Consolidated State Performance Report (KA)

Consolidated State Performance Report

CSPR 05-06 Numbered 9-06

Consolidated State Performance Report (KA)

OMB: 1810-0614

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OMB NO. 1810-0614

CONSOLIDATED STATE PERFORMANCE REPORT:

Parts I and II

for

STATE FORMULA GRANT PROGRAMS

under the

ELEMENTARY AND SECONDARY EDUCATION ACT

As amended by the

No Child Left Behind Act of 2001

For reporting on

School Year 2005-2006

Part I Due December 1, 2006

Part II Due February 1, February 1, 2007

U.S. Department of Education

Washington, DC 20202

INTRODUCTION

Sections 9302 and 9303 of the Elementary and Secondary Education Act (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB) provide to States the option of applying for and reporting on multiple ESEA programs through a single consolidated application and report. Although a central, practical purpose of the Consolidated State Application and Report is to reduce “red tape” and burden on States, the Consolidated State Application and Report are also intended to have the important purpose of encouraging the integration of State, local, and ESEA programs in comprehensive planning and service delivery and enhancing the likelihood that the State will coordinate planning and service delivery across multiple State and local programs. The combined goal of all educational agencies -- State, local, and federal -- is a more coherent, well-integrated educational plan that will result in improved teaching and learning.

The Consolidated State Application and Report includes the following ESEA programs:

Title I, Part A – Improving Basic Programs Operated by Local Educational Agencies
Title I, Part B, Subpart 3 – William F. Goodling Even Start Family Literacy Programs
Title I, Part C – Education of Migratory Children
Title I, Part D – Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk
Title I, Part F – Comprehensive School Reform
Title II, Part A – Improving Teacher Quality State Grants (Teacher and Principal Training and Recruiting Fund)
Title II, Part D – Enhancing Education through Technology
Title III, Part A – English Language Acquisition, Language Enhancement, and Academic Achievement Act
Title IV, Part A, Subpart 1 - Safe and Drug-Free Schools and Communities State Grants
Title IV, Part A, Subpart 2 – Safe and Drug-Free Schools and Communities National Activities (Community Service Grant Program)
Title IV, Part B – 21^st Century Community Learning Centers
Title V, Part A – Innovative Programs
Title VI, Section 6111 – Grants for State Assessments and Related Activities
Title VI, Part B – Rural Education Achievement Program

In addition to the programs cited above, the Title X, Part C - Education for Homeless Children and Youths program data will be incorporated in the CSPR for 2005-2006.

The NCLB Consolidated State Performance Report for the 2005-2006 school year consists of two information collections. Part I of this report is due to the Department by December 1, 2006. Part II is due to the Department by February 1, 2007.

PART I

Part I of the Consolidated State Report, which States must submit to the Department by December 1, 2006, requests information related to the five ESEA Goals, established in the June 2002 Consolidated State Application, and information required for the Annual State Report to the Secretary, as described in section 1111(h)(4) of ESEA. The five ESEA Goals established in the June 2002 Consolidated State Application are as follows:

Performance goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
Performance goal 2: All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
Performance goal 3: By 2005-2006, all students will be taught by highly qualified teachers.
Performance goal 4: All students will be educated in learning environments that are safe, drug free, and conducive to learning.
Performance Goal 5: All students will graduate from high school.

PART II

Part II of the Consolidated State Performance Report consists of information related to State activities and outcomes of specific ESEA programs for the 2005-2006 school year. Part II of the Consolidated State Performance Report is due to the Department by February 1, 2007. The information requested in Part II of the Consolidated State Performance Report for the 2005-2006 school year necessarily varies from program to program. However, for all programs, the specific information requested for this report meets the following criteria.

The information is needed for Department program performance plans or for other program needs.
The information is not available from another source, including program evaluations.
The information will provide valid evidence of program outcomes or results.
The Consolidated State Performance Report is the best vehicle for collection of the data.

The Department is continuing to work with the Performance-Based Data Management Initiative (PBDMI) to streamline data collections for the 2005-2006 school year and beyond.

GENERAL INSTRUCTIONS AND TIMELINES

All States that received funding on the basis of the Consolidated State Application for the 2005-2006 school year must respond to this Consolidated State Performance Report (CSPR). Part I of the Report is due to the Department by December 1, 2006. Part II of the Report is due to the Department by February 1, 2007. Both Part I and Part II should reflect data from the 2005-2006 school year, unless otherwise noted.

The format states will use to submit the Consolidated State Performance Report has changed to an online submission. This online submission system is being developed through the Education Data Exchange Network (EDEN) and will make the submission process less burdensome. Please see the following section on transmittal instructions for more information on how to submit this year’s Consolidated State Performance Report.

TRANSMITTAL INSTRUCTIONS

The Consolidated State Performance Report (CSPR) data will be collected online from the SEAs, using the EDEN web site. The EDEN web site will be modified to include a separate area (sub-domain) for CSPR data entry. This area will utilize EDEN formatting to the extent possible and the data will be entered in the order of the current CSPR forms. The data entry screens will include or provide access to all instructions and notes on the current CSPR forms; additionally, an effort will be made to design the screens to balance efficient data collection and reduction of visual clutter.

Initially, a state user will log onto EDEN and be provided with an option that takes him or her to the “2005-06 CSPR”. The main CSPR screen will allow the user to select the section of the CSPR that he or she needs to either view or enter data. After selecting a section of the CSPR, the user will be presented with a screen or set of screens where the user can input the data for that section of the CSPR. A user can only select one section of the CSPR at a time. After a state has included all available data in the designated sections of a particular CSPR Part, a lead state user will certify that Part and transmit it to the Department. Once a Part has been transmitted, ED will have access to the data. States may still make changes or additions to the transmitted data, by creating an updated version of the CSPR. Detailed instructions for transmitting the 2005-2006 CSPR will be found on the main CSPR page of the EDEN website (https://EDEN.ED.GOV/EDENPortal/).

According to the Paperwork Reduction Act of 1965, no persons are required to respond to a collection of information unless it displays a valid OMB control number. The valid OMB control number for this information collection is 1810-0614. The time required to complete this information collection is estimated to average 111 hours per response, including the time to review instructions, search existing data resources, gather the data needed, and complete and review the information collection. If you have any comments concerning the accuracy of the time estimates(s) contact School Support and Technology Programs, 400 Maryland Avenue, SW, Washington, DC 20202-6140. Questions about the new electronic CSPR submission process, should be directed to the EDEN Partner Support Center at 1-877-HLP-EDEN (1-877-457-3336).

	OMB Number: 1810-0614
	Expiration Date: 07/31/2007
Consolidated State Performance Report For State Formula Grant Programs under the Elementary And Secondary Education Act as amended by the No Child Left Behind Act of 2001 Check the one that indicates the report you are submitting: ______Part I, 2005-2006 ______Part II, 2005-2006
Name of State Educational Agency (SEA) Submitting This Report:
Address:
Person to contact about this report: Name:
Telephone:
Fax:
e-mail:
Name of Authorizing State Official: (Print or Type):
Signature Date

CONSOLIDATED STATE PERFORMANCE REPORT: PART I

For reporting on

School Year 2005-2006

Part I Due December 1, 2006

1.1. STANDARDS AND ASSESSMENT DEVELOPMENT

Section 1111(b)(1) of ESEA requires States to adopt challenging academic content and achievement standards in mathematics, reading/language arts, and science and to develop assessments in mathematics, reading/language arts, and science that meet the requirements of section 1111(b)(3) in the required grade levels. In the following sections, States are asked to provide a detailed description of their progress in meeting the NCLB standards and assessments requirements.

1.1.1. Please provide a detailed description of the State's progress in adopting challenging academic content standards in science that meet the requirements of section 1111(b)(1). [1.1.1.]

STATE RESPONSE

1.1.2 Please provide a detailed description of the State's progress in developing and implementing, in consultation with LEAs, assessments in mathematics, reading/language arts, and science that meet the requirements of section 1111(b)(3) in the required grade levels. Please provide in your response a description of the State’s progress in developing alternate assessments for students with disabilities, including alternate assessments aligned to alternate achievement standards and those aligned to grade-level achievement standards. [1.1.2]

STATE RESPONSE

1.1.3 Please provide a detailed description of the State's progress in setting, in consultation with LEAs, academic achievement standards in mathematics, reading/language arts, and science that meet the requirements of section 1111(b)(1). If applicable, please provide in your response a description of the State’s progress in developing alternate achievement standards for students with the most significant cognitive disabilities. [1.1.3]

STATE RESPONSE

1.2 PARTICIPATION IN STATE ASSESSMENTS

Participation of All Students in 2005-2006 State Assessments

In the following tables, please provide the total number and percentage for each of the listed subgroups of students who participated in the State’s 2005-2006 school year academic assessments.

The data provided below for students with disabilities should include participation results from all students with disabilities as defined under the Individuals with Disabilities Education Act and do not include results from students covered under Section 505 of the Individuals with Disabilities Education Act of 1973.

1.2.1 Student Participation in 2005-2006 School Year Test Administration

1.2.1.1 2005-2006 School Year Mathematics Assessment

[1.2.1.1.x.x.]	Total Number of Students Tested	Percent of Students Tested
All Students	[1.1.]	[1.2.]
American Indian or Alaska Native	[2.1.]	[2.2.]
Asian or Pacific Islander	[3.1.]	[3.2.]
Black, non-Hispanic	[4.1.]	[4.2.]
Hispanic	[5.1.]	[5.2.]
White, non-Hispanic	[6.1.]	[6.2.]
Students with Disabilities	[7.1.]	[7.2.]
Limited English Proficient	[8.1.]	[8.2.]
Economically Disadvantaged	[9.1.]	[9.2.]
Migrant	[10.1.]	[10.2.]
Male	[11.1.]	[11.2.]
Female	[12.13]	[12.2.]

Additional racial/ethnic groups or combinations of racial/ethnic groups may be reported that are consistent with the major racial/ethnic categories that you use under NCLB.

1.2.1.2 2005-2006 School Year Reading/Language Arts Assessment

[1.2.1.2.x.x.]	Total Number of Students Tested	Percent of Students Tested
All Students	[1.1.]	[1.2.]
American Indian or Alaska Native	[2.1.]	[2.2.]
Asian or Pacific Islander	[3.1.]	[3.2.]
Black, non-Hispanic	[4.1.]	[4.2.]
Hispanic	[5.1.]	[5.2.]
White, non-Hispanic	[6.1.]	[6.2.]
Students with Disabilities	[7.1.]	[7.2.]
Limited English Proficient	[8.1.]	[8.2.]
Economically Disadvantaged	[9.1.]	[9.2.]
Migrant	[10.1.]	[10.2.]
Male	[11.1.]	[11.2.]
Female	[12.1.]	[12.2.]

Additional racial/ethnic groups or combinations of racial/ethnic groups may be reported that are consistent with the major racial/ethnic categories that you use under NCLB.

1.2.2 Participation of Students with Disabilities in State Assessment System

Students with disabilities (as defined under IDEA) participate in the State’s assessment system either by taking the regular State assessment, with or without accommodations, by taking an alternate assessment aligned to grade-level standards, or by taking an alternate assessment aligned to alternate achievement standards. In the following table, please provide the total number and percentage of students with disabilities who participated in these various assessments.

The data provided below should include participation results from all students with disabilities as defined under the Individuals with Disabilities Education Act and do not include results from students covered under Section 505 of the Rehabilitation Act of 1973.

1.2.2.1 Participation of Students with Disabilities the in 2005-2006 School Year Test Administration – Math Assessment

[1.2.2.1.x.x.]	Total Number of Students with Disabilities Tested	Percent of Students with Disabilities Tested
Regular Assessment, with or without accommodations	[1.1.]	[1.2.]
Alternate Assessment Aligned to Grade-Level Achievement Standards	[2.1.]	[2.2.]
Alternate Assessment Aligned to Alternate Achievement Standards	[3.1.]	[3.2.]

1.2.2.2 Participation of Students with Disabilities the in 2005-2006 School Year Test Administration – Reading/Language Arts Assessment

[1.2.2.2.x.x.]	Total Number of Students with Disabilities Tested	Percent of Students with Disabilities Tested
Regular Assessment, with or without accommodations	[1.1.]	[1.2.]
Alternate Assessment Aligned to Grade-Level Achievement Standards	[2.1.]	[2.2.]
Alternate Assessment Aligned to Alternate Achievement Standards	[3.1.]	[3.2.]

1.3 STUDENT ACADEMIC ACHIEVEMENT

In the following charts, please provide student achievement data from the 2005-2006 school year test administration. Charts have been provided for each of grades 3 through 8 and high school to accommodate the varied State assessment systems in mathematics and reading/language arts during the 2005-2006 school year. States should provide data on the total number of students tested as well as the percentage of students scoring at the proficient or advanced levels for those grades in which the State administered mathematics and reading/language arts assessments during the 2005-2006 school year.

The data for students with disabilities should include participation results from all students with disabilities as defined under the Individuals with Disabilities Education Act, including results from alternate assessments, and do not include results from students covered under Section 505 of the Individuals with Disabilities Education Act of 1973.

