Nevada Department of Education explains ATSI designation, exit rules and supports for schools
October 14, 2025 | Department of Education, Executive Agencies, Organizations, Executive, Nevada
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Blakely Hume, lead on ATSI school designations on the School Improvement Team in the Office of Student School Supports at the Nevada Department of Education, delivered a recorded presentation explaining how schools are designated for Additional Targeted Support and Improvement (ATSI), how they can exit that status, and what responsibilities and supports are required of schools and local education agencies.
Hume said Nevada uses the NSPF index to calculate subgroup population performance and that “if any subgroup … score at or below the fifth percentile statewide, then the school is designated as ATSI.” The designation is intended “to make sure that we're lifting up all students,” she said.
Why this matters: ATSI identifies schools with one or more historically underperforming student subgroups (for example, students with disabilities or economically disadvantaged students). Designation triggers required actions by schools and monitoring and technical assistance from their district (LEA) and the state. Hume detailed entrance and exit rules, Title I assurance requirements, a program calendar, and the state’s planned virtual visits.
Key points from the presentation
Entrance and exit criteria: Hume explained that Nevada calculates subgroup performance using the Nevada School Performance Framework (NSPF) index and that a subgroup score at or below the fifth percentile statewide triggers an ATSI designation. Exit from ATSI is based on improvement measured over three years; if a subgroup improves beyond the threshold, the school may exit. Hume noted that if a different subgroup later meets ATSI criteria, that creates a new three‑year cycle for the school.
Business‑rule change for English learners: Under updated business rules for the current cycle, English learners are temporarily excluded from the EL subgroup for accountability purposes. Hume said that change may cause some schools to exit ATSI while others remain identified under other subgroups and that the Nevada Department of Education (NDE) will provide direct communications to affected LEAs.
Counts and trends: Hume summarized recent counts, saying that in 2022–23 there were about 167 schools identified, with roughly five exits and 35 new identifications—producing a total around 197 in that period. She said last year the state had “something like, in the nineties of schools” under consideration for visits and that NDE visited about 35 schools.
Responsibilities and assurances: Hume said schools must develop and maintain a school improvement plan (SIP) with stakeholder input, analyze data and address inequities, post the SIP online, and monitor progress. LEAs must guide and support schools, notify schools of ATSI designation, help develop SIPs, monitor progress and participate in technical assistance. Hume emphasized that “NDE does not approve SIPs for ATSI schools” and that the state’s role is to review plans, monitor progress and provide technical assistance.
Title I logistics and assurance templates: Hume walked through where LEAs should download and upload ATSI and TSI assurance templates (component C) and said the assurance must be signed by the superintendent or assigned authority to be considered submitted. She asked LEAs to upload lists of exited ATSI schools by June 30 to maintain accurate records.
Virtual visits and calendar: ATSI schools in their second or third year may have a virtual visit if subgroup data show stagnant or downward trends. Hume said visits are generally brief (she advised they take less than 45 minutes), and that virtual visits will be scheduled between October and April with specific weeks blocked for appointments. She also noted LEAs can request face‑to‑face visits.
Supports: Hume described the support flow: LEAs review and approve plans and monitor progress; NDE provides technical assistance, coaching, resource reviews and virtual visits; and teams collaborate through scheduled SIT (School Improvement Team) collaborative meetings and status checks throughout the year.
Process notes and contact: Hume advised attendees to use the most recent assurance templates, to coordinate timelines with district processes, and to reach out to the School Improvement Team (she named colleagues Dr. Jess Delalo, Dr. Susan Urie and Jen Smith) for assistance. She closed by asking participants to “Please scan the QR code and it'll record your participation, and then reach out to us with any questions.”
No formal decisions or votes were taken during this recorded informational presentation; the session provided guidance, deadlines and a schedule for NDE support and monitoring.
Ending
Hume said NDE will notify affected LEAs directly about designation changes and encouraged districts to contact the School Improvement Team with questions or to arrange virtual follow‑ups.
Hume said Nevada uses the NSPF index to calculate subgroup population performance and that “if any subgroup … score at or below the fifth percentile statewide, then the school is designated as ATSI.” The designation is intended “to make sure that we're lifting up all students,” she said.
Why this matters: ATSI identifies schools with one or more historically underperforming student subgroups (for example, students with disabilities or economically disadvantaged students). Designation triggers required actions by schools and monitoring and technical assistance from their district (LEA) and the state. Hume detailed entrance and exit rules, Title I assurance requirements, a program calendar, and the state’s planned virtual visits.
Key points from the presentation
Entrance and exit criteria: Hume explained that Nevada calculates subgroup performance using the Nevada School Performance Framework (NSPF) index and that a subgroup score at or below the fifth percentile statewide triggers an ATSI designation. Exit from ATSI is based on improvement measured over three years; if a subgroup improves beyond the threshold, the school may exit. Hume noted that if a different subgroup later meets ATSI criteria, that creates a new three‑year cycle for the school.
Business‑rule change for English learners: Under updated business rules for the current cycle, English learners are temporarily excluded from the EL subgroup for accountability purposes. Hume said that change may cause some schools to exit ATSI while others remain identified under other subgroups and that the Nevada Department of Education (NDE) will provide direct communications to affected LEAs.
Counts and trends: Hume summarized recent counts, saying that in 2022–23 there were about 167 schools identified, with roughly five exits and 35 new identifications—producing a total around 197 in that period. She said last year the state had “something like, in the nineties of schools” under consideration for visits and that NDE visited about 35 schools.
Responsibilities and assurances: Hume said schools must develop and maintain a school improvement plan (SIP) with stakeholder input, analyze data and address inequities, post the SIP online, and monitor progress. LEAs must guide and support schools, notify schools of ATSI designation, help develop SIPs, monitor progress and participate in technical assistance. Hume emphasized that “NDE does not approve SIPs for ATSI schools” and that the state’s role is to review plans, monitor progress and provide technical assistance.
Title I logistics and assurance templates: Hume walked through where LEAs should download and upload ATSI and TSI assurance templates (component C) and said the assurance must be signed by the superintendent or assigned authority to be considered submitted. She asked LEAs to upload lists of exited ATSI schools by June 30 to maintain accurate records.
Virtual visits and calendar: ATSI schools in their second or third year may have a virtual visit if subgroup data show stagnant or downward trends. Hume said visits are generally brief (she advised they take less than 45 minutes), and that virtual visits will be scheduled between October and April with specific weeks blocked for appointments. She also noted LEAs can request face‑to‑face visits.
Supports: Hume described the support flow: LEAs review and approve plans and monitor progress; NDE provides technical assistance, coaching, resource reviews and virtual visits; and teams collaborate through scheduled SIT (School Improvement Team) collaborative meetings and status checks throughout the year.
Process notes and contact: Hume advised attendees to use the most recent assurance templates, to coordinate timelines with district processes, and to reach out to the School Improvement Team (she named colleagues Dr. Jess Delalo, Dr. Susan Urie and Jen Smith) for assistance. She closed by asking participants to “Please scan the QR code and it'll record your participation, and then reach out to us with any questions.”
No formal decisions or votes were taken during this recorded informational presentation; the session provided guidance, deadlines and a schedule for NDE support and monitoring.
Ending
Hume said NDE will notify affected LEAs directly about designation changes and encouraged districts to contact the School Improvement Team with questions or to arrange virtual follow‑ups.
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