The Every Student Succeeds Act (ESSA) is the cornerstone of federal legislation for K-12 public education, mandating that states ensure public schools are accountable for student achievement. In line with ESSA, New York State has implemented a comprehensive set of indicators to evaluate the performance of both schools and districts. This evaluation process is crucial for determining the appropriate support and resources needed to foster continuous improvement at both school and district levels. All public schools within New York State are assigned to a specific support model based on these accountability measures, designed to guide schools and districts in their goal-setting and improvement strategies. For instance, parents and educators at P.s. 29 John M Harrigan and other schools across the state can refer to these models to understand their school’s designation and the resources available to them.
Decoding School Accountability Support Models in NY
New York State employs four distinct support models for schools, each tailored to address different performance levels and needs:
| Support Model | Definition |
|---|---|
| Comprehensive Support and Improvement (CSI) | CSI designation is assigned to a minimum of the lowest-performing 5% of elementary and middle schools receiving Title I, Part A funds, along with any non-Title I elementary/middle schools meeting the identification criteria. It also includes a minimum of the lowest-performing 5% of high schools receiving Title I, Part A funds, plus any non-Title I high schools meeting the criteria. CSI schools are identified every three years based on the performance of the ‘All Students’ accountability group, ensuring a focus on overall student body progress. |
| Additional Targeted Support and Improvement (ATSI) | Schools are identified for ATSI if a specific ‘Targeted Support and Improvement’ (TSI) subgroup within the school does not demonstrate sufficient progress to exit its TSI status within the timeframe specified by state regulations. This model is designed for schools requiring more prolonged support for specific student groups. |
| Targeted Support and Improvement (TSI) | TSI identification is triggered by the consistently low performance of specific accountability subgroups—other than the ‘All Students’ group—for two consecutive years. These subgroups include: 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 initial year of identified low performance, the subgroup is designated as ‘Potential TSI,’ allowing for early intervention and focused support. |
| Local Support and Improvement (LSI) | Schools that do not meet the criteria for CSI, ATSI, or TSI are categorized under Local Support and Improvement (LSI). LSI designation signifies that these schools are expected to continue leveraging locally established systems and processes for ongoing improvement efforts. For schools like P.S. 29 John M Harrigan, LSI means maintaining their current improvement strategies without changes in state regulatory requirements. |
District Accountability Support Models Explained
Similar to schools, districts in New York State are also categorized into accountability support models, ensuring a cohesive approach to improvement across the entire education system. The district support models are:
- Local Support and Improvement (LSI)
- Target District
| Support Model | Definition |
|---|---|
| Local Support and Improvement (LSI) | A district receives an LSI designation if none of its schools are identified for CSI, ATSI, or TSI, and if no subgroup at the district level is identified for these categories. Districts under LSI, much like LSI schools, continue their improvement efforts using locally established systems without alterations to state regulatory requirements. |
| Target District | A district is identified as a Target District if any of its schools are designated as CSI, ATSI, or TSI. The designation also applies if any subgroup at the district level meets the criteria for CSI, ATSI, or TSI. This model ensures that districts with schools needing more intensive support are also recognized and can access necessary resources. |
For parents and community members seeking detailed information, the Accountability Fact Sheet for Parents offers further insights. Additional resources about ESSA Accountability Designations are available on the NYSED website.
To access the accountability statuses and support models for all districts, schools, and subgroups in New York State, please refer to this comprehensive list.
It’s important to note that the Support Model identified for this District/School is Local Support and Improvement, reflecting a commitment to ongoing educational enhancement within the existing framework.