1.3.1 Grade 3 - Mathematics

[1.3.1.x.x.]	Total Number of Students Tested	Percent of Students Proficient or Advanced School Year 05-06
All Students	[1.1.]	[1.2.]
American Indian or Alaska Native	[2.1.]	[2.2.]
Asian or Pacific Islander	[3.1.]	[3.2.]
Black, non-Hispanic	[4.1.]	[4.2.]
Hispanic	[5.1.]	[5.2.]
White, non-Hispanic	[6.1.]	[6.2.]
Students with Disabilities	[7.1.]	[7.2.]
Limited English Proficient	[8.1.]	[8.2.]
Economically Disadvantaged	[9.1.]	[9.2.]
Migrant	[10.1.]	[10.2.]
Male	[11.1.]	[11.2.]
Female	[12.1.]	[12.2.]

Additional racial/ethnic groups or combinations of racial/ethnic groups may be reported that are consistent with the major racial/ethnic categories that you use under NCLB.

Grade 3 - Reading/Language Arts

[1.3.2.x.x.]	Total Number of Students Tested	Percent of Students Proficient or Advanced School Year 05-06
All Students	[1.1.]	[1.2.]
American Indian or Alaska Native	[2.1.]	[2.2.]
Asian or Pacific Islander	[3.1.]	[3.2.]
Black, non-Hispanic	[4.1.]	[4.2.]
Hispanic	[5.1.]	[5.2.]
White, non-Hispanic	[6.1.]	[6.2.]
Students with Disabilities	[7.1.]	[7.2.]
Limited English Proficient	[8.1.]	[8.2.]
Economically Disadvantaged	[9.1.]	[9.2.]
Migrant	[10.1.]	[10.2.]
Male	[11.1.]	[11.2.]
Female	[12.1.]	[12.2.]

Additional racial/ethnic groups or combinations of racial/ethnic groups may be reported that are consistent with the major racial/ethnic categories that you use under NCLB.

Grade 4 - Mathematics

[1.3.3.x.x.]	Total Number of Students Tested	Percent of Students Proficient or Advanced School Year 05-06
All Students	[1.1.]	[1.2.]
American Indian or Alaska Native	[2.1.]	[2.2.]
Asian or Pacific Islander	[3.1.]	[3.2.]
Black, non-Hispanic	[4.1.]	[4.2.]
Hispanic	[5.1.]	[5.2.]
White, non-Hispanic	[6.1.]	[6.2.]
Students with Disabilities	[7.1.]	[7.2.]
Limited English Proficient	[8.1.]	[8.2.]
Economically Disadvantaged	[9.1.]	[9.2.]
Migrant	[10.1.]	[10.2.]
Male	[11.1.]	[11.2.]
Female	[12.1.]	[12.2.]

Additional racial/ethnic groups or combinations of racial/ethnic groups may be reported that are consistent with the major racial/ethnic categories that you use under NCLB.

Grade 4 - Reading/Language Arts

[1.3.4.x.x.]	Total Number of Students Tested	Percent of Students Proficient or Advanced School Year 05-06
All Students	[1.1.]	[1.2.]
American Indian or Alaska Native	[2.1.]	[2.2.]
Asian or Pacific Islander	[3.1.]	[3.2.]
Black, non-Hispanic	[4.1.]	[4.2.]
Hispanic	[5.1.]	[5.2.]
White, non-Hispanic	[6.1.]	[6.2.]
Students with Disabilities	[7.1.]	[7.2.]
Limited English Proficient	[8.1.]	[8.2.]
Economically Disadvantaged	[9.1.]	[9.2.]
Migrant	[10.1.]	[10.2.]
Male	[11.1.]	[11.2.]
Female	[12.1.]	[12.2.]

Additional racial/ethnic groups or combinations of racial/ethnic groups may be reported that are consistent with the major racial/ethnic categories that you use under NCLB.

Grade 5 – Mathematics

[1.3.5.x.x.]	Total Number of Students Tested	Percent of Students Proficient or Advanced School Year 05-06
All Students	[1.1.]	[1.2.]
American Indian or Alaska Native	[2.1.]	[2.2.]
Asian or Pacific Islander	[3.1.]	[3.2.]
Black, non-Hispanic	[4.1.]	[4.2.]
Hispanic	[5.1.]	[5.2.]
White, non-Hispanic	[6.1.]	[6.2.]
Students with Disabilities	[7.1.]	[7.2.]
Limited English Proficient	[8.1.]	[8.2.]
Economically Disadvantaged	[9.1.]	[9.2.]
Migrant	[10.1.]	[10.2.]
Male	[11.1.]	[11.2.]
Female	[12.1.]	[12.2.]

Additional racial/ethnic groups or combinations of racial/ethnic groups may be reported that are consistent with the major racial/ethnic categories that you use under NCLB.

1.3.6 Grade 5 - Reading/Language Arts

[1.3.6.x.x.]	Total Number of Students Tested	Percent of Students Proficient or Advanced School Year 05-06
All Students	[1.1.]	[1.2.]
American Indian or Alaska Native	[2.1.]	[2.2.]
Asian or Pacific Islander	[3.1.]	[3.2.]
Black, non-Hispanic	[4.1.]	[4.2.]
Hispanic	[5.1.]	[5.2.]
White, non-Hispanic	[6.1.]	[6.2.]
Students with Disabilities	[7.1.]	[7.2.]
Limited English Proficient	[8.1.]	[8.2.]
Economically Disadvantaged	[9.1.]	[9.2.]
Migrant	[10.1.]	[10.2.]
Male	[11.1.]	[11.2.]
Female	[12.1.]	[12.2.]

Additional racial/ethnic groups or combinations of racial/ethnic groups may be reported that are consistent with the major racial/ethnic categories that you use under NCLB.

1.3.7 Grade 6 - Mathematics

[1.3.7.x.x.]	Total Number of Students Tested	Percent of Students Proficient or Advanced School Year 05-06
All Students	[1.1.]	[1.2.]
American Indian or Alaska Native	[2.1.]	[2.2.]
Asian or Pacific Islander	[3.1.]	[3.2.]
Black, non-Hispanic	[4.1.]	[4.2.]
Hispanic	[5.1.]	[5.2.]
White, non-Hispanic	[6.1.]	[6.2.]
Students with Disabilities	[7.1.]	[7.2.]
Limited English Proficient	[8.1.]	[8.2.]
Economically Disadvantaged	[9.1.]	[9.2.]
Migrant	[10.1.]	[10.2.]
Male	[11.1.]	[11.2.]
Female	[12.1.]	[12.2.]

Additional racial/ethnic groups or combinations of racial/ethnic groups may be reported that are consistent with the major racial/ethnic categories that you use under NCLB.

1.3.8 Grade 6 - Reading/Language Arts

[1.3.8.x.x.]	Total Number of Students Tested	Percent of Students Proficient or Advanced School Year 05-06
All Students	[1.1.]	[1.2.]
American Indian or Alaska Native	[2.1.]	[2.2.]
Asian or Pacific Islander	[3.1.]	[3.2.]
Black, non-Hispanic	[4.1.]	[4.2.]
Hispanic	[5.1.]	[5.2.]
White, non-Hispanic	[6.1.]	[6.2.]
Students with Disabilities	[7.1.]	[7.2.]
Limited English Proficient	[8.1.]	[8.2.]
Economically Disadvantaged	[9.1.]	[9.2.]
Migrant	[10.1.]	[10.2.]
Male	[11.1.]	[11.2.]
Female	[12.1.]	[12.2.]

Additional racial/ethnic groups or combinations of racial/ethnic groups may be reported that are consistent with the major racial/ethnic categories that you use under NCLB.

1.3.9 Grade 7 - Mathematics

[1.3.9.x.x.]	Total Number of Students Tested	Percent of Students Proficient or Advanced School Year 05-06
All Students	[1.1.]	[1.2.]
American Indian or Alaska Native	[2.1.]	[2.2.]
Asian or Pacific Islander	[3.1.]	[3.2.]
Black, non-Hispanic	[4.1.]	[4.2.]
Hispanic	[5.1.]	[5.2.]
White, non-Hispanic	[6.1.]	[6.2.]
Students with Disabilities	[7.1.]	[7.2.]
Limited English Proficient	[8.1.]	[8.2.]
Economically Disadvantaged	[9.1.]	[9.2.]
Migrant	[10.1.]	[10.2.]
Male	[11.1.]	[11.2.]
Female	[12.1.]	[12.2.]

Additional racial/ethnic groups or combinations of racial/ethnic groups may be reported that are consistent with the major racial/ethnic categories that you use under NCLB.

1.3.10 Grade 7 -Reading/Language Arts

[1.3.10.x.x.]	Total Number of Students Tested	Percent of Students Proficient or Advanced School Year 05-06
All Students	[1.1.]	[1.2.]
American Indian or Alaska Native	[2.1.]	[2.2.]
Asian or Pacific Islander	[3.1.]	[3.2.]
Black, non-Hispanic	[4.1.]	[4.2.]
Hispanic	[5.1.]	[5.2.]
White, non-Hispanic	[6.1.]	[6.2.]
Students with Disabilities	[7.1.]	[7.2.]
Limited English Proficient	[8.1.]	[8.2.]
Economically Disadvantaged	[9.1.]	[9.2.]
Migrant	[10.1.]	[10.2.]
Male	[11.1.]	[11.2.]
Female	[12.1.]	[12.2.]

Additional racial/ethnic groups or combinations of racial/ethnic groups may be reported that are consistent with the major racial/ethnic categories that you use under NCLB.

1.3.11 Grade 8 -Mathematics

[1.3.11.x.x.]	Total Number of Students Tested	Percent of Students Proficient or Advanced School Year 05-06
All Students	[1.1.]	[1.2.]
American Indian or Alaska Native	[2.1.]	[2.2.]
Asian or Pacific Islander	[3.1.]	[3.2.]
Black, non-Hispanic	[4.1.]	[4.2.]
Hispanic	[5.1.]	[5.2.]
White, non-Hispanic	[6.1.]	[6.2.]
Students with Disabilities	[7.1.]	[7.2.]
Limited English Proficient	[8.1.]	[8.2.]
Economically Disadvantaged	[9.1.]	[9.2.]
Migrant	[10.1.]	[10.2.]
Male	[11.1.]	[11.2.]
Female	[12.1.]	[12.2.]

Additional racial/ethnic groups or combinations of racial/ethnic groups may be reported that are consistent with the major racial/ethnic categories that you use under NCLB.

1.3.12 Grade 8 - Reading/Language Arts

[1.3.12.x.x.]	Total Number of Students Tested	Percent of Students Proficient or Advanced School Year 05-06
All Students	[1.1.]	[1.2.]
American Indian or Alaska Native	[2.1.]	[2.2.]
Asian or Pacific Islander	[3.1.]	[3.2.]
Black, non-Hispanic	[4.1.]	[4.2.]
Hispanic	[5.1.]	[5.2.]
White, non-Hispanic	[6.1.]	[6.2.]
Students with Disabilities	[7.1.]	[7.2.]
Limited English Proficient	[8.1.]	[8.2.]
Economically Disadvantaged	[9.1.]	[9.2.]
Migrant	[10.1.]	[10.2.]
Male	[11.1.]	[11.2.]
Female	[12.1.]	[12.2.]

Additional racial/ethnic groups or combinations of racial/ethnic groups may be reported that are consistent with the major racial/ethnic categories that you use under NCLB.

1.3.13 High School - Mathematics

[1.3.13.x.x.]	Total Number of Students Tested	Percent of Students Proficient or Advanced School Year 05-06
All Students	[1.1.]	[1.2.]
American Indian or Alaska Native	[2.1.]	[2.2.]
Asian or Pacific Islander	[3.1.]	[3.2.]
Black, non-Hispanic	[4.1.]	[4.2.]
Hispanic	[5.1.]	[5.2.]
White, non-Hispanic	[6.1.]	[6.2.]
Students with Disabilities	[7.1.]	[7.2.]
Limited English Proficient	[8.1.]	[8.2.]
Economically Disadvantaged	[9.1.]	[9.2.]
Migrant	[10.1.]	[10.2.]
Male	[11.1.]	[11.2.]
Female	[12.1.]	[12.2.]

Additional racial/ethnic groups or combinations of racial/ethnic groups may be reported that are consistent with the major racial/ethnic categories that you use under NCLB.

1.3.14 High School - Reading/Language Arts

[1.3.14.x.x.]	Total Number of Students Tested	Percent of Students Proficient or Advanced School Year 05-06
All Students	[1.1.]	[1.2.]
American Indian or Alaska Native	[2.1.]	[2.2.]
Asian or Pacific Islander	[3.1.]	[3.2.]
Black, non-Hispanic	[4.1.]	[4.2.]
Hispanic	[5.1.]	[5.2.]
White, non-Hispanic	[6.1.]	[6.2.]
Students with Disabilities	[7.1.]	[7.2.]
Limited English Proficient	[8.1.]	[8.2.]
Economically Disadvantaged	[9.1.]	[9.2.]
Migrant	[10.1.]	[10.2.]
Male	[11.1.]	[11.2.]
Female	[12.1.]	[12.2.]

