Welcome to School Support and Improvement

New Resource:

Four Domains: Renovation for Equitable Learning Resource Document

Four Domains: Renovation for Equitable Learning Resource Document PDF

School Support and Improvement Team's aspiration is for all Arizona students to be empowered to create limitless futures by supporting LEA and school system transformations to ensure equitable learning environments, excellence, strengths-based leadership and innovative continuous improvement.

SSI Theory of Action

If the SSI Unit provides:

high-quality professional learning to empower and support schools and LEAs by offering evidence-based practices, data-based decision-making, and a multitude of resources;
training and ongoing support of the CNA, RCA, and IAP continuous improvement process and implementation; and
the opportunity for the co-creation of high expectations and accountability measures

And the LEA and schools sites:

conduct a thorough and reflective data analysis to determine needs;
implement necessary systems change with evidence-based practices throughout the continuous improvement process;

Then,

strength-based LEAs and schools will increase system and individual capacity ensuring excellence and innovation resulting in increased student outcomes

So that,

All Arizona students are empowered to create limitless futures.

The Comprehensive Needs Assessment, Root Cause, and Integrated Action Plan for all Title I Schools

Title I, II, III, IV-A, School Improvement and Move on When Reading schools will use the 6 Principles, Indicators and Elements to identify strengths and needs in order to increase student achievement and strengthen school systems leading to sustainable improvement. The primary needs identified in the Comprehensive Needs Assessment become the foundation for the Schools Integrated Action Plan. The LEA Integrated Action Plan is based on the School/s’ Comprehensive Needs Assessment findings. It supports the implementation of the School Integrated Action Plan.

Comprehensive Needs Assessment

Professional Learning Modules

CSI LA Training PPT Guidance Document

CSI Identified List Find Your CSI Specialist

Professional Learning: Data Analysis

New CSI Low Achievement Schools will be identified in for SY2022-23 using 2022 data.

Identification Criteria

K-8 Schools

Proficiency 60%
Growth 20%
EL (Achievement and growth) 10%
Chronic Absenteeism 10%

9-12 Schools

Proficiency 60%
Graduation Rate 20%
EL (Achievement and growth) 10%
Drop-out 10%

Schools Serving a Combination to include Grade 12

Schools Serving a Combination NOT including Grading 12

Proficiency 60%
EL (Achievement and growth) 10%
Growth 20%
Chronic Absenteeism 5%
Drop-out 5%

Comprehensive Support and Improvement- low achievement schools exit criteria:

A minimum of two consecutive years of increased student proficiency on the state assessment; and
Implementation of school improvement goals, strategies, and action steps in state required Integrated Action Plan; and
Score on four indicators above bottom 5% of Title 1 schools.

The new K-2 model is based on the following criteria

Proficiency and English language learning (EL) based on the AZELLA statewide test for English language learning proficiency levels-10%
Proficiency is based on the statewide assessment and alternative assessment for English Language Arts(ELA) and Math statewide tests-90%

Exit criteria:

A minimum of two consecutive years of increased student proficiency on the state assessment; and
Implementation of school improvement goals, strategies, and action steps in state required Integrated Action Plan; and
Score on four indicators above bottom 5% of Title 1 schools.

CSI schools are identified every three years

Comprehensive Support and Improvement

CSI Low Graduation Rate (CSI-G)

Every Student Succeeds Act (ESSA) requires that state educational agencies to identify ALL public high schools in the state failing to graduate one third or more of their students.

Therefore, we have identified two groups:

Over 100 Total School Enrollment	High schools with student enrollment above 100 (whole school) that are graduating less than 66.7% of thier 5-year cohort.
Under 100 Total School Enrollment	High schools with student enrollment under 100 (whole school) that are gradutating less than 66.7% of thier 5-year cohort.

*Special Note: Enrolled students is defined as the number of students in a school’s October 1 report that coincides with the identification year.

At the state educational agency discretion, with respect to any high school in the State identified, the State educational agency may permit differentiated improvement activities that utilize evidence-based interventions in the case of such a school that

predominantly serves students returning to education after having exited secondary school without a regular high school diploma.

or

who, based on their grade or age, are significantly off track to accumulate sufficient academic credits to meet high school graduation requirements, as established by the State.

and

in the case of such a school that has a total enrollment of less than 100 students, permit the local educational agency to forego implementation of improvement activities.

Any high school having a total enrollment of less than 100 students can forgo implementation of improvement activities or opt in per ESSA guidelines. If a high school with less than 100 students opt in for improvement activities, they must meet all programmatic requirements and must meet the criteria to exit.

Please note: All high schools identified for low graduation rate will retain their identification status until exit criteria have been met.

Programmatic Requirements Grad Rate Training PPT CSI G Over 100 Schools CSI G Under 100 Schools Find Your Specialist

Federal Targeted Support and Improvement (TSI) Schools and Additional Targeted support and Improvement (aTSI) Schools

ESSA designates two types of TSI schools; ATSI, identified every three years, and TSI, identified annually, using three years of data. Additional Targeted Support and Improvement (aTSI) Schools are the schools that were first identified for SY 2018-19, based on Spring 2018 AzMERIT scores. They are any school with any subgroup of students, that on its own, would lead to identification as a Comprehensive Support and Improvement School. They are reidentified every three years. If they don’t meet exit criteria by the end of the 4th year, Title 1 schools become Comprehensive Support and Improvement Schools, beginning 2024-25.

Targeted Support and Improvement (TSI) Schools are any school with consistently underperforming subgroups.

Criteria:

• The N count is 20

• All major subgroups are included (major ethnic/racial groups, IE12 (formerly economically disadvantaged), SWD (student with disabilities) and ELFEP14 (English Langauge Learners)

• Subgroup achievement in the bottom 5% (less than 22 total points earned) of Title I schools based on CSI LA criteria

Exit Criteria:

• a minimum of one year of increased achievement for SY 2022-23 only; 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

• subgroup achievement above bottom 5% (at or above 22 total points earned) of Title l schools. considering all applicable criteria.

aTSI/TSI Training PPT aTSI/TSI List of Schools Guidance Document

Artifact #1 Patterns, Trends, & Unique Needs form

Artifact #2 Plan for Support template

Cohort 7 Application is OPEN NOW!!!

Vision

ELEVATE seeks to improve LEA and school systems in order to significantly increase and sustain quality outcomes for all Arizona Students.

Mission

ELEVATE develops and empowers LEA and school leaders to focus on improving teaching and learning that results in rapid and significant gains in student achievement.

ELEVATE Theory of Action

If we develop leaders' skills and competencies to facilitate systemic change by creating and sustaining:

a high quality, cohesive instructional infrastructure
a strong culture of learning and high expectations for all
a strategic, evidence-based talent management system

Then student achievement significantly improves, and student subgroup achievement gaps are reduced.

How is the Program Structured?

The two year program includes a two day LEA Leadership Team Boot Camp and four two and a half day LEA and School Leadership Team convenings each year.

Participants:

LEA Leadership Team, Superintendent plus key LEA leaders, SPED, Teaching and Learning, Federal Programs as meets the needs of individual contexts
School Leadership Teams, Principal plus a 3 or 4 person school leadership team

ELEVATE focuses on the levers of LEA and school systems

Culture
Talent Management
Instructional Infrastructure

Elevate Brochure Elevate Fact Sheet Apply for Cohort 7