District school-improvement staff presented an update on accountability designations and the district’s response plan, emphasizing transparency and targeted supports for schools identified under TSI (Targeted Support and Improvement), ATSI and CSI.

A staff presenter explained that TSI placement is determined by a cut score calculated from Title I schools and that non-Title I schools can still fall into TSI or ATSI. She listed five elementary schools currently identified for TSI among English Learner groups (transcript names: Freedom, Greenacres, 'Age Guy' and 'Nuinta') and noted that ATSI designations can date back several years. "We have 5 schools that are in TSI, for our English learners," the presenter told trustees.

Staff said ATSI no longer carries dedicated state funding after recent federal budget reductions, and CSI schools face a five-year process with quarterly reporting requirements; the first opportunity for some identified schools to exit CSI would be 2027 under current rules. Trustees asked clarifying questions about timelines and what state-level oversight now requires; staff said CSI schools must provide progress evidence quarterly to the state and that some monitoring functions that were previously performed by third-party vendors are now local responsibilities.

On special education, the district’s special-education leads described a strategy to increase inclusion and co-teaching. They presented state and local data showing students with disabilities educated 80% or more of the school day in general education perform at higher proficiency and graduate at higher rates. "Students who are educated with their general education peers, 80% or more of the school day demonstrate proficiency up to 10 times more than those that are pulled out more frequently," a special-education presenter said, and the district reported substantial expansion of co-taught secondary classes over recent years (staff cited '119' co-taught sections as a recent count).

Trustees and staff agreed to continue monitoring designations, maintain clear communication with principals, and provide coaching and resource-allocation reviews embedded in school success plans. Staff said they will report back to the board in January with additional data and next steps.