Welcome to School Support and Improvement
COVID ADDENDUM (WAIVER) APPROVED
Arizona’s February 4, 2022, request to the U.S. Department of Education to amend its approved consolidated State plan under the Elementary and Secondary Education Act of 1965 (ESEA), using the COVID-19 State Plan Addendum has been approved.
Arizona requested these amendments to account for short-term changes to its system of annual meaningful differentiation for school year 2021-2022 due to extraordinary circumstances related to the COVID-19 pandemic and in response to the waivers the Department granted Arizona from the accountability requirements of the ESEA for the 2019-2020 and 2020-2021 school years and the assessment requirements for the 2019-2020 school year.
Specifically, Arizona’s approved one-time amendments are:
- Shift forward long-term goals for academic achievement, graduation rate, and progress in achieving English language proficiency by two years.
- For K-8 schools, increase the weight of the Other Academic indicator for elementary and secondary schools that are not high schools (student growth) and correspondingly decrease the weight of the School Quality or Student Success indicator (chronic absenteeism).
- Growth 28%
- Chronic absenteeism 2%
- For school serving students in grades 8-12, eliminate chronic absenteeism as a School Quality or Student Success indicator and use only dropout rates.
- No chronic absenteeism-total points available 95 points
- Identify schools for targeted support and improvement due to consistently underperforming subgroups (TSI) using the most recently available three school years of data.
- Omit the 2019-2020 and 2020-2021 school years when determining whether a school has met the statewide exit criteria for comprehensive support and improvement (CSI) and additional targeted support and improvement (ATSI) schools.
- CSI must exit based on SY22-23 data-More rigorous Options will apply in SY23-24
- ATSI Schools must exit based on SY23-24 data or become CSI in SY24-25
- For CSI and ATSI schools identified in fall 2022, revise the exit criteria for fall 2023 only. In order to exit, a school have must: 1) increase academic achievement for a minimum of one year (rather than for two consecutive years, as previously required); 2) no longer meet the identification criteria; and (3) implement school improvement goals, strategies, and action steps in the State-required Integrated Action Plan.
ADE Vision:
Equity for all students to achieve their full potential.
ADE Mission:
Arizona Department of Education advances equity and excellence for all students by serving school leaders, educators and staff, collaborating with communities, and leading with data-driven best practices.
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:
- Training, support and guidance in the four domains of equitable learning (Strengths-Based Leadership, Culture Renovation, Instructional Transformation and Talent Management)
- Ongoing support of the CNA, RCA and IAP improvement process
- Technical assistance for compliance and monitoring;
And the LEAs and schools
- Apply the training, support and guidance of the four domains to their individual contexts
- Design targeted integrated action plans that address long-term and short-term goals
- Develop data-based discussions that assess impact of their strategies and action steps;
Then, LEAs and schools will develop equitable learning environments that ensure success;
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
Planning for FY23
As we continue to move forward this year, the FY23 Planning Phase is quickly approaching. We recommend that planning for FY23 begin in November 2021. We created a Timeline and Checklist document to support you and your team with all the resources for success.
Click here to access the FY23 CNA, RCA, IAP Timeline & Checklist
Click Here for Guidance Document
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
- Proficiency 60%
- EL (Achievement and growth) 10%
- Growth 15%
- Chronic Absenteeism 5%
- Graduation 5%
- Drop-out 5%
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
Click Here for Guidance Document
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 equity, improving teaching and learning that results in rapid and significant gains in student achievement
ELEVATE Theory of Action
If we develop equity-focused 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 eliminated.
ELEVATE is a two-year executive leadership program developed and supported by the Arizona Department of Education and WestED. The program focuses on developing the knowledge, competencies and skills of leaders as they work toward systemic change within schools and LEAs.
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
