The Federal Every Student Succeeds Act (ESSA) requires states to identify schools for Comprehensive Support and Improvement (CSI) for overall low student achievement or low graduation rate and Targeted Support and Improvement Schools (TSI) for low subgroup achievement. Schools are identified every three years.
A Clear and Concise Description of the Federal Accountability
The Federal Every Student Succeeds Act (ESSA) requires states to identify schools for Comprehensive Support and Improvement (CSI) for overall low student achievement or low graduation rate and Targeted Support and Improvement Schools (TSI) for low subgroup achievement. Schools are identified every three years.
Description of the State’s methodology for identifying schools for targeting support and improvement (TSI) that have consistently underperforming subgroups, including the time period for making that identification
Targeted Support and Improvement Schools are any school in the state in which any subgroup of students (minimum of 20), on its own, would lead to identification as a CSI school. These schools are required to complete a comprehensive needs assessment, root cause analyses and Integrated Action Plan to improve student achievement in low achieving subgroups. Identified in 2018-19.
Description of the State’s methodology for identifying schools for comprehensive support and improvement (CSI)
Comprehensive Support and Improvement Schools are the lowest-performing 5 percent (minimum) of all schools receiving Title 1 funds and all public high schools in the State failing to graduate two- thirds or more of their students. These schools are required to complete a comprehensive needs assessment, root cause analyses and Integrated Action Plan to improve student achievement and graduation rates.
The State’s criteria for a school to exit CSI status before being subject to “more rigorous State-determined action”
Exit Criteria: CSI (low achievement)
a minimum of two consecutive years of increased student proficiency on the state assessment
implementation of school improvement goals, strategies and action steps in state required Integrated Action Plan
above the state lowest 5 percent of Title I schools
Exit Criteria: CSI (low graduation rate)
a minimum of two consecutive years of increased graduation rate
implementation of school improvement goals, strategies and action steps in state required Integrated Action Plan relative to increasing graduation rate; and
Graduation rate of two-thirds or greater
All Comprehensive Support and Improvement Schools will be expected to exit within four years of identification, if not then they will be subject to “more rigorous State-determined action”.
The State’s criteria for a school to exit “additional targeted support” status before being identified for CSI, and the number of years after which that re-identification takes place
Exit criteria for additional targeted support schools:
a minimum of two years of consecutive increased subgroup achievement; and
implementation of school improvement goals, strategies and action steps relative to subgroup achievement in state required Integrated Action Plan; and
no subgroup on its own meets criteria for CSI low achievement identification.
Report cards provide important information to parents, the public, educators, community members, researchers, and others about schools in our state. They also contain the accountability information required in A.R.S. §15-241. In accordance with A.R.S. §15-746, all public schools must submit a school report card.
In accordance with the requirements of Every Student Succeeds Act (ESSA), the Arizona Department of Education publishes state and district/charter holder (LEA) report cards.
Please note: the Arizona Department of Education does not issue student report cards. Please contact the school or district/charter holder where the student was enrolled for this information.
Per-Pupil Expenditure Resources
For a video guide on completing Per-Pupil Characteristics see the School Report Card Admin application in ADEConnect.