Many people are surprised to learn that schools are not evaluated solely on overall student performance. The New York State Education Department (NYSED) reviews school performance comprehensively, examining not only how the student population performs as a whole, but also how specific groups of students are performing.
These groups, often referred to as “subgroups,” include students from different racial and ethnic backgrounds, students with disabilities, English language learners, economically disadvantaged students, and other populations. NYSED also reviews data by gender and other demographic factors to ensure schools are serving all students effectively.
When certain student groups consistently perform below state expectations, schools can be identified for improvement. Two classifications that often emerge from this process are Targeted Support and Improvement (TSI) and Additional Targeted Support and Improvement (ATSI). In simple terms, these designations mean that one or more student groups within a school are struggling and require additional attention and support.
This is the third article in a series explaining how the Lockport City School District has successfully removed four of the six schools that were once identified by New York State for improvement.
In previous articles, I discussed the state’s accountability system and some of the strategies our district used to improve student outcomes. In this article, I would like to focus on one of the most important lessons we learned during this journey: improving outcomes for all students requires us to pay close attention to the performance of specific groups of students and ensure that every child has access to the support they need to succeed.
Several years ago, some of our schools were identified because data revealed that certain student groups were not achieving at the levels we expected or believed they were capable of achieving. While these findings were difficult to confront, they also provided us with an opportunity to take a closer look at our practices and ask important questions: Were all students receiving the support they needed? Were our instructional strategies reaching every learner? Were there barriers preventing some students from fully accessing educational opportunities? Most importantly, what changes could we make to improve outcomes for students who were not experiencing the same levels of success as their peers?
These questions became the foundation of our improvement efforts.
Research consistently shows that schools that closely monitor subgroup performance and respond to identified needs are more likely to improve student achievement for all students. When educators examine data carefully, identify achievement gaps, and implement targeted interventions, they can often uncover opportunities that may otherwise remain hidden.
This work is not about labeling students or lowering expectations. It is about ensuring that every student has access to the resources, instruction, and support necessary to reach high standards.
As we dug deeper into our data over multiple years, we identified areas where our systems, practices, and supports needed strengthening. We found opportunities to improve instructional practices, expand intervention services, increase student engagement, strengthen family partnerships, and provide additional professional development for staff.
Perhaps most importantly, this process challenged us to think differently about our work. Rather than focusing only on overall school performance, we learned to ask deeper questions about who was succeeding, who was struggling, and why. That shift in thinking has had a lasting impact on our district and continues to influence how we make decisions today.
The work required more than simply identifying concerns. Schools designated for improvement must actively participate in New York State’s continuous improvement process.
This includes completing a comprehensive needs assessment and review of various pieces of student data which was conducted with educational experts and school stakeholders to identify root causes of performance challenges. Schools must then develop and implement a School Comprehensive Education Plan (SCEP), which outlines evidence-based strategies and interventions designed to address identified needs. Finally, schools must continuously monitor student performance data and track progress toward specific improvement goals established by the state.
This process requires significant commitment from teachers, administrators, support staff, students, families, and community partners. Improvement does not happen overnight. It requires sustained effort, honest reflection, and a willingness to continuously adjust practices based on evidence and results.
The encouraging news is that this work is making a difference.
Today, four of the six Lockport schools that were once identified for improvement have successfully exited state targeted school improvement accountability status. While there is still work to be done, these successes demonstrate what is possible when educators remain focused on student needs and commit themselves to continuous improvement.
More importantly, the lessons we have learned throughout this process will continue to benefit students for years to come. We have developed stronger systems for analyzing data, identifying student needs, monitoring progress, and responding with targeted support. These practices are now embedded in how we operate as a district.
We remain committed to ensuring that every student, regardless of background or circumstance, has the opportunity to achieve at high levels.
While we are proud of the progress we have made, our work is not finished. Two schools remain on the state’s improvement list, and we continue to apply the same disciplined approach that has proven successful elsewhere in the district. By focusing on student needs, examining data thoughtfully, implementing evidence-based strategies, and working together as a community, I am confident that we will continue moving forward.
Our students deserve nothing less, and I believe strongly that together we can achieve this goal.