Welcome!
Thank you for reading the May 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 end of the school year reflections for TSI and ATSI schools, resources for specific learning disabilities and information about a World-Class Instructional Design and Assessment (WIDA) self-paced workshop for mathematics.
This will be the final edition for the 2025-2026 school year. Our next edition will be in August.
End of the School Year Reflections for TSI and ATSI Schools
As the school year comes to a close, TSI and ATSI schools have an important opportunity to pause, reflect and evaluate the impact of their improvement efforts before beginning the next cycle of planning. End-of-year review and data reflection should be viewed as more than a compliance activity. It is a critical component of continuous improvement that allows school and district leaders to identify what worked, what did not and what adjustments are necessary to better support students moving forward.
The most effective reflection processes begin by returning to the goals, objectives and strategies outlined in the comprehensive school improvement plan (CSIP) and TSI/ATSI addendum. Teams should ask a foundational question: Did the strategies implemented this year lead to measurable progress for the identified student groups? This conversation should be grounded in multiple sources of evidence, including assessment data, progress monitoring tools, classroom walkthroughs, attendance patterns, behavior trends, intervention data and stakeholder feedback.
For many schools, the end of the year reveals both successes and unfinished work. Some strategies may have produced positive outcomes but lacked consistency across classrooms or grade levels. Others may have been implemented with fidelity but failed to produce the expected results. Both findings are valuable. Continuous improvement depends on honest reflection and a willingness to refine systems rather than simply repeating previous efforts.
School and district leaders should also examine subgroup performance trends carefully. TSI and ATSI identification is rooted in subgroup performance, making it essential to analyze not only overall achievement, but also patterns within the identified student groups. Leaders should look for areas of growth, persistent gaps and signs of improvement momentum. In some cases, small gains may indicate that systems are beginning to move in the right direction even if accountability outcomes have not yet fully shifted.
The end-of-year review process also should include reflection on resource allocation and systems of support. Schools should evaluate whether time, staffing, funding and professional learning were aligned to the highest-priority needs identified in the CSIP. This is especially important for TSI and ATSI schools as they respond to critical resource inequities. Identifying where supports were effective, insufficient or underutilized can strengthen planning for the upcoming school year.
Stakeholder voice remains an important part of this process. Teachers, interventionists, counselors, families and students often provide valuable insight into barriers, successes and opportunities for improvement that may not appear in quantitative data alone. Creating space for meaningful stakeholder reflection can help schools better understand how improvement efforts were experienced throughout the year.
Ultimately, schools that engage in honest, data-informed reflection are better positioned to make intentional decisions, prioritize the right work and sustain improvement over time. For TSI and ATSI schools, this process creates a bridge between one year’s implementation and the next year’s planning cycle. When reflection is purposeful and aligned to student needs, it becomes one of the most powerful tools schools have for driving continuous improvement and improving outcomes for all learners.
Free Leadership Development Through National Institute for School Leadership
The Kentucky Department of Education’s Office of Continuous Improvement and Support has partnered with the National Center on Education and the Economy (NCEE) to implement its National Institute for School and System Leadership (NISL) program.
This nationally recognized leadership development program was designed to help school and district leaders transform schools into high-performing learning environments and has been in place in Kentucky for the past 15 years. NCEE’s National Institute for School and System Leadership program is the most widely used research-proven professional learning program for school leaders in the country.
Built on decades of research into the world’s highest-performing and most rapidly-rising education systems, NISL equips leaders with the skills, strategies and vision to drive meaningful and sustainable change. This experience prepares leaders to explore global education trends, set a clear strategic vision, design rigorous instructional systems and build a culture of continuous improvement, ethical leadership and long-term school success. The monthly interactive experience focuses on the key themes for capacity-building and for transforming the school as an organization while improving student success.
School and district staff interested in participating in this free professional learning are encouraged to complete the NISL interest form no later than June 1. Questions regarding the training opportunity should be directed to Charlotte Jones.
Featured Spotlight School: Cold Hill Elementary
TSI and ATSI schools looking to strengthen school culture, student engagement and systems of support should consider visiting Cold Hill Elementary School (Laurel County) to see how a highly collaborative, relationship-driven approach can positively impact student outcomes.
Serving a student population with significant percentages of economically disadvantaged students and students with disabilities, Cold Hill Elementary School in Laurel County demonstrates how strong systems, intentional data use and a deeply supportive culture can work together to drive sustained success. Visitors can learn how the school uses multiple data sources to guide instruction and interventions, while also creating a welcoming environment where students and families feel valued and connected.
The school’s emphasis on student goal-setting, family engagement and shared ownership across all staff members provides practical examples of how continuous improvement can become embedded into daily practice.
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.
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