A school's Profile of Performance and its school improvement status are related but are not the same. Federal law establishes three levels of support:
- Comprehensive Support and Improvement (CSI): Identifies at least the lowest-performing 5% of schools and certain other schools required by federal law.
- Additional Targeted Support and Improvement (ATSI): Identifies schools with a student group performing at the same level
as students in the lowest-performing schools.
- Targeted Support and Improvement (TSI): Identifies schools with consistently underperforming student groups, using a
state-defined standard, and is identified annually.
States can use the ATSI standard to define underperformance for TSI when identification occurs annually.
Illinois uses an annual
approach for all support levels.
Illinois identifies TSI based on Comprehensive student group performance and identifies ATSI from
within those schools using the same methodology used to determine CSI eligibility, and uses TSI to refer to both groups simultaneously, as
the level of support and expectations are the same.
Schools generally have one planning year and up to three years of implementation to meet exit criteria. Schools that remain
Comprehensive after completing the CSI improvement cycle receive more rigorous interventions through Intensive School Improvement.
Long-Term Goals and Measures of Interim Progress
ESSA requires Illinois to establish long-term goals and measures of interim progress for all students and applicable student
groups. Illinois reports goals and progress in:
- Academic achievement: English language arts, mathematics, and science
- Graduation: Four-, five-, and six-year graduation rates
- English language proficiency: Progress toward English language proficiency
The long-term goals establish where Illinois expects performance to be over time. Measures of interim progress provide benchmarks for
determining whether the state, districts, schools, and student groups are making progress toward those goals.
Illinois Long-Term Goals and Measures of Interim Progress