Additional racial/ethnic groups or combinations of racial/ethnic groups may be reported that are consistent with the major racial/ethnic categories that you use under NCLB.

1.4 SCHOOL AND DISTRICT ACCOUNTABILITY

1.4.1 For all public elementary and secondary schools and districts in the State (Title I and non-Title I), please provide the total number and percentage of all schools and districts that made adequate yearly progress (AYP), based on data from the 2005-2006 school year.

School Accountability

[1.4.1.1.x.]

Total number of public elementary and secondary schools (Title I and non-Title I) in State

Total number of public elementary and secondary schools (Title I and non-Title I) in State that made AYP

Percentage of public elementary and secondary schools (Title I and non-Title I) in State that made AYP

Based on 2005-2006 School Year Data

[1.]

[2.]

[3.]

District Accountability

[1.4.1.2.x.]

Total number of public elementary and secondary districts (Title I and non-Title I) in State

Total number of public elementary and secondary districts (Title I and non-Title I) in State that made AYP

Percentage of public elementary and secondary districts (Title I and non-Title I) in State that made AYP

Based on 2005-2006 School Year Data

[1.]

[2.]

[3.]

1.4.2 For all Title I schools and districts in the State, please provide the total number and percentage of all Title I schools and districts that made AYP, based on data from the 2005-2006 school year.

Title I School Accountability

[1.4.2.1.x.]

Total number of Title I schools in State

Total number of Title I schools in State that made AYP

Percentage of Title I schools in State that made AYP

Based on 2005-2006 School Year Data

[1.]

[2.]

[3.]

Title I District Accountability

[1.4.2.2.x.]

Total number of Title I districts in State

Total number of Title I districts in State that made AYP

Percentage of Title I districts in State that made AYP

Based on 2005-2006 School Year Data

[1.]

[2.]

[3.]

1.4.3 Title I Schools Identified for Improvement

1.4.3.1 In the following chart, please provide a list of Title I schools identified for improvement, corrective action, or restructuring under section 1116 for the 2006-2007 school year, based upon data from the 2005-2006 school year. For each school listed, please provide the name of the school’s district, the areas in which the school missed AYP (e.g., missing reading proficiency target, reading participation rate, other academic indicator), and the school improvement status for the 2006-2007 school year (e.g., school in need of improvement year 1, school in need of improvement year 2, corrective action, restructuring - planning, restructuring - implementation). Additionally, for any Title I school identified for improvement, corrective action, or restructuring for the 2006-2007 school year, that made AYP based upon data from the 2005-2006 school year, please add “Made AYP 2005-2006.”

1.4.3.1 Title I Schools Identified for Improvement, Corrective Action, and Restructuring (in 2006-06 based on the data from 2005-06) [1.4.3.1.x.]

District Name & NCES/CCD ID Code	School Name & NCES/CCD ID Code	Area(s) in which school missed AYP						School Improvement Status for SY 2006-2007
		Reading/Language Arts		Mathematics		Other Academic Indicator
		Proficiency Target	Participation Rate	Proficiency Target	Participation Rate	Academic Indicator (elementary/ middle schools)	Graduation Rate (high school)
[1.] Name [2.] ID Code	[3.] Name [4.] ID Code	[5.1.1.]	[5.1.2.]	[5.2.1]	[5.2.2.]	[5.3.1]	[5.3.2.]	[6.]

Briefly describe the measures being taken to address the achievement problems of schools identified for improvement, corrective action, and restructuring. [1.4.3.2.]

1.4.4 Title I Districts Identified for Improvement.

1.4.4.1 In the following chart, please provide a list of Title I districts identified for improvement or corrective action under section 1116 for the 2006-2007 school year, based upon data from the 2005-2006 school year. For each district listed, please provide the areas in which the district missed AYP (e.g., missing reading proficiency target, reading participation rate, other academic indicator), and the district improvement status for the 2006-2007 school year (e.g., district in need of improvement year 1, district in need of improvement year 2, corrective action). Additionally for any Title I district identified for improvement or corrective action for the 2006-06 school year that made AYP based on data from the 2005-06 school year, please add “Made AYP for 2005-06.”

1.4.4.1 Title I Districts Identified for Improvement and Corrective Action (in 2006-06 based on the data from 2005-06) [1.4.4.1.x.]

District Name & NCES/CCD ID Code	Area(s) in which district missed AYP						District Improvement Status for SY 2006-2007
	Reading/Language Arts		Mathematics		Other Academic Indicator
	Proficiency Target	Participation Rate	Proficiency Target	Participation Rate	Academic Indicator (elementary/ middle schools)	Graduation Rate (high school)
[1.] Name [2.] ID Code	[3.1.1.]	[3.1.2.]	[3.2.1.]	[3.2.2.]	[3.3.1.]	[3.3.2.]	[4.]

1.4.4.2 Briefly describe the measures being taken to address the achievement problems of districts identified for improvement and corrective action. [1.4.4.2.]

1.4.5 Public School Choice and Supplemental Educational Services

1.4.5.1 Public School Choice

1. Please provide the number of Title I schools identified for improvement, corrective action, and restructuring from which students transferred under the provisions for public school choice under section 1116 of Title I during the 2005-2006 school year. __________ [1.4.5.1.1.]

2. Please provide the number of public schools to which students transferred under the provisions for public school choice under section 1116 of Title I during the 2005-2006 school year. __________ [1.4.5.1.2.1.] How many of these schools were charter schools? __________ [1.4.5.1.2.2.]

3. Please provide the number of students who transferred to another public school under the provisions for public school choice under section 1116 of Title I during the 2005-2006 school year. __________ [1.4.5.1.3.]

4. Please provide the number of students who were eligible to transfer to another public school under the provisions for public school choice under section 1116 of Title I during the 2005-2006 school year. __________ [1.4.5.1.4.]

Optional Information:

5. If the State has the following data, the Department would be interested in knowing the following:

6. The number of students who applied to transfer to another public school under the provisions for public school choice under section 1116 of Title I during the 2005-2006 school year. __________ [1.4.5.1.5.]

7. The number of students, among those who applied to transfer to another public school under the Title I public school choice provisions, who were actually offered the opportunity to transfer by their LEAs, during the 2005-2006 school year. __________ [1.4.5.1.6.]

1.4.5.2 Supplemental Educational Services

1. Please provide the number of Title I schools identified for improvement, corrective action, and restructuring whose students received supplemental educational services under section 1116 of Title I during the 2005-2006 school year. __________ [1.4.5.2.1.]

2. Please provide the number of students who received supplemental educational services under section 1116 of Title I during the 2005-2006 school year. __________ [1.4.5.2.2.]

3. Please provide the number of students who were eligible to receive supplemental educational services under section 1116 of Title I during the 2005-2006 school year. __________ [1.4.5.2.3.]

Optional Information:

If the State has the following data, the Department would be interested in knowing the following:

4. The number of students who applied to receive supplemental educational services under section 1116 of Title I during the 2005-2006 school year. __________ [1.4.5.2.4.]

1.5 TEACHER AND PARAPROFESIONAL QUALITY

1.5.1 In the following table, please provide data from the 2005-06 school year for classes in the core academic subjects being taught by “highly qualified” teachers (as the term is defined in Section 9101(23) of the ESEA), in the aggregate for all schools and in “high-poverty” and “low-poverty” elementary schools (as the terms are defined in Section 1111(h)(1)(C)(viii) of the ESEA). Section 1111(h)(1)(C)(viii) defines “high-poverty” schools as schools in the top quartile of poverty in the State and “low-poverty” schools as schools in the bottom quartile of poverty in the State. Additionally, please provide information on classes being taught by highly qualified teachers by the elementary and secondary school level.

School Type [1.5.1.x.x.]	Total Number of Core Academic Classes	Number of Core Academic Classes Taught by Highly Qualified Teachers	Percentage of Core Academic Classes Taught by Highly Qualified Teachers
All Schools in State	[1.1.1.]	[1.1.2.]	[1.1.3.]
Elementary Level
High-Poverty Schools	[2.1.1.]	[2.1.2.]	[2.1.3.]
Low-Poverty Schools	[2.2.1.]	[2.2.2.]	[2.2.3.]
All Elementary Schools	[2.3.1.]	[2.3.2.]	[2.3.3.]
Secondary Level
High-Poverty Schools	[3.1.1.]	[3.1.2.]	[3.1.3.]
Low-Poverty Schools	[3.2.1.]	[3.2.2.]	[3.2.3.]
All Secondary Schools	[3.3.1.]	[3.3.2.]	[3.3.3.]

Definitions and Instructions

What are the core academic subjects?

English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography [Title IX, Section 9101(11)]. While the statute includes the arts in the core academic subjects, it does not specify which of the arts are core academic subjects; therefore, States must make this determination.

How is a teacher defined?

An individual who provides instruction in the core academic areas to kindergarten, grades 1 through 12, or un-graded classes, or individuals who teach in an environment other than a classroom setting (and who maintain daily student attendance records) [from NCES, CCD, 2001-02]

How is a class defined?

A class is a setting in which organized instruction of core academic course content is provided to one or more students (including cross-age groupings) for a given period of time. (A course may be offered to more than one class). Instruction, provided by one or more teachers or other staff members, may be delivered in person or via a different medium. Classes that share space should be considered as separate classes if they function as separate units for more than 50 percent of the time [from NCES Non-fiscal Data Handbook for Early Childhood, Elementary, and Secondary Education, 2003].

Should 6th, 7th, and 8^th grade classes be reported in the elementary or secondary category?

States are responsible for determining whether the content taught at the middle school level meets the competency requirements for elementary or secondary instruction. See Question A-14 in the August 3, 2006, Non-Regulatory Guidance for additional information. Report classes in grade 6 though 8 consistent with how teachers have been classified to determine their highly qualified status, regardless if their schools are configured as elementary or middle schools.

How should States count teachers (including specialists or resource teachers) in elementary classes?

States that count self-contained classrooms as one class should, to avoid over-representation, also count subject-area specialists (e.g., mathematics or music teachers) or resource teachers as teaching one class.

On the other hand, States using a departmentalized approach to instruction where a self-contained classroom is counted multiple times (once for each subject taught) should also count subject-area specialists or resource teachers as teaching multiple classes.

How should States count teachers in self-contained multiple-subject secondary classes?

Each core academic subject taught for which students are receiving credit toward graduation should be counted in the numerator and the denominator. For example, if English, calculus, history, and science are taught in a self-contained classroom by the same teacher, count these as four classes in the denominator. If the teacher is Highly Qualified in English and history, he/she would be counted as Highly Qualified in two of the four subjects in the numerator.

1.5.2 For those classes in core academic subjects being taught by teachers who are not highly qualified as reported in Question 1.5.1, estimate the percentages of those classes in the following categories (note: percentages should add to 100 percent of the classes taught by not highly qualified teachers). [1.5.2.x.x.]

Reason For Being Classified as Not Highly Qualified	Percentage
Elementary School Classes
a) Elementary school classes taught by certified general education teachers who did not pass a subject-knowledge test or (if eligible) have not demonstrated subject-matter competency through HOUSSE	[1.5.2.1.1.]
b) Elementary school classes taught by certified special education teachers who did not pass a subject-knowledge test or have not demonstrated subject-matter competency through HOUSSE	[1.5.2.2.1.]
c) Elementary school classes taught by teachers who are not fully certified (and are not in an approved alternative route program)	[1.5.2.3.1.]
SECONDARY SCHOOL CLASSES
d) Secondary school classes taught by certified general education teachers who have not demonstrated subject-matter knowledge in those subjects (e.g., out-of-field teachers)	[1.5.2.4.1.]
e) Secondary school classes taught by certified special education teachers who have not demonstrated subject-matter competency in those subjects	[1.5.2.5.1.]
f) Secondary school classes taught by teachers who are not fully certified (and are not in an approved alternative route program)	[1.5.2.6.1.]
g) Other (please explain)	[1.5.2.7.1.]
e) Secondary school classes taught by certified special education teachers who have not demonstrated subject-matter competency in those subjects	[1.5.2.8.1.]
f) Secondary school classes taught by teachers who are not fully certified (and are not in an approved alternative route program)	[1.5.2.9.1.]
g) Other (please explain)	[1.5.2.10.1.]

1.5.3 Please report the State poverty quartile breaks for high- and low-poverty elementary and secondary schools used in the table in Question 1.5.1. [1.5.3.x.x.]

	High-Poverty Schools	Low-Poverty Schools
Elementary Schools	More than _________% [1.1.]	Less than __________% [1.2.]
Poverty Metric Used	[1.3.]
Secondary Schools	More than _________% [2.1.]	Less than __________% [2.2.]
Poverty Metric Used	[2.3.]

Definitions and Instructions

How are the poverty quartiles determined?

