Federal Accountability

Roadmap to Readiness

To learn more about the School Performance and Support Framework that aligns both federal and state accountability visit the Roadmap to Readiness: Resource Hub.

Overview 

As authorized under the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA), the United States Department of Education (USED) requires each state to have a Consolidated State Plan.  Virginia's Consolidated State Plan provides parents with quality, transparent information about how ESEA will be implemented in the state. 

 Federal Accountability Indicators

The School Performance and Support Framework uses the federal accountability indicators required by the Every Student Succeeds Act (ESSA) to identify schools for support and improvement: Comprehensive Support and Improvement (CSI), Targeted Support and Improvement (TSI), and Additional Targeted Support and Improvement (ATSI).

Federal Identification Status

Comprehensive Support and Improvement (CSI)

The lowest five percent of Title I schools, plus any high school with a federal graduation rate below 67 percent, are identified for comprehensive support and improvement based on the performance of all students. Schools are identified every three years. In addition, Title I -ATSI schools that do not exit after three consecutive years become CSI upon the fourth year.

Targeted Support and Improvement (TSI) 

Schools with low-performing student groups are identified for targeted support and improvement annually. Title I schools and non-Title I schools are identified.

Identification Process:

Schools will be identified using the cut point on the School Performance and Support Framework for All Students that determined the lowest-performing 5% of Title I schools requiring comprehensive support and improvement (CSI). This threshold for each school level (elementary, middle and high) will be identified and calculated every year, regardless of whether or not Virginia is identifying schools for CSI in that particular school year. 

If the weighted score for any individual group of students in any school is below the score of the highest-performing school in CSI (based on All Students’ data) for that school level, and lower than the Reading, Math, and Science Performance (as applicable) indicators for that school level, then the school will be identified for Targeted Support and Improvement. the school will be identified for Targeted Support and Improvement.  Note: the student group size is 15. 

• Step 1: Identify the threshold on the School Performance and Support Framework for All Students that determined the lowest-performing 5% of Title I schools requiring Comprehensive Support and Improvement (CSI) for each school type (Elementary, Middle, and High School).
• Step 2: Identify schools that have a student group(s) (15 or more) with a weighted score for any individual group of students below the applicable school type threshold.
• Step 3: Of the schools identified in Step 2, retain schools that have a student group(s) below the applicable school type threshold in Reading, Math, and Science Performance (as applicable) Indicators using Percentage. Schools or student groups with a missing indictor of Science will be based on performance in Reading and Math. 

2024-2025 Thresholds for Elementary, Middle and High School

Additional Targeted Support and Improvement

Additional targeted support and improvement schools are identified every three years. From among schools identified for targeted support and improvement, any school with one or more student groups performing below the level of the highest performing comprehensive support and improvement school is identified.

 Schools Identified for Support and Improvement

• 2025-2026 (XLS) 
• 2024-2025 (XLS)
• 2023-2024 (XLS)
• 2022-2023 (XLS)
• 2021-2022 (XLS)
• 2020-2021 (XLS)
• 2019-2020 (XLS)
• 2018-2019 (XLS)

Long Term Goals and Interim Measures of Progress

In accordance with ESSA requirements, long term goals and interim measures of progress (“targets”) are established for Reading Performance, Mathematics Performance, Chronic Absenteeism, the Federal Graduation Index (FGI), and English Learner (EL) Progress.

Measures of interim progress have been adjusted (targets for accountability year 2020-2021 have been “shifted forward” to 2022-2023 in order to account for the two waived accountability years in 2020-2021 and 2021-2022) for Chronic Absenteeism, EL Progress, Mathematics Performance, English Reading Performance, and FGI.

If fewer than fifteen students are present in a student group for an indicator, the student group's performance is not reported and is excluded from the federal accountability calculation for the school.

Reading

 **Student groups that meet or exceed the target must improve from the previous year.

Mathematics 

 **Student groups that meet or exceed the target must improve from the previous year.

Chronic Absenteeism

 **Student groups that meet or exceed the target must improve from the previous year.

Federal Four-Year Graduation Rate

**Student groups that meet or exceed the target must improve from the previous year.

English Learner Progress