The New York State Education Department (NYSED) has released its list of public schools and districts designated as “CSI” (Comprehensive Support and Improvement) and “TSI” (Targeted Support and Improvement) based upon students’ standardized test scores from the 2016-2017 and 2017-2018 school years.
Based upon that data, the Liberty Central School District was identified by NYSED as a Targeted District. The Liberty Middle and High School was identified as a “TSI” building.*
Liberty Elementary School was identified as a school in good standing. (Liberty Elementary School was previously considered to be a Focus School, a designation similar to “TSI.”)
“I am extremely proud of Mrs. Harris, Mr. England and the entire staff at Liberty Elementary for their dedication to our students,” Superintendent Dr. Augustine E. Tornatore said. “Their hard work is why the school is now in good standing.”
*Since NYSED is basing its designation off of the 2016-17 and 2017-18 school years, the Liberty Middle and High School was considered as one single building. Since then, the schools were reconfigured as two separate schools with two separate principals. We’re confident that this will adjust next year’s accountability designation and remove Liberty Middle School from the TSI list.
What is the criteria behind the designation?
The driving force behind NYSED’s district designations is the federal Every Student Succeeds Act (ESSA.) ESSA was signed into law in December 2015 and replaced the No Child Left Behind (NCLB) legislation.
These designations are largely based on student performance and growth on the state’s English Language Arts and Math assessments that are administered every spring to students in grades 3-8. Other factors include the number of students participating in the NYS 3-8 assessments, chronic absenteeism and graduation rate. A closer look at how ESSA views student performance is located at the bottom of this page.
What’s next for the district?
The district believes these designations will provide an opportunity to grow and learn. Administrators and faculty have begun developing new curricula and will continue to monitor performance data and provide targeted professional development to ensure that all students achieve at his or her highest level, progress every year, attend school every day, graduate on time and feel ready for the world of college or careers.
TSI schools are required to develop a School Comprehensive Education Plan which identifies needs and evidence-based intervention solutions and seek input from parents, staff and students through an annual survey.
Where can I learn more information?
For additional information, please:
- visit the NYSED website;
- click here to read a two page parent fact sheet provided by NYSED; or
- read below to learn more about how ESSA views student performance.
How does ESSA view student performance?
ESSA views student performance in these categories:
- Composite Performance: This is a measure of how well elementary and middle school students are performing on the state’s English Language Arts (ELA), math and science exams. For high schools, it is a measure of student performance in ELA, math, science and social studies exams.
- Student Growth: This is a measure of student improvement on statewide assessments in ELA and math for students in grades 4-8. Scores are compared to similar scores in the prior year(s).
- Academic Progress: This is measured by looking at progress on ELA and math state assessments against the long-term and short-term goals assigned by the state.
- Graduation Rates: This indicator is a measure of the four-, five-, and six-year cohort graduation rates, compared to the long-term and short-term goals assigned by the state.
- English Language Proficiency: This indicator measures the progress of English Language Learners (ELLs) in meeting their individual goals on the New York State English as a Second Language Achievement Test (NYSESLAT).
- Chronic Absenteeism: Chronic Absenteeism is determined by comparing the percentage of students who miss 10 percent or more days of instruction against long-term goals and short-term goals set by the state for each school/district.
- College, Career and Civic Readiness (CCCR): The College, Career and Civic Readiness indicator is determined by the percentage of students who leave school prepared for college, career and civic readiness. The number of diplomas, credentials, advanced course credits and enrollments a school has, as well as the number of career and technical education certifications, compared in long-term and short-term goals are factored into the school’s score.
The law categorizes and assesses student performance in these 10 subgroups:
- All students
- American Indian or Alaska Native
- Black or African American
- Hispanic or Latino
- Asian or Native Hawaiian/Other Pacific Islander
- English Language Learners
- Students with Disabilities
- Economically Disadvantaged
ESSA views the data over a two-year period. So, a school’s subgroups must have success for two consecutive years to be considered in “good standing.” After two years of one or more subgroups failing to meet expectations, that school and district is no longer in “good standing.”
All schools are given one of these four designations:
- Recognition School: A school that is high-performing or rapidly improving. The anticipated release of Recognition School designations is the spring of 2019.
- School in Good Standing: A school that does not have any underperforming student subgroups.
- Targeted Support and Improvement School (TSI): TSI schools have at least one low-performing subgroup.
- Comprehensive Support and Improvement School (CSI): CSI schools have an “all students” subgroup with underperformance in the bottom 5 percent of all schools in the state and, for high schools, a four-year graduation rate below 67 percent.