Separately rank order elementary and secondary schools from highest to lowest on your percent poverty measure. Divide the list into 4 equal groups. Schools in the first (highest group) are high-poverty schools. Schools in the last group (lowest group) are the low-poverty schools. Generally, states use the percentage of students who qualify for the free or reduced price lunch program for this calculation.

Since the poverty data are collected at the school and not classroom level, how do we classify schools as either elementary or secondary for this purpose?

States may include as elementary schools all schools that serve children in grades K-5 (including K-8 or K-12 schools) and would therefore include as secondary schools those that exclusively serve children in grades 6 and higher.

1.5.4 Paraprofessional Quality. NCLB defines a qualified paraprofessional as an employee who provides instructional support in a program supported by Title I, Part A funds who has (1) completed two years of study at an institution of higher education; (2) obtained an associate’s (or higher) degree; or (3) met a rigorous standard of quality and be able to demonstrate, through a formal State or local academic assessment, knowledge of and the ability to assist in instructing reading, writing, and mathematics (or, as appropriate, reading readiness, writing readiness, and mathematics readiness) (Section 1119(c) and (d).) For more information on qualified paraprofessionals, please refer to the Title I paraprofessionals Guidance, available at:

http://www.ed.gov/policy/elsec/guid/paraguidance.doc

In the following chart, please provide data from the 2005-2006 school year for the percentage of Title I paraprofessionals (excluding those with sole duties as translators and parental involvement assistants) who are qualified.

School Year

Percentage of Qualified Title I Paraprofessionals

2005-2006 School Year

[1.5.4.1.1.]

1.6 English Language Proficiency

English Language Proficiency (ELP) Standards [1.6.1.1.x.]

Has the State developed ELP standards (k-12) as required under Section 3113(b)(2) and are these ELP standards fully approved, adopted, or sanctioned by the State governing body?

Developed _________ [1.6.1.1.1.] Yes __________No [1.6.1.1.2.]

Approved, adopted, sanctioned _________ [1.6.1.1.3.] Yes __________No [1.6.1.1.4.]

Operationalized _________ [1.6.1.1.5.] Yes __________ [1.6.1.1.6.] No (e.g., Are standards being used by district and school teachers?)

Please provide a detailed description of the State’s progress in establishing, implementing, and operationalizing English Language Proficiency (ELP) standards for raising the level of ELP, that are derived from the four domains of speaking, listening, reading, and writing, and that are aligned with achievement of the challenging State academic content and student academic achievement standards described in section 1111(b)(1). [1.6.1.1.7.]

STATE RESPONSE

1.6.1.2 Alignment of Standards

Please provide a detailed description of the State’s progress for linking/aligning the State English Proficiency Standards to the State academic content and student academic achievement standards in English language arts/reading and mathematics. [1.6.1.2.]

STATE RESPONSE

1.6.2 English Language Proficiency (ELP) Assessments [1.6.2.x.]

The expectation for the full administration of the new or enhanced ELP assessment(s) that are aligned with the State’s English language proficiency (ELP) standards as required under Section 3113(b)(2) is spring 2007. Please indicate if the State has conducted any of the following:

An independent alignment study ______ [1.6.2.1.]
Other evidence of alignment ______ [1.6.2.2.]

2. Provide an updated description of the State’s progress in developing and implementing the new or enhanced ELP assessments. Specifically describe how the State ensures: [1.6.2.3.]

The annual assessment of all LEP students in the State in grades k-12;
The ELP assessment(s) which address the five domains of listening, speaking, reading, writing, and comprehension;
ELP assessments are based on ELP standards;
Technical quality (validity, reliability, etc.)

STATE RESPONSE

1.6.3 English Language Proficiency Data

In the following tables, please provide English language proficiency (ELP) data from the 2005-2006 school year test administration. The ELP data should be aggregated at the State level.

States may use the sample format below or another format to report the requested information. The information following the chart is meant to explain what is being requested under each column.

1.6.3.1 English Language Proficiency (ELP) Assessment Data [1.6.3.1.x.x.x.]

2005-2006 Data for ALL LEP Students in the State

Name of ELP Assessment(s)

(1)

Total number of ALL Students assessed for ELP

(2)

Total number and percentage of ALL students identified as LEP

(3)

Total number and percentage of ALL students identified as LEP at each level of English language proficiency

Number and Percentage at Basic or Level 1

(4)

Number and Percentage at Intermediate or Level 2

(5)

Number and Percentage at Advanced or Level 3

(6)

Number and Percentage at Proficient or Level 4

(7)

Number and Percentage at Proficient or Level 5

(8)

[1.]

#
[2.]

#
[3.1.]

%
[3.2.]

#
[4.1.1.]

%
[4.1.2.]

#
[4.2.1.]

[4.4.1]

[4.4.2.]

[4.3.2.]

[4.4.1]

[4.4.2.]

[4.5.1]

[4.5.2.]

(1) In column one, provide the name(s) of the English Language Proficiency Assessment(s) used by the State.

(2) In column two, provide the total number of all students assessed for limited English proficiency (“assessed” refers to the number of students evaluated using State-selected ELP assessment(s)).

(3) In column three, provide the total number and percentage of all students identified as LEP by each State-selected ELP assessment(s) (“identified” refers to the number of students determined to be LEP on State-selected ELP assessments).

(4-8) In columns four-eight, provide the total number and percentage of all students identified as LEP at each level of English language proficiency as defined by State-selected ELP assessment(s). The number (#) and percentage (%) of columns 4-8 should equate to the number (#) and percentage (%) of all students identified as limited English proficient in column 3.

1.6.3.2 Data Reflecting the Most Common Languages Spoken in the State [1.6.3.2.x.x. ]

2005-2006 Data of the Most Common Languages Spoken by LEPs
Language	Number and Percentage of ALL LEP Students in the State
1. [1.1.]	# [1.2.1.]	% [1.2.2.]
2.
3.
4.
5.
6.
7.
8.
9.
10.

In the above chart, list the ten most commonly spoken languages in your State. Indicate the number and percentage of LEP students that speak each of the languages listed in table 1.6.3.2.

1.6.3.3 English Language Proficiency (ELP) Assessment Data [1.6.3.3.x.]

2004-2005 Data for LEP Students in the State Served under Title III

Name of ELP Assessment(s)

(1)

Total number and percentage of students identified as LEP who participated in Title III programs

(2)

Total number and percentage of Title III students identified at each level of English language proficiency

Total number and percentage of Title III LEP students transitioned for 2 year monitoring

(8)

Number and Percentage at Basic or Level 1

(3)

Number and Percentage at Intermediate or Level 2

(4)

Number and Percentage at Advanced or Level 3

(5)

Number and Percentage at Proficient or Level 4

(6)

Number and Percentage at Proficient or Level 5

(7)

[1.]

#
[2.1.]

%
[2.2.]

[3.1.1.]

%
[3.1.2.]

#
[3.2.1]

%
[3.2.2.]

#
[3.3.1.]

%
[3.3.2.]

#
[3.4.1.]

%
[3.4.2.]

[3.5.1.]

#
[4.1.]

[4.2.]

(1) In column one, provide the name of the English Language Proficiency Assessment used by the State.

(2) In column two, provide the total number and percentage of LEP students who participated in a Title III language instruction educational program during the 2004-2005 school year.

(3-7) In columns three-six, provide the total number and percentage of LEP students at each level of English language proficiency who received Title III services during the 2004-2005 school year. The number (#) and percentage (%) of columns 3-6 should equate to the number (#) and percentage (%) of all students identified as limited English proficient in column 2.

(8) In column eight, provide the total number and percentage of LEP students who participated in a Title III language instruction educational program during the 2005-2006 school year and who were transitioned into a classroom not tailored for LEP children and are no longer receiving services under Title III.

1.6.4 Immigrant Children and Youth Data [1.6.4.4.x.]

Programs and activities for immigrant children and youth

Definitions:

# immigrants enrolled in the State = number of students, who meet the definition of immigrant children and youth in Section 3301(6), enrolled in the elementary or secondary schools in the State
# immigrants served by Title III = number of immigrant students who participated in programs for immigrant children and youth funded under Section 3114(d)(1), using the funds reserved for immigrant education programs/activities
# of immigrants subgrants = number of subgrants made in the State under Section 3114(d)(1), with the funds reserved for immigrant education programs/activities

Table (XX) Education Programs for Immigrant Students
2005-2006
# Immigrants enrolled in the State	# Immigrants served by Title III	# Immigrant subgrants
[1.]	[2.]	[3.]

State response: (Provide information on what has changed, e.g., sudden influx of large number of immigrant children and youth, increase/change of minority language groups, sudden population change in school districts that are less experienced with education services for immigrant students in the State during the 2 previous years.)

1.6.5 Definition of Proficient [1.6.5.]

If the State has made changes since the last Consolidated State Performance Report submission (for school year 200404-2005), please provide the State’s definition of “proficient” in English as defined by the State’s English language proficiency standards and assessments under Section 3122(a)(3). Please include the following in your response:

The test score range or cut scores for each of the State’s ELP assessments;
A description of how the five domains of listening, speaking, reading, writing, and comprehension are incorporated or weighted in the State’s definition of “proficient” in English;
Other criteria used to determine attaining proficiency in English.

STATE RESPONSE

1.6.6 Definition of Making Progress [1.6.6.]

If the State has made changes since the last Consolidated State Performance Report submission (for school year 2004-2005), please provide the State’s definition of “making progress” in learning English as defined by the State’s English language proficiency standards and assessment(s) in Section 3122(a)(3). Please include the following in your response:

A description of the English language proficiency levels and any sub-levels as defined by the State’s English language proficiency standards and assessments;
A description of the criteria students must meet to progress from one proficiency level to the next (e.g., narrative descriptions, cut scores, formula, data from multiple sources).

STATE RESPONSE

1.6.7 Definition of Cohort [1.6.7.]

If the State has made changes since the last Consolidated State Performance Report submission (for school year 2004-2005), please provide the State’s definition of “cohort.” Include a description of the specific characteristics of the cohort(s) in the State, e.g., grade/grade span or other characteristics.

STATE RESPONSE

1.6.8 Information on the Acquisition of English Language Proficiency for ALL Limited English Proficient Students in the State.

Please provide information on the progress made by ALL LEP students in your State in learning English and attaining English language proficiency.

Did your State apply the Title III English language proficiency annual measurable achievement objectives (AMAOs) to ALL LEP students in the State? [1.6.8.1]

_____Yes _____No

If yes, you may use the format provided below to report the requested information.

English Language Proficiency

Percent and Number of ALL LEP Students in the State Who Made Progress in Learning English

Percent and Number of ALL LEP Students in the State Who Attained English Proficiency

[1.6.8.2.x.x.x.]

2005-2006 School Year

Projected

AMAO Target

Actual

Projected

AMAO Target

Actual

[1.1.1.]

[1.1.2.]

[1.2.1.]

[1.2.2.]

[1.3.1.]

[1.3.2.]

[1.4.1.]

[1.4.2.]

If no, please describe the different evaluation mechanism used by the State to measure both the progress of ALL LEP students in learning English and in attaining English language proficiency and provide the data from that evaluation.

Annual Measurable Achievement Objectives (AMAOs) for English Language Proficiency for Title III Participants

Critical synthesis of data reported by Title III subgrantees

[SEC. 3121(a) p. 1701, 3123(b)(1, 3) p.1704]

Provide the results of Title III LEP students in meeting the State English language proficiency (ELP) annual measurable achievement objectives (AMAOs) for making progress and attainment of English language proficiency as required in Table 1.6.9.

TABLE 1.6.9 INSTRUCTIONS: [1.6.9.2.x.x.]

Report ONLY the results from State English language proficiency assessment(s) for LEP students who participate in Title III English language instruction educational programs in grades K-12.

Blackened cells in this form indicate information which, each SEA should collect and maintain, but which is not being collected at this time.

Definitions:

MAKING PROGRESS = as defined by the State and submitted to OELA in the State Consolidated Application (CSA), or as amended.
DID NOT MAKE PROGRESS = The number and percentage of Title III LEP students who did not meet the State definition of “Making Progress.”
ATTAINED ENGLISH PROFICIENCY = as defined by the State and submitted to OELA in the State Consolidated Application (CSA), or as amended.
TOTAL = the total number of students from making progress, not making progress, and attainment, for each year in the table.
AMAO TARGET = the AMAO target for the year as established by State and submitted to OELA in the CSA (September 2003 submission), or as amended and approved, for each objective for “Making progress” and “Attainment” of English language proficiency.
ACHIEVEMENT RESULTS = The number and percentage of Title III LEP students who met/did not meet the State definitions of “Making Progress” and the number and percentage of Title III LEP students who met the definition for “Attainment” of English language proficiency.

	2005-06
	AMAO TARGET	ACHIEVEMENT RESULTS
	%	##	%
MAKING PROGRESS	[1.1]	[1.2]	[1.3.]
DID NOT MAKE PROGRESS	[2.1.]	See Note [2.2.]	[2.3.]

ATTAINED ENGILSH PROFICIENCY	[3.1]	[3.2]	[3.3.]
TOTAL	[4.1.]	Auto Calc [4.2.]	[4.3.]

