the implementation of the HQIR.

Strategy: Establish clear systems for monitoring HQIR implementation, gathering feedback, and using evidence to make timely implementation adjustments.

IP/Cognia alignment: IP 2

KCWP 1: Design and Deploy Standards

Communicate key information related to the implementation of the HQIR with students and families.

Strategy: Strengthen communication about HQIR implementation so students, families, and staff understand expectations, changes, and available supports.

IP/Cognia alignment: IP 2

KCWP 1: Design and Deploy Standards

Engage in PL to build understanding of the instructional approach and design of the HQIR, how it aligns to the instructional vision and what strong implementation looks like.

Strategy: Build staff readiness and sustainability through ongoing professional learning, shared understanding of strong HQIR implementation, and intentional onboarding of new staff.

IP/Cognia alignment: IP 2

KCWP 1: Design and Deploy Standards

Monitor pacing to stay within the locally determined window.

Strategy: Establish clear systems for monitoring HQIR implementation, gathering feedback, and using evidence to make timely implementation adjustments.

IP/Cognia alignment: IP 2

KCWP 1: Design and Deploy Standards

Conduct formal step-backs (quarterly, end of year) to review implementation data and use those discussions to drive improvements in implementation.

Strategy: Establish clear systems for monitoring HQIR implementation, gathering feedback, and using evidence to make timely implementation adjustments.

IP/Cognia alignment: IP 2

KCWP 1: Design and Deploy Standards

Clearly communicate what Is and Is Not recommended adjustment of the HQIR (including supplementation).

Strategy: Strengthen implementation coherence by aligning pacing, expectations, schedules, policies, and procedures to the local curriculum and HQIR.

IP/Cognia alignment: IP 2

KCWP 1: Design and Deploy Standards

Support the onboarding of new staff by providing guidance on the HQIR and lessons learned from initial implementation.

Strategy: Build staff readiness and sustainability through ongoing professional learning, shared understanding of strong HQIR implementation, and intentional onboarding of new staff.

IP/Cognia alignment: IP 2

KCWP 2: Design and Deliver Instruction

Ensure curriculum-based professional learning structures (shared learning workshops, PLCs for intellectual preparation, etc.) are in place.

Strategy: Strengthen PLC and intellectual preparation structures so teachers have protected time, common protocols, and feedback to plan for effective HQIR-based instruction.

IP/Cognia alignment: IP 2

KCWP 2: Design and Deliver Instruction

Implement, participate in, and monitor PLCs focused on HQIR implementation.

Strategy: Strengthen PLC and intellectual preparation structures so teachers have protected time, common protocols, and feedback to plan for effective HQIR-based instruction.

IP/Cognia alignment: IP 2

KCWP 2: Design and Deliver Instruction

Protect time in the curriculum-based professional learning structures from being used for initiatives unrelated to implementation.

Strategy: Strengthen PLC and intellectual preparation structures so teachers have protected time, common protocols, and feedback to plan for effective HQIR-based instruction.

IP/Cognia alignment: IP 1; IP 2

KCWP 2: Design and Deliver Instruction

Establish expectation that the approved protocols (e.g., unit/lesson internalization, lesson rehearsal, student work analysis) are used to support intellectual preparation within PLCs.

Strategy: Strengthen PLC and intellectual preparation structures so teachers have protected time, common protocols, and feedback to plan for effective HQIR-based instruction.

IP/Cognia alignment: IP 1; IP 2

KCWP 2: Design and Deliver Instruction

Provide and engage in PL to build understanding of intellectual preparation, beginning with unit internalization, and provide time for PLCs to internalize units.

Strategy: Strengthen PLC and intellectual preparation structures so teachers have protected time, common protocols, and feedback to plan for effective HQIR-based instruction.

IP/Cognia alignment: IP 2

KCWP 2: Design and Deliver Instruction

Create and execute a PL plan aligned to the implementation goals and set the expectation for required participation.

Strategy: Build teacher capacity to deliver HQIR effectively through a coherent professional learning plan, coaching, modeling, and job-embedded learning.

IP/Cognia alignment: IP 2

KCWP 2: Design and Deliver Instruction

Engage in shared learning to build understanding of the core processes of intellectual preparation (unit and lesson internalization, lesson rehearsal and student work analysis) using the district-determined protocols.

Strategy: Strengthen PLC and intellectual preparation structures so teachers have protected time, common protocols, and feedback to plan for effective HQIR-based instruction.

IP/Cognia alignment: IP 2

KCWP 2: Design and Deliver Instruction

Participate in professional learning opportunities that deepen understanding of the HQIR’s instructional design and use in classroom practice.

Strategy: Build teacher capacity to deliver HQIR effectively through a coherent professional learning plan, coaching, modeling, and job-embedded learning.

IP/Cognia alignment: IP 2

KCWP 2: Design and Deliver Instruction

Regularly observe teacher practice and provide feedback on HQIR implementation using a common observational tool (e.g., vendor-specific tool, KDE-provided observation tool).

Strategy: Improve instructional practice through regular observation, feedback, reflection, and collaborative learning focused on HQIR implementation and student needs.

IP/Cognia alignment: IP 1; IP 2

KCWP 2: Design and Deliver Instruction

Provide professional learning, including coaching, classroom observations, targeted feedback and model classroom visits anchored in the HQIR.

Strategy: Build teacher capacity to deliver HQIR effectively through a coherent professional learning plan, coaching, modeling, and job-embedded learning.

IP/Cognia alignment: IP 2

KCWP 2: Design and Deliver Instruction

Use the HQIR as designed and ensure the majority of instruction is spent engaged with the HQIR.

Strategy: Improve responsive Tier I instruction by using HQIR as designed, leveraging embedded supports, and making evidence-based adjustments that preserve grade-level expectations.

IP/Cognia alignment: IP 2

KCWP 2: Design and Deliver Instruction

Use HQIR-embedded supports to ensure all students can engage in grade-level work.

Strategy: Improve responsive Tier I instruction by using HQIR as designed, leveraging embedded supports, and making evidence-based adjustments that preserve grade-level expectations.