Welcome!
Thank you for reading the April issue of the TSI newsletter. We hope that this is a source of information and support for schools identified for targeted support and improvement (TSI) and additional targeted support and improvement (ATSI).
In this edition you can read about utilizing evidence-based practices, literacy resources for exceptional education teachers, and information about a World-Class Instructional Design and Assessment (WIDA) self-paced workshop about literacy across content areas.
Utilizing Evidence-Based Practices in TSI/ATSI Schools
Under the Every Student Succeeds Act (ESSA), schools identified for TSI and ATSI are required to anchor their improvement efforts in evidence-based practices.
TSI and ATSI improvement plans must include at least one evidence-based practice that meets the definition of “evidence-based” under ESEA Section 8101(21) and is implemented to improve student outcomes. This requirement ensures that strategies included in the comprehensive school improvement plan (CSIP) are grounded in research rather than preference or convenience.
ESSA defines four levels of evidence that guide this work. Strong evidence is supported by at least one well-designed and well-implemented experimental study. Moderate evidence comes from quasi-experimental studies with rigorous design. Promising evidence is based on correlational studies that include statistical controls for selection bias. Finally, a practice may “demonstrate a rationale” if it is grounded in high-quality research or prior evaluations and includes a clear plan for ongoing evaluation. These tiers provide flexibility while maintaining a consistent expectation that school improvement decisions are rooted in credible evidence.
The more complex challenge for schools is not understanding these tiers, but knowing how to find and apply appropriate evidence. Schools benefit from using curated research sources and “clearinghouses” that synthesize findings and make them more accessible. A primary resource in this process is the What Works Clearinghouse (WWC), which reviews research on programs, practices and policies and applies rigorous standards to determine effectiveness. The WWC helps answer a central question for school improvement: what works, for whom, and under what conditions. By using WWC intervention reports and practice guides, schools can identify strategies that align to their identified needs and meet ESSA evidence requirements.
However, the WWC is only one of several available resources. Other sources include Evidence for ESSA, the Best Evidence Encyclopedia and the ERIC database, among others. Each of these tools provides access to synthesized research, allowing educators to compare interventions, examine levels of evidence and determine relevance to their specific context.
Federal guidance reinforces that schools should explore the broadest possible range of evidence when selecting strategies. This includes considering whether the research was conducted in settings or populations similar to their own and whether the school has the capacity to implement the strategy effectively. This is important for TSI/ATSI schools. Schools should ask themselves, “What does this research say about our targeted subgroup?” The process of selecting evidence-based practices should follow a continuous improvement cycle: identifying local needs, selecting relevant evidence-based interventions, planning for implementation, implementing with fidelity and monitoring outcomes to inform adjustments.
It is also important to recognize that selecting an evidence-based practice is not the final step. The effectiveness of any strategy depends on how well it is implemented and monitored. Schools should clearly articulate why a strategy was selected, what evidence supports it and how success will be measured over time. This level of intentionality strengthens both the quality of the CSIP and the likelihood of improved student outcomes.
Featured Spotlight School: Pikeville High School
Pikeville High School offers a strong model for TSI and ATSI schools seeking practical, student-centered approaches to sustained improvement. One of the most valuable aspects you’ll see on a visit is the school’s clear commitment to the whole student. Rather than focusing solely on academic outcomes, Pikeville integrates academic, social and extracurricular supports to create a comprehensive student experience. This is especially relevant for schools working to address multiple subgroup needs, as it demonstrates how engagement and achievement can be developed simultaneously.
The school’s use of structured supports such as a tiered intervention system and Extended School Services (ESS) provides a clear example of how to build systems that respond to student needs in real time. These supports are not isolated programs, but part of a coordinated approach that includes individualized tutoring, targeted instruction and ongoing monitoring. For TSI and ATSI schools, this offers a tangible model for aligning interventions to identified needs within a CSIP.
Equally important is Pikeville’s focus on school culture. Through initiatives that promote leadership, collaboration and student ownership, the school has created an environment where expectations are high and students are supported in meeting them. This culture is reinforced through strong community partnerships and a shared vision across stakeholders, which contributes to both academic success and long-term sustainability.
A visit to Pikeville High provides an opportunity to see how intentional systems, aligned supports and a strong culture can work together to drive continuous improvement.
Whether you prefer an on-site tour or a virtual discussion, you'll find the contact information for arranging your experience on each Spotlight School's story card. For general inquiries about the Spotlight Schools program, please use the contact details in this newsletter.
|