Explanation of data for Table

Check the answer to the following question.

Are monitored* LEP students reflected in the Table “Attainment” “Achievement Results”? [1.6.9.2.5]

Yes

* Monitored LEP students are those who

have achieved “proficient” on the State ELP assessment
have transitioned into classrooms that are not designed for LEP students
are no longer receiving Title III services, and who are being monitored for academic content achievement for 2 years after transition

1.6.10. Title III program effectiveness in assisting LEP students to meet State English language proficiency and student academic achievement standards

[SEC. 3122(b)(2) p. 1703, 3123(b)(1, 4) p.1704-5, 3121(b)(2) p. 1701,]

Provide the count for each year. [1.6.10.x.]

It is not necessary to respond to the items in this form, which reference other collections. The information provided by each SEA to those other collections will be collected by OELA and utilized to produce the Biennial Report


Title III Subgrantee Information

					2005-06
Total number of Title III subgrantees for each year					[1.6.10.1.]

Total number of Title III subgrantees that met the AMAO target for making progress					[1.6.10.4.]
Total number of Title III subgrantees that met the AMAO target for attaining English proficiency					[1.6.10.5.]
Total number of Title III subgrantees that met the AMAO target for AYP					[1.6.10.6.]
Total number of Title III subgrantees that met all three Title III AMAOs*					[1.6.10.2.]

Total number of Title III subgrantees that met 2 AMAOs					[1.6.10.8.]
Total number of Title III subgrantees that met 1 AMAO					[1.6.10.9.]
Total number of Title III subgrantees that did not meet any AMAO					[1.6.10.3.]

Total number of Title III subgrantees that did not meet AMAOs for two consecutive years					[1.6.10.11.]
Total number of Title III subgrantees with an improvement plan for not meeting Title III AMAOs					[1.6.10.12.]
Total number of Title III subgrantees who have not met Title III AMAOs for four consecutive years (beginning in 2007-08)					[1.6.10.13.]

Did the State meet all three Title III AMAOs? * [1.6.10.14.]

YES

*Meeting all three Title III AMAOs means meeting each State set target for each objective: Making Progress, Attaining Proficiency and making AYP.

1.6.11 On the following tables for 2005-06, please provide data regarding the academic achievement of monitored LEP students who transitioned into classrooms not designated for LEP students and who are no longer receiving services under Title III. Please provide data only for those students who transitioned in 2005-2006 school year.

1.6.11.1 Number and percent of former Title III served, monitored LEP students scoring at the proficient and advanced levels on the State reading language arts assessments [1.6.11.1.x.x.]

Grade/Grade Span	Students Proficient & Advanced
	#	%
3	[1.1.]	[1.2.]
4	[2.1.]	[2.2.]
5	[3.1.]	[3.2.]
6	[4.1.]	[4.2.]
7	[5.1.]	[5.2.]
8	[6.1.]	[6.2.]
H.S.	[7.1.]	[7.2.]

1.6.11.2 Number and percent of former Title III served, monitored LEP students scoring at the proficient and advanced levels on the State mathematics assessments [1.6.11.2.x.x.]

Grade/Grade Span	Students Proficient & Advanced
	#	%
3	[1.1.]	[1.2.]
4	[2.1.]	[2.2.]
5	[3.1.]	[3.2.]
6	[4.1.]	[4.2.]
7	[5.1.]	[5.2.]
8	[6.1.]	[6.2.]
H.S.	[7.1.]	[7.2.]

1.7 Persistently Dangerous Schools

In the following chart, please provide data for the number of schools identified as persistently dangerous as determined by the State by the start of the 2006-2007 school year. For further guidance on persistently dangerous schools, please refer to the Unsafe School Choice Option Non-Regulatory Guidance, available at:

Number of Persistently Dangerous Schools

2006-2007 School Year

[1.7.]

1.8 Graduation and Dropout Rates

1.8.1 Graduation Rates [1.8.1.x.x.]

Section 200.19 of the Title I regulations issued under the No Child Left Behind Act on December 2, 2002, defines graduation rate to mean:

The percentage of students, measured from the beginning of high school, who graduate from public high school with a regular diploma (not including a GED or any other diploma not fully aligned with the State’s academic standards) in the standard number of years; or,
Another more accurate definition developed by the State and approved by the Secretary in the State plan that more accurately measures the rate of students who graduate from high school with a regular diploma; and
Avoids counting a dropout as a transfer.

1. The Secretary approved each State’s definition of the graduation rate, consistent with section 200.19 of the Title I regulations, as part of each State’s accountability plan. Using the definition of the graduation rate that was approved as part of your State’s accountability plan, in the following chart please provide graduation rate data for the 2004-2005 school year.

2. For those States that are reporting transitional graduation rate data and are working to put into place data collection systems that will allow the State to calculate the graduation rate in accordance with Section 200.19 for all the required subgroups, please provide a detailed progress report on the status of those efforts.

High School Graduates	Graduation Rate
Student Group	04-05 School Year
All Students	[1.1.]
American Indian or Alaska Native	[2.1.]
Asian or Pacific Islander	[3.1.]
Black, non-Hispanic	[4.1.]
Hispanic	[5.1.]
White, non-Hispanic	[6.1.]
Students with Disabilities	[7.1.]
Limited English Proficient	[8.1.]
Economically Disadvantaged	[9.1.]
Migrant	[10.1.]
Male	[11.1.]
Female	[12.1.]

Additional racial/ethnic groups or combinations of racial/ethnic groups may be reported that are consistent with the major racial/ethnic categories that you use under NCLB.

1.8.2 Dropout Rate [1.8.2.x.x.]

For purposes of calculating and reporting a dropout rate for this performance indicator, States should use the annual event school dropout rate for students leaving a school in a single year determined in accordance with the National Center for Education Statistics’ (NCES) Common Core of Data.

Consistent with this requirement, States must use NCES’ definition of “high school dropout,” An individual who: 1) was enrolled in school at some time during the previous school year; and 2) was not enrolled at the beginning of the current school year; and 3) has not graduated from high school or completed a state- or district-approved educational program; and 4) does not meet any of the following exclusionary conditions: a) transfer to another public school district, private school, or state- or district approved educational program (including correctional or health facility programs); b) temporary absence due to suspension or school-excused illness; or c) death.

In the following chart, please provide data for the 2004-2005 school year for the percentage of students who drop out of high school, disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically disadvantaged.

Dropouts	Dropout Rate
Student Group	04-05 School Year
All Students	[1.1.]
American Indian or Alaska Native	[2.1.]
Asian or Pacific Islander	[3.1.]
Black, non-Hispanic	[4.1.]
Hispanic	[5.1.]
White, non-Hispanic	[6.1.]
Students with Disabilities	[7.1.]
Limited English Proficient	[8.1.]
Economically Disadvantaged	[9.1.]
Migrant	[10.1.]
Male	[11.1.]
Female	[12.1.]

Additional racial/ethnic groups or combinations of racial/ethnic groups may be reported that are consistent with the major racial/ethnic categories that you use under NCLB.

1.9 EDUCATION FOR HOMELESS CHILDREN AND YOUTH PROGRAM DATA

Provide the following information for homeless children and youth in your State for the 2005-2006 school year (as defined by your State). To complete this form, compile data for LEAs with and without subgrants.

1.9.1 DATA FROM ALL LEAs WITH AND WITHOUT MCKINNEY-VENTO SUBGRANTS

1.9.1.1 How does your State define the period that constitutes a school year? (e.g., “The school year shall begin on the first day of July and end on the thirtieth day of June” or “A total of 175 instructional days”). [1.9.1.1.]

STATE RESPONSE

1.9.1.2 What are the totals in your state as follows:

[1.9.1.2.x.x.]	Total Number in State	Total Number of LEAs Reporting
LEAs without Subgrants	[1.1.]	[1.2.]
LEAs with Subgrants	[2.1.]	[2.2.]

1.9.1.3 Number of Homeless Children and Youth in the State

Provide the number of homeless children and youth in your State enrolled in public school (compulsory grades –excluding pre-school) during the 2005-2006 school year according to grade level groups below:

[1.9.1.3.x.x.] Grade Level	Number of homeless children/youth enrolled in public school in LEAs without subgrants	Number of homeless children/youth enrolled in public school in LEAs with subgrants
K	[1.1.]	[1.2.]
1	[2.1.]	[2.2.]
2	[3.1.]	[3.2.]
3	[4.1.]	[4.2.]
4	[5.1.]	[5.2.]
5	[6.1.]	[6.2.]
6	[7.1.]	[7.2.]
7	[8.1.]	[8.2.]
8	[9.1.]	[9.2.]
9	[10.1.]	[10.2.]
10	[11.1.]	[11.2.]
11	[12.1.]	[12.2.]
12	[13.1.]	[13.2.]

1.9.1.4 Primary Nightime Residence of Homeless Children and Youth

Of the total number of homeless children and youth (excluding preschoolers), provide the numbers who had the following as their primary nighttime residence at the time of initial identification by LEAs.

[1.9.1.4.x.x.] Primary Nighttime Residence	* Number of homeless children/youth – excluding preschoolers LEAs without subgrants	* Number of homeless children/youth – excluding preschoolers LEAs with subgrants
Shelters	[1.1.]	[1.2.]
Doubled-up	[2.1.]	[2.2.]
Unshelterd (e.g., cars, parks, campgrounds, etc.)	[3.1.]	[3.2.]
Hotels/Motels	[4.1.]	[4.2.]
Unknown	[5.1.]	[5.2.]

* The primary nighttime residence is the basis for identifying homeless children and youth. The totals should match the totals in item #3 above.

1.9.2 DATA FROM LEAs WITH MCKINNEY-VENTO SUBGRANTS

1.9.2.1 Number of Homeless Children and Youths Served by McKinney-Vento Subgrants

Provide the number of homeless children and youth that were served by McKinney-Vento subgrants in your State during the 2005-2006 academic school year disaggregated by grade level groups

[1.9.2.1.x.x.] Grade Levels of homeless children and youth served by subgrants in 2005-2006	Number of homeless children and youth served by subgrants enrolled in school by grade level
K	[1.1.]
1	[2.1.]
2	[3.1.]
3	[4.1.]
4	[5.1.]
5	[6.1.]
6	[7.1.]
7	[8.1.]
8	[9.1.]
9	[10.1.]
10	[11.1.]
11	[12.1.]
12	[13.1.]

1.9.2.2. Number of homeless preschool-age children

Provide the number of homeless preschool-age children in your State in districts with subgrants attending public preschool programs during the 2005-2006 school year (i.e., from birth through pre-K).

Number of homeless preschool-age children enrolled in public preschool in LEAs with subgrants in 2005-2006

[1.9.2.2.]

1.9.2.3. Unaccompanied Youths

Provide the number of unaccompanied youths served by subgrants during the 2005-2006 school year.

Number of homeless preschool-age children enrolled in public preschool in LEAs with subgrants in 2005-2006

[1.9.2.3.]

1.9.2.4. Migrant Children/Youth Served

Provide the number of homeless migrant children/youth served by subgrants during the 2005-2006 school year.

Number of homeless migrant children/youth enrolled in public schools (Total for LEAs with subgrants)

[1.9.2.4.]

1.9.2.5. Number of Children Receiving Educational and School Support Services

Provide the number of homeless children and youth served by subgrants and enrolled in school during the 2005-2006 school year that received the following educational and school support services from the LEA.

[1.9.2.5.x.] Educational and school related activities and services	Number of homeless students in subgrantee programs that received educational and support services
Special Education (IDEA)	[1.]
English Language Learners (ELL)	[2.]
Gifted and Talented	[3.]
Vocational Education	[4.]

1.9.2.6. Educational Support Services

Provide the number of subgrantee programs that provided the following educational support services with McKinney-Vento funds.

[1.9.2.6.x.] Services and Activities Provided by the McKinney-Vento subgrant program	Number of your State’s subgrantees that offer these services
Tutoring or other instructional support	[1.]
Expedited evaluations	[2.]
Staff professional development and awareness	[3.]
Referrals for medical, dental, and other health services	[4.]
Transportation	[5.]
Early childhood programs	[6.]
Assistance with participation in school programs	[7.]
Before-, after-school, mentoring, summer programs	[8.]
Obtaining or transferring records necessary for enrollment	[9.]
Parent education related to rights and resources for children	[10.]
Coordination between schools and agencies	[11.]
Counseling	[12.]
Addressing needs related to domestic violence	[13.]
Clothing to meet a school requirement	[14.]
School supplies	[15.]
Referral to other programs and services	[16.]
Emergency assistance related to school attendance	[17.]
Other (optional)	[18.]

1.9.2.7. Barriers to the Education of Homeless Children and Youth

Provide the number of subgrantees that reported the following barriers to the enrollment and success of homeless children and youth during the 2005-2006 school year.

[1.9.2.7.x.] Barriers	List number of subgrantees reporting each barrier
Eligibility for homeless services	[1.]
School selection	[2.]
Transportation	[3.]
School records	[4.]
Immunizations or other medical records	[5.]
Other enrollment issues	[6.]

