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Board hears update on ATSI funding: $427,367.37 allocated; schools and allowable uses outlined
Summary
Staff briefed the board on Additional Targeted Support and Improvement (ATSI) funding totaling $427,367.37, allowable uses for school improvement, and next steps; staff said $129,836 must be obligated by Sept. 30 and the remainder carries an additional year of availability.
District staff on Feb. 25 provided an informational update on Additional Targeted Support and Improvement (ATSI) funding, the federal/state program for identified schools that require targeted interventions.
Chief Academic Officer Paula Wilkins described ATSI (previously referred to as TSI) as a funding stream aligned to the Every Student Succeeds Act intended to support evidence‑based interventions for identified student groups. Kat Demaub, director for Title I, reported that the current allotment for identified schools is $427,367.37.
Demaub told the board that last year the district used similar funds for contracted services, tutoring (day and after school) and MTSS interventionists and that 27 schools were listed as ATSI last year; four schools — Clemens Middle, South Fork, Speas and Kernersville Middle — came off the list this year. She said allowable uses for ATSI include instructional supports (curriculum alignment and professional development), leadership capacity building, targeted remediation and tutoring, contracted third‑party services for professional development or program evaluation, and instructional materials or software supporting student outcomes.
Wilkins and Demaub emphasized the district's next steps: district and school leaders will determine where the funds can provide the most improvement for targeted student groups; staff will gather input from schools and the superintendent and bring a recommendation back to the board. They noted the funding allocation is split by receipt date: $129,836 must be assigned by Sept. 30, while the balance (about $297,531.37) is available for an additional year.
Board members asked how tutoring effectiveness is measured. Demaub said the district collects baseline performance and attendance data and school implementation plans; a full program evaluation has not been completed since ESSER funding declined, though the district did require an RFP with specific tutor model requirements when ESSER tutoring contracts were in place.
The presentation was informational; staff said they will return with a recommendation on how to allocate ATSI funds.
