DC’s ESSA State Plan organizes designees into three groups and articulates a timeline for identifying designees, as reported in the table below.
Designation |
Definition |
Timeline |
Comprehensive Support and Improvement Schools, type 1 (CS1) |
Title I schools that score in the bottom 5percent of the total number of points on the STAR Framework as compared to their peers. |
Schools first identified in December 2018 and once every three school years thereafter. |
Comprehensive Support and Improvement Schools, type 2 (CS2) |
High schools in which both four-year and five-year adjusted cohort graduation rates (ACGR) fall below 67 percent. |
Schools first identified in December 2018 and once every three school years thereafter. |
Targeted Support and Improvement Schools, type 1 (TS1) |
Schools receiving this designation have at least one subgroup of students who are performing at or below the level of the lowest-performing schools in DC, which are the school's designated for comprehensive Support 1. |
Schools first identified by December 2018 and annually thereafter. |
Designees must develop a vision and strategies for school improvement in partnership with their school leaders, teachers, and parents. DC PCSB, OSSE, and local education agencies are responsible for monitoring designees’ progress toward achieving their Plans’ goals.
Designation Year |
School |
Designation Type |
Identified Student Group |
Attachment |
2018 |
Center City PCS –Trinidad |
TS1 |
African American students |
|
2018 |
E.L. Haynes PCS – Middle |
TS1 |
Students who are Two or More Races |
|
2018 |
Goodwill Excel Center PCS |
CS2 |
Not applicable (NA) |
|
2018 |
Kingsman Academy PCS |
CS2 |
NA |
|
2018 |
Maya Angelou PCS |
CS2 |
NA |
|
2018 |
National Collegiate Prep PCS |
CS2 |
NA |
|
2018 |
The Children’s Guild PCS |
TS1 |
At-Risk Students |
Related Materials:
2018-19 ESSA School Improvement Guidance