1.9.2.8. Additional Barriers (Optional)

Note any other barriers not listed above that were frequently reported:

[1.9.2.8.x.x.] List other barriers	List number of subgrantees reporting each barrier
[1.1.]	[1.2.]
[2.1.]	[2.2.]
[3.1.]	[3.2.]

1.9.2.9. Academic Pogress of Homless Students

In order to ensure that homeless children and youth have access to education and other services needed to meet the State’s challenging academic standards:

a) Check the grade levels in which your State administered a statewide assessment in reading or mathematics; b)note the number of homeless children and youth served by subgrants in 2005-2006 that were included in statewide assessments in reading or mathematics; and c) note the number of homeless children and youth that met or exceeded the State’s proficiency level or standard on the reading or mathematics assessment.

Reading Assessment:

[1.9.2.9.1.x.x.] School Grade Levels *	a) Reading assessment by grade level (check boxes where appropriate; indicate “NA” for grade not assessed by State)	b) Number of homeless children/youth taking reading assessment test. (If assessment is required and data is not available for reporting, indicate as “DNA”)	c) Number of homeless children/youth that met or exceeded state proficiency. (If assessment is required and data is not available for reporting, indicate as “DNA”)
Grade 3	[1.1.]	[1.2.]	[1.3.]
Grade 4	[2.1.]	[2.2.]	[2.3.]
Grade 5	[3.1.]	[3.2.]	[3.3.]
Grade 6	[4.1.]	[4.2.]	[4.3.]
Grade 7	[5.1.]	[5.2.]	[5.3.]
Grade 8	[6.1.]	[6.2.]	[6.3.]
Grade 9	[7.1.]	[7.2.]	[7.3.]
Grade 10	[8.1.]	[8.2.]	[8.3.]
Grade 11	[9.1.]	[9.2.]	[9.3.]
Grade 12	[10.1.]	[10.2.]	[10.3.]

Mathematics Assessment:

[1.9.2.9.2.x.x.] School Grade Levels *	a) Mathematics assessment by grade level (check boxes where appropriate; indicate “NA” for grade not assessed by State)	b) Number of homeless children/youth taking mathematics assessment test. (If assessment is required and data is not available for reporting, indicate as “DNA”)	c) Number of homeless children/youth that met or exceeded state proficiency. (If assessment is required and data is not available for reporting, indicate as “DNA”)
Grade 3	[1.1.]	[1.2.]	[1.3.]
Grade 4	[2.1.]	[2.2.]	[2.3.]
Grade 5	[3.1.]	[3.2.]	[3.3.]
Grade 6	[4.1.]	[4.2.]	[4.3.]
Grade 7	[5.1.]	[5.2.]	[5.3.]
Grade 8	[6.1.]	[6.2.]	[6.3.]
Grade 9	[7.1.]	[7.2.]	[7.3.]
Grade 10	[8.1.]	[8.2.]	[8.3.]
Grade 11	[9.1.]	[9.2.]	[9.3.]
Grade 12	[10.1.]	[10.2.]	[10.3.]

* Note: State assessments in grades 3-8 and one year of high school are NCLB requirements. However, States may assess students in other grades as well.

CONSOLIDATED STATE PERFORMANCE REPORT: PART II

For reporting on

School Year 2005-2006

Part II Due February 1, 2007

2.1 IMPROVING BASIC PROGRAMS OPERATED BY LOCAL EDUCATIONAL AGENCIES (TITLE I, PART A)

2.1.1 Student Achievement and High-Poverty Schools

2.1.1.1 Please provide the number of public schools with poverty rates of 40% or greater reporting an increase in the number of students performing at the proficient or advanced levels of student achievement in reading/language arts as measured by State assessments administered in the 2005-2006 school year as compared to assessments administered in the 2004-2005 school year. __________ [2.1.1.1.]

2.1.1.2 Please provide the number of public schools with poverty rates of 40% or greater reporting an increase in the number of students performing at the proficient or advanced levels of student achievement in mathematics as measured by State assessments administered in the 2005-2006 school year as compared to assessments administered in the 2004-2005 school year. __________ [2.1.1.2.]

2.1.2 Title I, Part A Schools by Type of Program

For the 2005-2006 school year, please provide the following:

2.1.2.1 Total Number of Title I schools in the State __________ [2.1.2.1.]

2.1.2.2 Total Number of Title I Targeted Assistance Schools in the State __________ [2.1.2.2.]

2.1.2.3 Total Number of Title I Schoolwide Program Schools in the State __________ [2.1.2.3.]

2.1.3 Title I, Part A Student Participation

Student Participation in Title I, Part A by Special Services/Programs and Racial/Ethnic Groups

In the following tables, please provide the unduplicated number of children participating in Title I, Part A in the State by special services/programs and racial/ethnic groups during the 2005-2006 school year. Count a child only once (unduplicated count) in each category even if the child participated during more than one term or in more than one school or district in the State during the reporting period. Include students in both Title I schoolwide and targeted assistance programs.

2.1.3.1.1 Student Participation in Title I, A by Special Services or Programs 2005-2006 School Year [2.1.3.1.1.x.]

	Number of Students Served
Students with Disabilities	[1.]
Limited English Proficient	[2.]
Homeless	[3.]
Migrant	[4.]

2.1.3.1.2 Student Participation in Title I, A by Racial or Ethnic Group 2005-2006 School Year [2.1.3.1.2.x.]

	Number of Students Served
American Indian or Alaska Native	[1.]
Asian or Pacific Islander	[2.]
Black, non-Hispanic	[3.]
Hispanic	[4.]
White, non-Hispanic	[5.]

Additional racial/ethnic groups or combinations of racial/ethnic groups may be reported that are consistent with the major racial/ethnic categories that you use under NCLB.

2.1.3.2 Student Participation in Title I, Part A by Grade Level

Title I, Part A student participation counts by grade and by public, private and local neglected should be reported as unduplicated counts. Please enter the number of participants by grade in Title I public targeted assistance programs (TAS), Title I schoolwide programs (SWP), private school students participating in Title I programs, and students served in Part A local neglected programs during the 2005-2006 school year.

[2.1.3.2.x.x.]

Student Participation in Title I, Part A by Grade Level 2005-2006 School Year
	Public TAS	Public SWP	Private	Local Neglected	Total	Percent of Total
Age 0-2	[1.1.]	[1.2.]	[1.3.]	[1.4.]	[1.5.]	[1.6.]
Age 3-5	[2.1.]	[2.2.]	[2.3.]	[2.4.]	[2.5.]	[2.6.]
K	[3.1.]	[3.2.]	[3.3.]	[3.4.]	[3.5.]	[3.6.]
1	[4.1.]	[4.2.]	[4.3.]	[4.4.]	[4.5.]	[4.6.]
2	[5.1.]	[5.2.]	[5.3.]	[5.4.]	[5.5.]	[5.6.]
3	[6.1.]	[6.2.]	[6.3.]	[6.4.]	[6.5.]	[6.6.]
4	[7.1.]	[7.2.]	[7.3.]	[7.4.]	[7.5.]	[7.6.]
5	[8.1.]	[8.2.]	[8.3.]	[8.4.]	[8.5.]	[8.6.]
6	[9.1.]	[9.2.]	[9.3.]	[9.4.]	[9.5.]	[9.6.]
7	[10.1.]	[10.2.]	[10.3.]	[10.4.]	[10.5.]	[10.6.]
8	[11.1.]	[11.2.]	[11.3.]	[11.4.]	[11.5.]	[11.6.]
9	[12.1.]	[12.2.]	[12.3.]	[12.4.]	[12.5.]	[12.6.]
10	[13.1.]	[13.2.]	[13.3.]	[13.4.]	[13.5.]	[13.6.]
11	[14.1.]	[14.2.]	[14.3.]	[14.4.]	[14.5.]	[14.6.]
12	[15.1.]	[15.2.]	[15.3.]	[15.4.]	[15.5.]	[15.6.]
Ungraded	[16.1.]	[16.2.]	[16.3.]	[16.4.]	[16.5.]	[16.6.]
TOTALS	[17.1.]	[17.2.]	[17.3.]	[17.4.]	[17.5.]	[17.6.]

2.1.3.3 Student Participation in Title I, Part A Targeted Assistance Programs by Instructional and Support Services - 2005-2006 School Year

In the following chart, please provide the number of students receiving instructional and support services funded by Title I, A in targeted assistance (TAS) programs during the 2005-2006 school year. [2.1.3.3.x.x.]

Instructional Services
	Number of Students Served
Mathematics	[1.1.]
Reading/Language Arts	[2.1.]
Science	[3.1.]
Social Studies	[4.1.]
Vocational/Career	[5.1.]
Other (specify)	[6.1.]
Support Services
Health, Dental, and Eye Care	[7.1.]
Supporting Guidance/Advocacy	[8.1.]
Other (specify)	[9.1.]

2.1.4 Staff Information for Title I, Part A Targeted Assistance Programs - 2005-2006 School Year

In the following chart, please provide the number of full-time equivalent (FTE) staff funded through Title I, A targeted assistance (TAS) programs during the 2005-2006 school year by job category. For administrators and supervisors who service both targeted assistance and schoolwide programs, report the FTE attributable to their TAS duties only. [2.1.4.x.]

	Number of Title I Targeted Assistance Program FTE Staff
Administrators (non-clerical)	[1.]
Instructional Support Paraprofessionals	[6.]
Non-Instructional Support Paraprofessionals.	[7.]
Teachers	[2.]
Support Staff (clerical and non-clerical)	[4.]
Other (specify)	[5.]

2.2 WILLIAM F. GOODLING EVEN START FAMILY LITERACY PROGRAMS (TITLE I, PART B, SUBPART 3)

2.2.1 Subgrants and Even Start Program Participants

For the 05062006-2006 school year, please provide the following information:

2.2.1.1 Federally Funded Even Start Subgrants in the State

1. Number of federally funded Even Start subgrants in the State [2.2.1.1.] __________

2.2.1.2 Even Start Families Participating During the Year

(“Participating" means participating in all required core services and following any period of preparation.)

1. Total number of families participating [2.2.1.2.1.] __________

2. Total number of adults participating

(“Adults” includes teen parents.) [2.2.1.2.2.] __________

3. Total number of adults participating

who are limited English proficient [2.2.1.2.3.] __________

4. Total number of children participating [2.2.1.2.4.] __________

2.2.1.3 Characteristics of newly enrolled families at the time of enrollment

(A newly enrolled family means a family who is enrolled for the first time in Even Start at any time during the year.)

1. Number of newly enrolled families [2.2.1.3.1.] __________

2. Number of newly enrolled adult participants [2.2.1.3.2.] __________

3. Percent of newly enrolled families at or

below the Federal poverty level [2.2.1.3.3.] __________

4. Percent of newly enrolled adult participants

without a high school diploma or GED [2.2.1.3.4.] __________

5. Percent of newly enrolled adult participants

who have not gone beyond the 9th grade [2.2.1.3.5.] __________

2.2.1.4 Percent of families that have remained in the program

(Include families that are newly enrolled and those that are continuing.)

1. From 0 to 3 months [2.2.1.4.1.] __________

2. From 4 to 6 months [2.2.1.4.2.] __________

3. From 7 to 12 months [2.2.1.4.3.] __________

4. More than 12 months [2.2.1.4.4.] ___________

2.2.2 Federal Even Start Performance Indicators

Using the format of the table below, describe the State's progress in meeting the federal performance indictors listed for Even Start participants in your State. States should report data if local projects are using the indicated measures and the state collects the data.

Instructions: (Instructions New)

Indicators 1 and 2: The definition of significant learning gains for adult education is determined by each state. Use the definition determined by your state’s adult education program in conjunction with the Department of Education’s Office of Adult and Vocational Education (OVAE).

Indicators 3 and 4: School-age adults are defined as any parent attending elementary or secondary school. This term also includes those parents within the State's compulsory attendance range who are being served in an alternative school setting such as directly through the Even Start program. For the “Cohort”, please include only those adult participants who had a goal of earning a high school diploma or GED. Note that age limitations on taking the GED differ by state, so you should include only those adult participants for whom a GED or high school diploma is a possibility.

Indicator 5: A standard score increase of 4 or more points between pre- and post-test is considered to be a significant learning gain. For the “Cohort”, please describe the number of age-eligible children who took both a pre-test and post-test with at least six months of services in between. In the “Explanation” box please note the number of students exempted from participation due to severe disability or inability to understand the directions in English.

Indicator 6: In the “Result” box for this indicator, please describe the average score for the children in your state who participated in this assessment. Do not describe the number of participants who met the achievement goal. The “Cohort” is the total number of students who participated in the assessment.

Indicator 7: The source of data for this indicator is usually determined by the state, and in some cases by school district. Please indicate the source of the data you provide.

Indicator 8: While most states are using the PEP, other assessments of parenting education are acceptable. Please provide non-PEP data in the “Explanation of Progress” column.

[2.2.2.x.x.x.]

