Comprehensive and Targeted Support
During the 2025 October meeting, the NC State Board of Education approved the official CSI and TSI school identifications. To support PSUs in understanding these identifications and outlining the next steps for supporting identified schools, our office will be offering a series of support sessions. If you have any questions please contact your CTS Program Administrator.
The webinar series is designed to support all stakeholders engaged with CSI and TSI identified schools, including district staff, principals, school improvement team members, and other leaders/staff working to strengthen school improvement efforts in the PSU.
Upcoming Support Sessions for Comprehensive Support & Improvement (CSI) and Targeted Support & Improvement (TSI) Identifications
- Time: 2:00-4:00pm
- Join link: https://ncgov.webex.com/ncgov/j.php?MTID=mb1d39e23243d72b75e267ceef43ec779
Webinar number: 2437 819 5009
Webinar password: pQFKDCmb635 (77353262 when dialing from a phone or video system)
Join by phone
+1-415-655-0003 US Toll
+1-904-900-2303 United States Toll (Jacksonville)
Access code: 243 781 95009
Session Description: This session will focus on practical supports and strategies designed to strengthen PSU improvement efforts. Participants will be guided through resources related to evidence-based interventions, tools for enhancing parent and family engagement, resource allocation review, and NCStar strategies.
- Time: 9:00-11:00am
- Join link: https://ncgov.webex.com/ncgov/j.php?MTID=mc57c29c4e075afee8fc3d682ca2f24a4
Webinar number: 2427 616 9162
Webinar password: WMpDgPM36f7 (96734763 when dialing from a phone or video system)
Join by phone
+1-415-655-0003 US Toll
+1-904-900-2303 United States Toll (Jacksonville)
Access code: 242 761 69162
Session Description: This session is designed to assist PSUs with completing the CCIP application for PRC 0105. Participants will receive step-by-step guidance on navigating the application process, ensuring accuracy in submissions, and understanding key requirements. The webinar will also highlight common questions and provide helpful tips to support timely completion of the application.
- Time: 2:00-4:00pm
- Join link: https://ncgov.webex.com/ncgov/j.php?MTID=m8f2af7858719c4bb8aa75319bc7e5374
Webinar number: 2434 635 4478
Webinar password: dMJCY7tHP53 (36529784 when dialing from a phone or video system)
Join by phone
+1-415-655-0003 US Toll
+1-904-900-2303 United States Toll (Jacksonville)
Access code: 243 463 54478
Session Description: This session will provide an opportunity to follow up feedback from the field and address questions raised during previous sessions. Participants will receive clarifications, additional guidance, and practical updates to support continued implementation efforts and what can be expected moving forward.
Comprehensive & Targeted Support (CTS)
2025-26 - Year 1 (Planning Year) = Diagnose, Engage, and Design
2026-27 - Year 2 (Implementation) = Launch and Monitor
2027-28 - Year 3 (Implementation) = Refine and Sustain
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Year 1: Planning Year
The planning year is foundational. It’s about gathering data, diagnosing needs, and building a strong, evidence-based plan.
- Data Review & Needs Assessment
- Analyze student achievement, growth, subgroup performance, graduation/attendance rates, and teacher/staff capacity.
- Conduct root cause analyses to understand barriers to success.
- Analyze student achievement, growth, subgroup performance, graduation/attendance rates, and teacher/staff capacity.
- Stakeholder Engagement
- Involve teachers, administrators, families, students, and community partners.
- Use surveys, focus groups, and advisory committees.
- Involve teachers, administrators, families, students, and community partners.
- Plan Development
- Develop a multi-year improvement plan aligned with federal/state requirements (e.g., CSI/TSI, state low-performing).
- Select evidence-based interventions (aligned to ESSA tiers of evidence).
- Establish measurable goals and interim benchmarks.
- Develop a multi-year improvement plan aligned with federal/state requirements (e.g., CSI/TSI, state low-performing).
- Capacity Building
- Provide leadership training, instructional coaching, and early professional development (PD) to prepare for implementation.
- Provide leadership training, instructional coaching, and early professional development (PD) to prepare for implementation.
- Resource Alignment
- Map federal, state, and local funds (Title I, II, III, IV, PRC 105, etc.) to the plan (Resource Allocation Review – Self-Assessment)
- Identify staffing and partnership needs.
- Map federal, state, and local funds (Title I, II, III, IV, PRC 105, etc.) to the plan (Resource Allocation Review – Self-Assessment)
Year 2: Implementation
The first implementation year is focused on launching and monitoring the new strategies.
- Strategy Roll-Out
- Begin implementing selected interventions (e.g., MTSS, evidence-based literacy/math programs, extended learning).
- Provide professional learning tied directly to new practices.
