The Every Student Succeeds Act, or ESSA, the main federal law for K-12 public education, requires that states hold public schools accountable for how students achieve. New York State established a set of indicators to measure school and district performance to determine appropriate school and district support. All schools in New York State are identified for a support model based on the accountability measures intended for schools and districts to consider when setting goals for continuous improvement.
| Support Model | Definition |
|---|---|
| Comprehensive Support and Improvement, or CSI | A minimum of 5% of the lowest performing elementary/middle schools in the state receiving Title I, Part A funds plus any non-Title I elementary/middle schools meeting the criteria for identification AND a minimum of 5% of the lowest performing high schools receiving Title I, Part A funds plus any non-Title I high schools meeting the criteria for identification. CSI schools are identified once every three years based on the performance of the All Students group or an accountability subgroup that does not exit the Additional Targeted Support and Improvement support model. Secondary schools for which the All Students group’s 4-year total cohort graduation rate is less than 67% and the 5-year and 6-year total cohort graduation rates are not 67% or above are also identified for CSI. |
| Additional Targeted Support and Improvement, or ATSI | Schools are identified for ATSI if an accountability subgroup identified for TSI does not meet the exit criteria in the years that CSI identifications are made. |
| Targeted Support and Improvement, or TSI | Schools are identified for TSI based on the low performance of accountability subgroups other than the All Students group for three consecutive years. These accountability subgroups are: American Indian or Alaska Native, Asian or Native Hawaiian/Other Pacific Islander, Black or African American, Hispanic or Latino, Multiracial, White, Economically Disadvantaged, English Language Learner, and Students with Disabilities. In the two years of low performance, the subgroup will be identified for Potential TSI (PTSI) which is a subgroup status under the LSI support model. |
| Local Support and Improvement, or LSI | A school that is not identified for CSI, ATSI, or TSI is a school identified for LSI. A school identified for LSI will continue to use the systems and processes established at the local level for continuous improvement efforts. There is no change in regulatory requirements for this group of schools. |
| Support Model | Definition |
|---|---|
| Local Support and Improvement, or LSI | A district that has no schools identified for CSI, ATSI, or TSI. A district identified for LSI will continue to use the systems and processes established at the local level for continuous improvement efforts. There is no change in regulatory requirements for LSI districts. |
| Target District | A district that has at least one school identified for CSI, ATSI, or TSI. |
Find more information about ESSA Accountability Designations on our School and District Resources and Data webpage.
The Support Model identified for this District/School: Local Support and Improvement