Indicator

Measure

Measurement tool used to assess progress for indicator

Cohort

Number of participants to whom the indicator applies

Result

Number of participants who met the achievement goal

Explanation of Progress

1. Percentage of adults showing significant learning gains on measures of reading

TABE:

[1.1.1.]

TABE:

[1.2.1.]

TABE:

[1.3.1.]

[1.4.1.]

CASAS: [1.1.2.]

CASAS: [1.2.2.]

CASAS: [1.3.2.]

[1.4.2.]

2. Percentage of LEP adults showing significant learning gains on measures of English language acquisition

TABE:

[2.1.1.]

TABE:

[2.2.1.]

TABE:

[2.3.1.]

[2.4.1.]

CASAS: [2.1.2.]

CASAS:[2.2.2.]

CASAS: [2.3.2.]

[2.4.2.]

3. Percentage of school age adults who earn a high school diploma or GED

[3.1.1.]

[3.2.1.]

[3.3.1.]

[3.4.1.]

*Please indicate diploma or GED.

[3.1.2.]

*Please indicate diploma or GED.
[3.2.2.]

*Please indicate diploma or GED.
[3.3.2.]

[3.4.2.]

4. Percentage of non- school age adults who earn a high school diploma or GED

[4.1.1.]

[4.2.1.]

[4.3.1.]

[4.4.1.]

*Please indicate diploma or GED.

[4.1.2.]

*Please indicate diploma or GED.
[4.2.2.]

*Please indicate diploma or GED.
[4.3.2.]

[4.4.2.]

5. Percentage of children entering kindergarten who are achieving significant learning gains on measures of language development

Peabody Picture Vocabulary Test (PPVT) receptive:

[5.1.1.]

Peabody Picture Vocabulary Test (PPVT) receptive:

[5.2.1.]

Peabody Picture Vocabulary Test (PPVT) receptive:

[5.3.1.]

[5.4.1.]

6. The average number of letters children can identify measured by the PALS Pre-K Upper Case Letter Naming Subtask

PALS Pre-K

Upper Case Letter Naming Subtask:

[6.1.1.]

PALS Pre-K

Upper Case Letter Naming Subtask:

[6.2.1.]

PALS Pre-K

Upper Case Letter Naming

Subtask:

[6.3.1.]

*Please indicate average score, not number of participants.

[6.4.1.]

7. Percentage of school-aged children who are reading on grade level

[7.1.1.]

[7.2.1.]

[7.3.1.]

[7.4.1.]

Please indicate source.

[7.1.2.]

Please indicate source.
[7.2.2.]

Please indicate source.
[7.3.2.]

[7.4.2.]

8. Percentage of parents who show improvement on measures of parental support for children's learning in the home, school environment, and through interactive learning activities

Parent Education Profile (PEP)

[8.1.1.]

Parent Education Profile (PEP)

[8.2.1.]

Parent Education Profile (PEP)

[8.3.1.]

[8.4.1.]

2.3 EDUCATION OF MIGRATORY CHILDREN (TITLE I, PART C)

Please complete the following tables for the Title I, Part C, Migrant Education Program.

General Data Reporting Information

The tables in this section contain annual performance report requirements for the Title I, Part C, Migrant Education Program (MEP) for reporting year 2005-2006.

Instructions for each table are provided just before the table.

Table 2.3.1.1 Population Data

Instructions: Table 2.3.1.I (on the next page) requires you to report the statewide unduplicated number of eligible migrant children by age/grade according to several descriptive categories. Include only eligible migrant children in the cells in this table. Within each row, count a child only once statewide (unduplicated count). Include children who changed ages (e.g., from 2 years to 3 years of age) or grades during the 2005-2006 reporting period in only the higher age/grade cell. For example, a child who turns three during the reporting year would only be counted in the Ages 3 – 5 cell. In all cases, the Total is the sum of the cells in a row.

2.3.1.1 Population Data

		Ages 0-2	Ages 3-5	K	1	2	3	4	5	6	7	8	9	10	11	12	Un-grad-ed	Out-of-school	Total
1. ELIGIBLE MIGRANT CHILDREN [2.3.1.1.1.x.x.]
1.	All Migrant Children Eligible for the MEP	[1.1.]	[1.2.]	[1.3.]	[1.4.]	[1.5.]	[1.6.]	[1.7.]	[1.8.]	[1.9.]	[1.10.]	[1.11.]	[1.12.]	[1.13.]	[1.14.]	[1.15.]	[1.16.]	[1.17.]	[1.18.]
2. PRIORITY FOR SERVICES [2.3.1.1.2.x.x.]
1.	All Migrant Children Eligible for MEP classified as having “Priority for Services”		[1.1.]	[1.2.]	[1.3.]	[1.4.]	[1.5.]	[1.6.]	[1.7.]	[1.8.]	[1.9.]	[1.10.]	[1.11.]	[1.12.]	[1.13.]	[1.14.]	[1.15.]	[1.16.]	[1.17.]
3. LIMITED ENGLISH PROFICIENT (LEP) [2.3.1.1.3.x.x.]
1.	Migrant Children who are LEP		[1.1.]	[1.2.]	[1.3.]	[1.4.]	[1.5.]	[1.6.]	[1.7.]	[1.8.]	[1.9.]	[1.10.]	[1.11.]	[1.12.]	[1.13.]	[1.14.]	[1.15.]	[1.16.]	[1.17.]
4. CHILDREN ENROLLED IN SPECIAL EDUCATON [2.3.1.1.4.x.x.]
1.	Migrant Children Enrolled in Special Education	[1.1.]	[1.2.]	[1.3.]	[1.4.]	[1.5.]	[1.6.]	[1.7.]	[1.8.]	[1.9.]	[1.10.]	[1.11.]	[1.12.]	[1.13.]	[1.14.]	[1.15.]	[1.16.]	[1.17.]	[1.18.]
5. MOBILITY [2.3.1.1.5.x.x.]
1.	Migrant Children with a Last Qualifying Move within 12 Months (Counting back from the Last Day of the Reporting Period)	[1.1.]	[1.2.]	[1.3.]	[1.4.]	[1.5.]	[1.6.]	[1.7.]	[1.8.]	[1.9.]	[1.10.]	[1.11.]	[1.12.]	[1.13.]	[1.14.]	[1.15.]	[1.16.]	[1.17.]	[1.18.]
2.	Migrant Children with a Last Qualifying Move within Previous 13 – 24 Months (Counting back from the Last Day of the Reporting Period)	[2.1.]	[2.2.]	[2.3.]	[2.4.]	[2.5.]	[2.6.]	[2.7.]	[2.8.]	[2.9.]	[2.10.]	[2.11.]	[2.12.]	[2.13.]	[2.14.]	[2.15.]	[2.16.]	[2.17.]	[2.18.]
3.	Migrant Children with a Last Qualifying Move within Previous 25 – 36 Months (Counting back from the Last Day of the Reporting Period)	[3.1.]	[3.2.]	[3.3.]	[3.4.]	[3.5.]	[3.6.]	[3.7.]	[3.8.]	[3.9.]	[3.10.]	[3.11.]	[3.12.]	[3.13.]	[3.14.]	[3.15.]	[3.16.]	[3.17.]	[3.18.]
4.	Migrant Children with any Qualifying Move within a Regular School Year (Count any Qualifying Move within the Previous 36 Months; counting back from the Last Day of the Reporting Period)	[4.1.]	[4.2.]	[4.3.]	[4.4.]	[4.5.]	[4.6.]	[4.7.]	[4.8.]	[4.9.]	[4.10.]	[4.11.]	[4.12.]	[4.13.]	[4.14.]	[4.15.]	[4.16.]	[4.17.]	[4.18.]

2.3.1.2 Academic Status

Instructions: Table 2.3.1.2 asks for the statewide unduplicated number of eligible migrant children by age/grade according to several descriptive categories. Include only eligible migrant children in the cells in this table. Within each row, count a child only once statewide (unduplicated count).

Include children who changed grades during the 2005-2006 reporting period in only the higher age/grade cell. In all cases, the Total is the sum of the cells in a row

			Ages 0-2	Ages 3-5	K	1	2	3		4		5		6		7		8		9		10		11		12		Un-grad-ed		Out-of-school	Total
1. HIGH SCHOOL COMPLETION -- (Note: Data on the high school completion rate and school dropout rate has been collected through Part I of the Consolidated State Performance Report.) [2.3.1.2.1.x.x.]
1.		Dropped out of school														[1.1.]		[1.2.]		[1.3.]		[1.4.]		[1.5.]		[1.6.]		[1.7.]			[1.8.]
2.		Obtained GED																													[2.1]
2. ACADEMIC ACHIEVEMENT -- (Note: The results of state assessments in mathematics and reading/language arts are collected in Part I of the Consolidated State Performance Report. However, information on the number of eligible migrant students who participated in the state assessment will be collected below.) [2.3.1.2.2.x.x.]
1.	Number of Migrant Students Enrolled During State Testing Window (State Assessment – Reading/Language Arts)								[1.1.]		[1.2.]		[1.3.]		[1.4.]		[1.5.]		[1.6.]		[1.7.]		[1.8.]		[1.9.]		[1.10.]		[1.11.]		[1.12.]
2.	Number of Migrant Students Tested in Reading/Language Arts (State Assessment)								[2.1.]		[2.2.]		[2.3.]		[2.4.]		[2.5.]		[2.6.]		[2.7.]		[2.8.]		[2.9.]		[2.10.]		[2.11.]		[2.12.]
3.	Number of Migrant Students Enrolled During State Testing Window (State Assessment – Mathematics)								[3.1.]		[3.2.]		[3.3.]		[3.4.]		[3.5.]		[3.6.]		[3.7.]		[3.8.]		[3.9.]		[3.10.]		[3.11.]		[3.12.]
4.	Number of Migrant Students Tested in Mathematics (State Assessment)								[4.1.]		[4.2.]		[4.3.]		[4.4.]		[4.5.]		[4.6.]		[4.7.]		[4.8.]		[4.9.]		[4.10.]		[4.11.]		[4.14.]

2.3.1.3.1 MEP Participation – Regular School Year

Table 2.3.1.3.1 (on the next page) asks for the statewide, unduplicated number of children who were served by the MEP in the regular school year by age/grade according to several descriptive categories. Include children who changed ages, e.g., from 2 years to 3 years of age, or grades during the 2005-2006 reporting period in only the higher age/grade cell. Within each row, count a child only once statewide (unduplicated count). In all cases, the total is the sum of the cells in a row.

Participation information is required for children who received instructional or support services funded in whole or in part with MEP funds. DO NOT count migrant children served through a schoolwide program (SWP) where MEP funds were combined, in any row of this table.

Count only those children who were actually served; do not count unserved children. Include in this table all children who received a MEP-funded service, even those children continuing to receive services in the year after their eligibility ended, and those children previously eligible in secondary school and receiving credit-accrual services.

Served in a Regular School Year Project. Enter the number of children who participated in MEP-funded instructional or supportive service only. DO NOT include children who were served only by a “referred” service. Count a child only once statewide by age/grade in row 1 if he/she received any type of MEP-funded instructional or supportive service. Do not count the number of times an individual child received an instructional intervention.

Continuation of Services. In row 3, report only the numbers of children served under Sections 1305 (e) (2) – (3). Do not report in row 3 the children served in Sections 1305 (e) (1), children whose eligibility expired during the regular school year.

Instructional Services. For each listed instructional service, enter the number of children who participated in MEP-funded services. Count a child only once statewide by age/grade in row 4 if he/she received any type of MEP-funded instructional service (regardless whether provided by a teacher or paraprofessional). Count each child only once statewide in row 5, once in row 6, and once in row 7 if he/she received the MEP-funded instruction (and provided by a teacher) in the subject area noted. Do not count the number of times an individual child received an instructional intervention.

Support Services. For each listed support service, enter the number of children who participated in MEP-funded services. Count a child only once statewide by age/grade in row 8 if he/she received any type of MEP-funded supportive service. Count a child only once statewide in row 9 if he/she received the specific MEP supportive service noted (i.e., do not count the number of service interventions per child).

Referred Services. Count a child only once statewide by age/grade in row 10 if he/she received a referred service. This is NOT a count of the referrals themselves, but instead represents the number of children who are placed in an educational or educationally-related service funded by another non-MEP program/organization that they would not have otherwise obtained without the efforts of MEP funds. (Do not count the number of service interventions per child).

