Welcome to School Support and Improvement

New Comprehensive Needs Assessment - CNA Draft

CNA Feedback Form

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

States are required by the Every Student Succeeds Act (ESSA) to identify the lowest-performing schools that receive Title I, Part A funds for Comprehensive Support and Improvement for Low Achievement. The state is required to identify no less than 5% of the Title I schools in the state, every three years. All Title I schools with a CAS value are ordered by score. Federal School Improvement determines the statewide Achievement Threshold for the lowest performing Title I schools in the state, capturing no less than 5% of the eligible Title I schools. All Title I schools with a score below the statewide Achievement Threshold are identified for Comprehensive Support and Improvement-Low Achievement. CSI-LA schools must exit identification within four years of identification. Schools that fail to exit CSI-LA in time may be transitioned to MRO status.

CSI LA Training PPT Guidance Document

CSI Identified List

Professional Learning: Data Analysis

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

Identification Criteria

The Low Achievement identification (CSI-LA) is a comprehensive evaluation of a school’s ability to educate, prepare, promote, and empower students. Each school model has a different balance of performance indicators to reflect variation across school types.

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

K–2 Proficiency is calculated using the Grade 3 assessment results of former students at the K–2 school, provided the former K–2 students were FAY at the K–2 school for the two years prior to their third-grade assessments (in both first and second grades).

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

CSI-LA schools are identified based on the CAS and/or SAS values earned in an identification year. While the statewide Achievement Threshold changes from year to year, a population’s achievement target remains stable at the level that qualified the population for identification. To exit identification, the population must produce a statistically valid CAS and/or SAS value showing two years of improvement over their identification score, and finish with a score above the Achievement Threshold. CSI-LA schools that fail to exit in four years become eligible for more rigorous options (MRO).

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 Find Your Specialist

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

States are required by ESSA to identify schools, regardless of Title I status, with underperforming subgroups as compared to the statewide Achievement Threshold set forth in the CSI-LA process. ATSI identification occurs every three years, in conjunction with CSI-LA identification. The most recent ASTI identification occurred in fall of 2022, using data from SY 2021–2022. The next ATSI identification is scheduled for fall of 2025, using data from SY 20242025. Subgroup achievement scores (SAS) are calculated for every subgroup in every school in the state, as if the population in the subgroup were a school unto itself. Only subgroups meeting the N=20 requirement to receive points for the Proficiency Indicator during an identification year are eligible for Additional Targeted Support and Improvement. Any school with an eligible subgroup with a SAS value below the statewide Achievement Threshold is identified for Additional Targeted Support and Improvement.

A subgroup population’s subgroup achievement score (SAS) is calculated with the following formula:

ATSI Subgroup Formula.png

Subgroup Formula for Additional targeted and Improvement

ATSI schools who receive funding from Title I, Part A must exit within four years. Such schools will progress to be identified for CSI-LA if they fail to exit a subgroup from ATSI after four years. Any Additional Targeted Support and Improvement school identified in 2018–2019 that does not exit after four years, will be identified as a Comprehensive Support and Improvement school in fall of 2024, using data from the 2023–2024 school year. ATSI schools may exit in the same manner as CSI-LA schools: by showing two years of improving SAS values for their identified subgroups and finishing above the achievement target.

ATSI schools are identified based on the CAS and/or SAS values earned in an identification year. While the statewide Achievement Threshold changes from year to year, a population’s achievement target remains stable at the level that qualified the population for identification. To exit identification, the population must produce a statistically valid CAS and/or SAS value showing two years of improvement over their identification score, and finish with a score above the Achievement Threshold.

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

Artifact #1 Patterns, Trends, & Unique Needs form

Artifact #2 Plan for Support template

TSI Identification

The Federal School Improvement unit, in conjunction with input from the ADE Accountability unit, based the first true TSI identification (Fall 2022) on a comparison between subgroup performance and the statewide mean and standard deviation, regardless of school model. Data from every subgroup in every school are treated as if they come from a unique school population.

This process is repeated every year. Any school with one or more consistently underperforming subgroups will be identified for Targeted Support and Improvement (TSI). Consistently underperforming subgroups are defined as those subgroups with SAS values below each year’s TSI Threshold in each of the prior three years of most current data. The most recent TSI Thresholds are included below.

All schools may be identified for TSI, regardless of Title I status, and may be identified for more than one subgroup population. It is possible to be identified for ATSI and TSI for a subgroup (or any combination of ATSI/TSI for any combination of subgroups). It is also possible to be identified for TSI and be identified for CSI-G and/or CSI-LA.

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