- Begin implementing selected interventions (e.g., MTSS, evidence-based literacy/math programs, extended learning).
- Coaching & Support
- District Leaders, Charter Leaders, Lab School Leaders, School Leaders, NCDPI CTS Team and/or ODSSS team provide direct coaching and feedback (e.g., NCStar).
- Monitor fidelity of implementation.
- District Leaders, Charter Leaders, Lab School Leaders, School Leaders, NCDPI CTS Team and/or ODSSS team provide direct coaching and feedback (e.g., NCStar).
- Progress Monitoring
- Collect and analyze interim data (formative assessments, attendance, discipline, surveys).
- Adjust supports as needed.
- Collect and analyze interim data (formative assessments, attendance, discipline, surveys).
- Communication & Transparency
- Provide regular updates to staff, families, and stakeholders.
- Share early wins to build momentum.
- Provide regular updates to staff, families, and stakeholders.
Year 3: Implementation
The second implementation year focuses on refining and sustaining the work.
- Refinement of Practices
- Use Year 1 lessons learned to improve fidelity and efficiency.
- Scale up successful practices and phase out ineffective ones.
- Use Year 1 lessons learned to improve fidelity and efficiency.
- Deeper Capacity Building
- Empower teacher leaders and PLCs to carry improvement forward.
- Strengthen instructional leadership in principals, teachers, staff.
- Empower teacher leaders and PLCs to carry improvement forward.
- Sustainability Planning
- Plan for long-term funding as temporary sources (e.g., PRC 0105) expire.
- Embed interventions into school/district policy and practice.
- Plan for long-term funding as temporary sources (e.g., PRC 0105) expire.
- Outcome Review & Adjustments
- Compare student outcomes against long-term goals.
- Adjust the improvement plan for continuous growth.
- Compare student outcomes against long-term goals.
- PRC 0105 Federal Allotment Policy
- PRC 0105 Allotments - Coming Soon
CSI- Low Performing (CSI-LP) - ESEA section 1111(c)(4)(D)(i)(I)
CSI- Low Graduation Rate (CSI-LG) - ESEA section 1111(c)(4)(D)(i)(II)
CSI- Not Exiting Additional Targeted and Support (CSI-AT) - ESEA section1111(c)(4)(D)(i)(III)
| Designation | Exit Criteria | Exit Timeline |
Comprehensive Support and Improvement-Low Performing (CSI-LP) | Meet measure of interim progress for the All Student subgroup in all subjects (reading and math). and Achieve above the lowest 5% of Title I served schools for the most recent and previous school year | Every three years |
Comprehensive Support and Improvement-Low Graduation Rates (CSI-LG) | Graduation rate greater than 66.7% in the most recent and previous year | Every three years |
Comprehensive Support and Improvement-Additional Targeted Support Not Exiting Such Status (CSI-AT) | Same as TSI-AT in the exit year
* First Exit 2028–29 using 2027–28 data | Every three years |
Comprehensive Support and Improvement - Tiers
For the fall 2025-26 identification, tier levels remained the same.
These tiers indicate the level of support provided by the Office of Federal Programs to implement more rigorous interventions. | Tier 1 Group 1: Newly identified CSI-LP, CSI-LG, or CSI-AT at the start of the 2025-26 school year Tier 2 Group 1: Identified at the start of the 2018-19 school year as CSI-LP or CSI-LG Group 2: Identified at the start of the 2022-23 school year as CSI-LP or CSI-LG |
Additional Targeted Support and Improvement (ATSI) – ESEA section1111(d)(2)(C)
Designation: Subgroup(s) performance grade is at or below the highest CSI-LP identified school, and the school’s subgroup(s) is identified as TSI-CU in the identification year.1.
1 The score designated for CSI-LP identification is recalculated at the time of CSI-LP identification. The score calculated for
the most recent identification year (36) will be used for exit purposes during non-identification years.
| Exit Criteria | Exit Timeline |
1) Identified subgroup(s) achieve a three-year growth index of 1.0 or higher1; or 2)are on track to meet the subgroup(s) twelve-year proficiency goals in reading and math; or 3)there is no longer a subgroup whose overall performance as measured by the School Performance Grade score is at or below the score designated for CSI-LP identification and previously identified subgroup(s) improved performance on the School Performance Grade score as compared to the score at the time of identification.2 | Every three years then reviewed annually for next three years.
Cohort 1 (2018–19 Identified Schools) • Exit Criteria was applied at the end of 2024–25 school year. •If unable to exit, and school is a Title I school, it became CSI-AT for the 2025–26 school year.
Cohort 2 (2022–23 Identified Schools) • Exit Criteria was applied at the end of 2024–25 school year.
