Clearfield County CTC
Comprehensive Support and Improvement Schools (CSI): ESSA requires each State to develop a plan to identify schools for support and improvement. CSI schools must include at least the lowest-performing 5 percent of a State’s Title I schools, as well as any high school - Title I or not - with an adjusted cohort graduation rate of 67 percent or less. CSI schools will be identified every three years, beginning fall 2018.
Schools identified will begin a collaborative process - inclusive of State, Local Education Agencies (LEAs), schools, and their communities - to develop action plans and implement evidence-based programs for improvement. See attached for additional information.
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Schools identified will begin a collaborative process - inclusive of State, Local Education Agencies (LEAs), schools, and their communities - to develop action plans and implement evidence-based programs for improvement. See attached for additional information.
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Targeted Support and Improvement (TSI): ESSA requires each State to develop a plan to identify schools for support and improvement. TSI designations will function as an early warning system for at-risk student groups and as a signal to schools that may be at future risk for more intensive accountability cycles, such as CSI and ATSI. TSI designations apply to schools in which performance by one or more student groups falls at or below established thresholds drawn from the most recent single year of performance data. TSI schools will be identified every year beginning fall 2019.
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Additional Targeted Support and Improvement (ATSI): ESSA requires each State to develop a plan to identify schools for support and improvement. ATSI designations apply to schools in which performance by one or more student groups falls at or below the level of the bottom 5 percent (CSI) schools. ATSI schools that receive Title I funds and that do not meet state-defined targets over a four-year period may be subject to CSI requirements. ATSI schools will be identified every three years, beginning fall 2018.
Schools identified will begin a collaborative process - inclusive of State, Local Education Agencies (LEAs), schools, and their communities - to develop action plans and implement evidence-based programs for improvement. See attached for additional information.
Download Adobe Acrobat Reader
Schools identified will begin a collaborative process - inclusive of State, Local Education Agencies (LEAs), schools, and their communities - to develop action plans and implement evidence-based programs for improvement. See attached for additional information.
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Current and Previous Performance Comparison
Increase in Performance from the Previous Year
Maintained the Same Performance from
the Previous Year
the Previous Year
Decrease in Performance from the Previous Year
Progress Towards Goal/Standard
Meets or Exceeds Statewide Goal
Meets or Exceeds Interim Target
Not Meeting Statewide Goal/Interim Target
Insufficient Information or Not Applicable
IS- Insufficient Sample
IT- Insufficient Testers
NA- Not Applicable
Color coding and arrows provide information about school progress.
State Assessment Measures
Percent Proficient/Advanced in English Language Arts/Literature
All Student Group
Academic Growth Expectations in English Language Arts/Literatures
All Student Group
Percent Proficient/Advanced in Mathematics/Algebra 1
All Student Group
Academic Growth Expectations in Mathematics/Algebra 1
All Student Group
On-Track Measures
Percent English Language Growth and Attainment
All Student Group
Percent Regular Attendance
All Student Group Did Not Meet Performance Standard
College and Career Measures
Percent Career Standards Benchmark
All Student Group Exceeds Performance Standard
Percent Four-Year Cohort Graduation
All Student Group