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CCPS outlines new SIP cadence, six‑week reviews and targeted coaching in continuous improvement update
Summary
Erica Jervy, director of continuous school improvement, told the Chesterfield County school board the division will pilot a new three‑year School Improvement Plan template with six‑week SIP impact reviews and a proposed 45‑day early‑cycle check to allow faster course corrections and targeted coaching for schools needing deeper support.
Erica Jervy, director of continuous school improvement for Chesterfield County Public Schools, told the school board April 8 that the division is rolling out a revamped School Improvement Plan (SIP) approach emphasizing differentiated supports, regular implementation checks and a new three‑year SIP template.
Jervy said the SIP "is not just a compliance document. It is a dynamic roadmap that supports innovation and drives real change in our schools." She described a model that combines data analysis, goal setting and the Plan‑Do‑Study‑Act cycle, with differentiated technical and adaptive assistance for schools and quarterly leadership reviews to assess SIP implementation.
Board members pressed Jervy for detail on how the system will be monitored in practice. Jervy described learning walks used for evidence‑gathering that "look different at every school," and said participants range from small teams to multiple division staff depending on the content and grade level. She said those walks are used to confirm whether planned change ideas are occurring in classrooms and to identify next steps and supports.
On cadence, Jervy said schools currently set annual objectives within a three‑year plan and that the division uses six‑week SIP impact reviews to check process outcomes and early implementation. "Those six‑week cycles allow us to make those changes in real time," she said. For the next SIP cycle the division is drafting a 45‑day early‑cycle checkpoint "to start off with what has to happen that first 45 days of school" and then make adjustments based on findings.
Jervy also outlined targeted supports for schools needing deeper intervention, including dedicated coaching from school quality support specialists, SIP impact reviews every six weeks with district leaders, division‑supported learning walks and state academic review guidance.
The division plans summer professional learning, an annual leadership academy and a three‑day SIP summit for school teams as part of implementation of the new template. Jervy closed by saying the approach seeks "sustained and effective strategies for student success" rather than quick fixes.
The board followed the presentation with operational questions about how learning walks are scheduled and how process checks will translate into measurable evidence; Jervy said the next months will include refinement with school leaders and additional detail in forthcoming SIP materials.
The continuous improvement update was the first presentation in the April 8 work session. The division will bring additional implementation details with future SIP materials and in board updates.