Cohort 3 (2025–26 Identified Schools) • Exit criteria will be applied at the end of 2027–28 school year. |
1 The three-year growth index calculation will require three years of growth indices, be an average of the index scores, use the most recent three years of available data and require a minimum-n of thirty for each of the three years used.
2 The score designated for CSI-LP identification is recalculated at the time of CSI-LP identification. The score calculated for the most recent identification year will be use for exit purposes during non-identification years. For the 2024-25 exit, the score of 32 was used.
Targeted Support and Improvement – Consistently Underperforming (TSI-CU) – ESEA section 1111(c)(4)(C)(iii)
Designation: One or more of the same subgroup(s) with a designation of “F” (School Subgroup Performance Grade) for the most recent and previous two years.
(For the fall 2025–26 identification 2022–23, 2023–24, and 2024–25 data were used.)
| Exit Criteria | Exit Timeline |
Achieve a letter grade of “D” or higher (School Subgroup Performance Grade) for previously identified subgroup(s) in the most recent and previous year.
For the 2025–26 fall exit, 2023–24 and 2024–25 data were used.) | Annually |
Targeted Support and Improvement - Cohorts
| Cohort 3 | Cohort 2 | Cohort 1 - Non Title I Schools | Cohort 1 - Title I Schools |
| School subgroups identified at the start of the 2025-26 school year at ATSI (Exit Criteria applied after 3 years) | School subgroups identified at the start of the 2022-23 school year as ATSI and did not meet the exit criteria at the end of the 2024-25 school year (Exit Criteria applied annually). | Non-Title I school subgroups identified in 2018-19 that have not yet met the ATSI exit criteria (Exit Criteria applied annually) | Title I school with at least one subgroup identified in 2018-19 as ATSI that did not meet the exit criteria by the end of the 2024-25 school year (First exit will be at the end of the 2027-28 school year). |
Required Indicators:
| Identification | Required Indicators for NCStar 1.0 | Required Indicators for NCStar 2.0 |
| D.1.02 - Resource Allocation Review | CSI-ATSI .02 - Resource Allocation Review |
| A.4.01 - Evidence Based Intervention | G1.02 - Evidence Based Intervention |
| A.4.10 - Evidence Based Intervention | CSI-LG .01 - Evidence Based Intervention |
CSI / ATSI Comprehensive Plans (ESEA Sec. 1111):
- Comprehensive plans include goals of student performance against state’s long-term goals and /or measurements of interim progress.
- Comprehensive plans include at least one evidence-based intervention.
- Comprehensive plans are based on data from a school-level needs assessment prior to implementation.
- Comprehensive plans are approved by school, local education agency, and state education agency.
- Comprehensive plans are reviewed and periodically monitored by state education agency.
- School Improvement Teams have various stakeholders including at least on parent.
- School Improvement Teams meet at least once per month to discuss CSI comprehensive plan intervention(s) and are documented with agenda/minutes and available for public view.
- Parent Notification Letters (various languages/format) are sent home annually to families directly (sent home) and indirectly (website) by November 30th.
Comprehensive plans are submitted twice per year to the state education agency via NCStar for review.
The Every Student Succeeds Act (ESSA) requires that state education agencies (SEAs) conduct periodic resource allocation reviews (RARs) in public school units that serve federally identified schools. Resource allocation refers to how public school units distribute money and other school inputs that influence student performance outcomes. A Resource Allocation Review (RAR) is a collaborative process that examines how a school or district distributes resources to meet the needs of each student. RARs should consider the following dimensions of resource equity that impact student outcomes:
- Teaching quality
- Rigorous content
- Instructional time and attention
- Early intervention
- Early learning
- A whole-child approach
- Family academic engagement
RARs should serve as a method to identify resource inequities and answer questions such as: Are high-need districts, schools, and students getting more or less critical educational resources compared to their peers?
All PSUs with CSI/ATSI identified schools and the identified schools must meet compliance in the following three areas throughout the identification cycle.
Compliance Area #1: Annual Resource Allocation Review Self - Assessment
- All Identified PSUs must submit the self-assessment annually (charter, district, lab, school)
- Charter / Lab Self-Assessment
- District Self-Assessment
- School Self-Assessment
Compliance Area #2: On-Site Resource Allocation Review
- Collaborative stakeholder discussions
- May include visits to federally identified schools
- Occurs during scheduled support sessions
Compliance Area #3: Targeted Resource Allocation Review
- Follow-up to the Comprehensive Resource Allocation Review
- Occurs during scheduled support sessions
IPG Competition Technical Assistance Webinar Slide Deck
Access the IPG Competition Technical Assistance Webinar Slide Deck
IPG Competition Technical Assistance Webinar Recording
2023 IPG Competition Technical Assistance Webinar.
Use sEPu2FZ3 as the password to access the video recording.
Innovative Grant Partnership Grant - Cohort III Information
The "So You Want to Have An IPG Program" webinar was held on December 12, 2022. Please take a moment to review the information webinar details below.
So You Want to Have An IPG Program Webinar
So You Want to Have An IPG Program Presentation
Click the link below to view the list of eligible Tier II Comprehensive Support and Improvement schools by region. This list does not include current IPG funded PSUs.
Tier II - Comprehensive Support and Improvement Schools List
If your PSU is interested in applying for the FY 24 Innovative Partnership Grant Program, please complete the intent to apply form by January 31, 2023. The intent to apply period for the IPG Cohort III Grant Competition has now closed. PSUs that did not submit an intent to apply form are still eligible to apply for FY 24 Innovative Partnership Grant Program.
The Innovative Partnership Grant Request For Proposal and Application Planning Guide
If you are interested in learning more about the Innovative Partnership Cohort III Grant, please join us for a technical assistance webinar to be held on Wednesday, February 8, 2023 at 2:00 p.m.
IPG Awards 2020-Cohort I-B
Charlotte-Mecklenburg Schools
Edgecombe County Schools
Gaston County Schools
Halifax County Schools
Haywood County Schools
Lenoir County Schools
Nash Rocky Mount Schools
Paul R, Brown
Wayne County Schools
IPG Awards 2020
Buncombe County Schools
Cleveland County Schools
Cumberland County Schools
Durham Public Schools
Guilford County Schools
NC Innovative School
Richmond County Schools
NCDPI made a request to the U.S. Dept. of Ed. to extend the waiver of section 421(b) of the General Education Provisions Act (GEPA) (i.e., the Tydings Amendment) previously granted to NCDPI with respect to its fiscal year (FY) 2016 School Improvement Grant (SIG) funds under the Elementary and Secondary Education Act of 1965 (ESEA) (S377A160034).
Specifically, through that waiver, the U.S. Dept. of Ed. extended the period of availability of NCDPI’s FY 2016 SIG funds through September 30, 2021. NCDPI requested to extend this waiver through September 30, 2022, to provide the time necessary to expend these funds and sufficiently carry out school improvement activities as planned. NCDPI indicated that this waiver extension would allow for continued support for some of the most disadvantaged schools after some planned activities over the past few years were impacted by lengthy shutdown periods and unable to be conducted. It was shared that additional time would allow for the coordination of SIG funds with ESEA funds, federal COVID-19 relief, state, and local funds, in order to facilitate systematic remediation and enrichment activities to further school improvement efforts. After review, NCDPI’s request for waiver was granted pursuant to section 8401(d)(2) of the ESEA.
- Frequently Asked Questions (FAQ)
- NCDPI Chart of Accounts
- NCDPI School Business Data Analytics and Reporting Tool (DART)
- Non-Regulatory Guidance: School Improvement and Related Provisions
- Non-Regulatory Guidance: Using Evidence to Strengthen Education Investments
- PRC 0105 Allowable Use Reference Guide - REV.10.6.25
- Resource Allocation Review (RAR) - Public School Unit
- Resource Allocation Review (RAR) - CSI School Self-Assessment
- Resource Allocation Review (RAR) - CSI and TSI School Self-Assessment
- Resource Allocation Review (RAR) - TSI School Self-Assessment
Sample - PSU NCStar Feedback
- Webinar Recording Links and Passcodes
- Webinar 1: A helpful guide for CTS for PSUs and School-level leaders for PRC 0105 funding, compliance, and more
- Webinar 2: A helpful guide for CTS for PSUs and School-level leaders. Viewers will be guided through resources related to evidence-based interventions, tools for enhancing parent and family engagement, resource allocation review, NCStar strategies, and more.
CTS Section Chief:
Dr. James Popp - (984) 236-2801
| Program Administrator | Assigned Regions | Phone |
| Julia Higdon | Southwest and Western (not including charters 13A, 13C, 13D, 49B, and 49F) | (828) 361-5277 |
| Dr. Penny Crooks | Northwest and Piedmont-Triad (including charters 13A, 13C, 13D, 49B, and 49F in the Southwest Region and 62N in the Sandhills) | (984) 236-2978 |
| Dr. Richard Lewis | North Central and Sandhills (not including charters 00A, 00B, 33A, 35A, 35C, 51A, 51B, 64A, 98B, and 62N) | (980) 533-5071 |
| Tenisea Madry | Northeast and Southeast (including charters 00A, 00B, 33A, 35A, 35C, 51A, 51B, 64A, and 98B in the North Central Region); Innovative Partnership Grant (IPG) | (984) 236-2886 |