2.3.1.3.1 MEP Participation – Regular School Year

			Ages 0-2	Ages 3-5	K	1	2	3	4	5	6	7	8	9	10	11	12	Un-grad-ed	Out-of-school	Total
PARTICIPATION—REGULAR SCHOOL YEAR [2.3.1.3.1.x.x.]
1.	Served in MEP (with an MEP-funded Instructional or Supportive Service Only -- do not include children served in a SWP where MEP funds are combined)		[1.1.]	[1.2.]	[1.3.]	[1.4.]	[1.5.]	[1.6.]	[1.7.]	[1.8.]	[1.9.]	[1.10.]	[1.11.]	[1.12.]	[1.13.]	[1.14.]	[1.15.]	[1.16.]	[1.17.]	[1.18.]
2.		Priority for Service		[2.1.]	[2.2.]	[2.3.]	[2.4.]	[2.5.]	[2.6.]	[2.7.]	[2.8.]	[2.9.]	[2.10.]	[2.11.]	[2.12.]	[2.13.]	[2.14.]	[2.15.]	[2.16.]	[2.17.]
3.		Continuation of Service		[3.1.]	[3.2.]	[3.3.]	[3.4.]	[3.5.]	[3.6.]	[3.7.]	[3.8.]	[3.9.]	[3.10.]	[3.11.]	[3.12.]	[3.13.]	[3.14.]	[3.15.]	[3.16.]	[3.17.]
4.		Any Instructional Service	[4.1.]	[4.2.]	[4.3.]	[4.4.]	[4.5.]	[4.6.]	[4.7.]	[4.8.]	[4.9.]	[4.10.]	[4.11.]	[4.12.]	[4.13.]	[4.14.]	[4.15.]	[4.16.]	[4.17.]	[4.18.]
5.		Reading Instruction	[5.1.]	[5.2.]	[5.3.]	[5.4.]	[5.5.]	[5.6.]	[5.7.]	[5.8.]	[5.9.]	[5.10.]	[5.11.]	[5.12.]	[5.13.]	[5.14.]	[5.15.]	[5.16.]	[5.17.]	[5.18.]
6.		Mathematics Instruction	[6.1.]	[6.2.]	[6.3.]	[6.4.]	[6.5.]	[6.6.]	[6.7.]	[6.8.]	[6.9.]	[6.10.]	[6.11.]	[6.12.]	[6.13.]	[6.14.]	[6.15.]	[6.16.]	[6.17.]	[6.18.]
7.		High School Credit Accrual												[7.1.]	[72.]	[7.3.]	[7.4.]	[7.5.]	[7.6.]	[7.7.]
8.		Any Support Service	[8.1.]	[8.2.]	[8.3.]	[8.4.]	[8.5.]	[8.6.]	[8.7.]	[8.8.]	[8.9.]	[8.10.]	[8.11.]	[8.12.]	[8.13.]	[8.14.]	[8.15.]	[8.16.]	[8.17.]	[8.18.]
9.		Counseling Service	[9.1.]	[8.2.]	[9.3.]	[9.4.]	[9.5.]	[9.6.]	[9.7.]	[9.8.]	[9.9.]	[9.10.]	[9.11.]	[9.12.]	[9.13.]	[9.14.]	[9.15.]	[9.16.]	[9.17.]	[9.18.]
10.		Any Referred Service	[10.1.]	[10.2.]	[10.3.]	[10.4.]	10[.5.]	[10.6.]	[10.7.]	[10.8.]	[10.9.]	[10.10.]	[10.11.]	[10.12.]	[10.13.]	10.14.]	[10.15.]	[10.16.]	[10.17.]	[10.18.]

2.3.1.3.2 MEP Participation –Summer/Intersession Term

Instructions Table 2.3.1.3.2 (on the next page) asks for the statewide unduplicated number of children who were served by the MEP in a summer or intersession term by age/grade according to several descriptive categories. Include children who changed ages, e.g., from 2 years to 3 years of age in only in the higher age cell. Count summer/intersession students in the appropriate grade based on the promotion date definition used in your state. Within each row, count a child only once statewide (unduplicated count). In all cases, the Total is the sum of the cells in a row.

Participation information is required for children who received instructional or support services funded in whole or in part with MEP funds.

Count only those children who were actually served; do not count unserved children. Include in this table all children who received a MEP funded service, even children continuing to receive services in the year after their eligibility ended, and those children previously eligible in secondary school and receiving credit-accrual services.

Served in a Summer or Intersession Project. Enter the number of children who participated in MEP-funded instructional or supportive service only. DO NOT include children who were served only by a “referred” service. Count a child only once statewide by age/grade in row 1 if he/she received any type of MEP-funded instructional or supportive service. Do not count the number of times an individual child received an instructional intervention.

Continuation of Services. In row 3, report only the numbers of children served under Sections 1304 (e) (2) – (3). Do not report in row 3 the children served in Sections 1304 (e) (1), children whose eligibility expired during the summer term.

Referred Services. Count a child only once statewide by age/grade in row 10 if he/she received a referred service. This is NOT a count of the referrals themselves, but instead represents the number of children who are placed in an educational or educationally-related service funded by another non-MEP program/organization that they would not have otherwise obtained without the efforts of MEP funds (i.e., do not count the number of service interventions per child).

2.3.1.3.2 MEP Participation –Summer/Intersession Term

			Ages 0-2	Ages 3-5	K	1	2	3	4	5	6	7	8	9	10	11	12	Un-grad-ed	Out-of-school	Total
PARTICIPATION—SUMMER TERM OR INTERSESSION [2.3.1.3.2.x.x.]
1.	Served in MEP Summer or Intersession Project (with an Instructional or Supportive Service Only)		[1.1.]	[1.2.]	[1.3.]	[1.4.]	[1.5.]	[1.6.]	[1.7.]	[1.8.]	[1.9.]	[1.10.]	[1.11.]	[1.12.]	[1.13.]	[1.14.]	[1.15.]	[1.16.]	[1.17.]	[1.18.]
2.		Priority for Service		[2.1.]	[2.2.]	[2.3.]	[2.4.]	[2.5.]	[2.6.]	[2.7.]	[2.8.]	[2.9.]	[2.10.]	[2.11.]	[2.12.]	[2.13.]	[2.14.]	[2.15.]	[2.16.]	[2.17.]
3.		Continuation of Service		[3.1.]	[3.2.]	[3.3.]	[3.4.]	[3.5.]	[3.6.]	[3.7.]	[3.8.]	[3.9.]	[3.10.]	[3.11.]	[3.12.]	[3.13.]	[3.14.]	[3.15.]	[3.16.]	[3.17.]
4.		Any Instructional Service	[4.1.]	[4.2.]	[4.3.]	[4.4.]	[4.5.]	[4.6.]	[4.7.]	[4.8.]	[4.9.]	[4.10.]	[4.11.]	[4.12.]	[4.13.]	[4.14.]	[4.15.]	[4.16.]	[4.17.]	[4.18.]
5.		Reading Instruction	[5.1.]	[5.2.]	[5.3.]	[5.4.]	[5.5.]	[5.6.]	[5.7.]	[5.8.]	[5.9.]	[5.10.]	[5.11.]	[5.12.]	[5.13.]	[5.14.]	[5.15.]	[5.16.]	[5.17.]	[5.18.]
6.		Mathematics Instruction	[6.1.]	[6.2.]	[6.3.]	[6.4.]	[6.5.]	[6.6.]	[6.7.]	[6.8.]	[6.9.]	[6.10.]	[6.11.]	[6.12.]	[6.13.]	[6.14.]	[6.15.]	[6.16.]	[6.17.]	[6.18.]
7.		High School Credit Accrual												[7.1.]	[72.]	[7.3.]	[7.4.]	[7.5.]	[7.6.]	[7.7.]
8.		Any Support Service	[8.1.]	[8.2.]	[8.3.]	[8.4.]	[8.5.]	[8.6.]	[8.7.]	[8.8.]	[8.9.]	[8.10.]	[8.11.]	[8.12.]	[8.13.]	[8.14.]	[8.15.]	[8.16.]	[8.17.]	[8.18.]
9.		Counseling Service	[9.1.]	[8.2.]	[9.3.]	[9.4.]	[9.5.]	[9.6.]	[9.7.]	[9.8.]	[9.9.]	[9.10.]	[9.11.]	[9.12.]	[9.13.]	[9.14.]	[9.15.]	[9.16.]	[9.17.]	[9.18.]
10.		Any Referred Service	[10.1.]	[10.2.]	[10.3.]	[10.4.]	10[.5.]	[10.6.]	[10.7.]	[10.8.]	[10.9.]	[10.10.]	[10.11.]	[10.12.]	[10.13.]	10.14.]	[10.15.]	[10.16.]	[10.17.]	[10.18.]

SCHOOL DATA

Table 2.3.1.4 asks for information on the number of schools and number of eligible migrant children who were enrolled in those schools.

In the first column of Table 2.3.1.4, enter the number of schools that enroll eligible migrant children during the regular school year. Schools include public schools, alternative schools, and private schools (that serve school-age children, i.e., grades K-12). In the second column, enter the number of eligible migrant children who were enrolled in these schools. In the second column, since more than one school in a State may enroll the same migrant child, the count of eligible children enrolled will be duplicated statewide

2.3.1.4. STUDENT ENROLLMENT [2.3.1.4.x.x.]

NUMBER OF SCHOOLS

NUMBER OF

MIGRANT CHILDREN ENROLLED

Schools Enrolling Migrant Children

a. [1.1.]

b. [1.2.]

Schools in Which MEP Funds are Combined in SWP

a. [2.1.]

b. [2.2.]

2.3.1.5 MEP Project Data

Type Of MEP Project

Enter the number of projects that are funded in whole or in part with MEP funds. A MEP project is the entity that receives MEP funds (by a subgrant from the State or through an intermediate entity that receives the subgrant) and provides services directly to the migrant child. DO NOT include schoolwide programs in which MEP were combined in any row of this table.

2.3.1.5.1. TYPE OF MEP PROJECT [2.3.1.5.1.x.x.]		NUMBER OF MEP PROJECTS	NUMBER OF MIGRANT CHILDREN ENROLLED
1.	MEP Projects: Regular School Year (All MEP Services Provided During the School Day Only)	a. [1.1.]	b. [1.2.]
2.	MEP Projects: Regular School Year (Some or All MEP Services Provided During an Extended Day/Week)	a. [2.1.]	b. [2.2.]
3.	MEP Projects: Summer/Intersession Only	a. [3.1.]	b. [3.2.]
4.	MEP Projects: Year Round (All MEP Services Provided throughout the Regular School Year and Summer/Intersession Terms)	a. [4.1.]	b. [4.2.]

2.3.1.5.2 KEY MEP PERSONNEL

For each school term, enter both the actual number and full-time-equivalent number of staff that are paid by the MEP. Report both the actual number and FTE number by job classification.

For actual numbers (columns a and c), enter the total number of individuals who were employed in the appropriate job classification, regardless of the percentage of time the person was employed.

For the FTE number (columns b and d), enter the number of FTEs generated by the individuals who worked in the specific job classification. To calculate the FTE, in each job category, sum the percentage of time that staff were funded by the MEP and enter the total FTE for that category.

Alternatively, calculate the FTE using the number of days worked. To do so, first define how many full-time days constitute one FTE for each job classification in your state for each term. (For example, one regular term FTE may equal 180 full-time (8 hour) work days, one summer term FTE may equal 30 full-time work days, or one intersession FTE may equal 45 full-time work days split between three 15-day non-contiguous blocks throughout the year.) To calculate the FTE number, sum the total days the individuals worked in a particular job classification for a term and divide this sum by the number of full-time days that constitute one FTE in that term.

Use only the percentage of days worked by an individual that were paid by the MEP in calculating the total FTE numbers to be reported below for each job classification.

DO NOT include staff employed in schoolwide programs where MEP funds are combined with those of other programs.

2.3.1.5.2. KEY MEP PERSONNEL [2.3.1.5.2.x.x.]		NUMBER OF MEP FUNDED STAFF IN REGULAR SCHOOL YEAR (a)	FTE IN REGULAR SCHOOL YEAR (b)	NUMBER OF MEP FUNDED STAFF IN SUMMER-TERM/ INTERSESSION (c)	FTE IN SUMMER-TERM/ INTERSESSION (d)
1.	State Director	[2.1.1.]	[2.1.2.]	[2.1.3.]	[2.1.4.]
2.	Teachers	[2.2.1.]	[2.2.2.]	[2.2.3.]	[2.2.4.]
3.	Counselors	[2.3.1.]	[2.3.2.]	[2.3.3.]	[2.3.4.]
4.	All Paraprofessionals	[2.4.1.]	[2.4.2.]	[2.4.3.]	[2.4.4.]
5.	“Qualified” Paraprofessionals	[2.5.1.]	[2.5.2.]	[2.5.3.]	[2.5.4.]
6.	Recruiters	[2.6.1.]	[2.6.2.]	[2.6.3.]	[2.6.4.]
7.	Records Transfer Staff	[2.7.1.]	[2.7.2.]	[2.7.3.]	[2.7.4.]

2.4 PREVENTION AND INTERVENTION PROGRAMS FOR CHILDREN AND YOUTH WHO ARE NEGLECTED, DELINQUENT, OR AT RISK (TITLE I, PART D, SUBPARTS 1 AND 2)

2.4.1 GENERAL DATA REPORTING FORM – SUBPART 1

The tables in this section contain annual performance report requirements for the Title I, Part D, Subpart 1, N or D Education Program for school year 2005–2006, defined as July 1, 2005, through June 30, 2006.

General Instructions for Title I, Part D, Subpart 1 Tables:

Specific instructions are provided before each table.

For items that request information on the number of facilities/programs, report only on facilities or programs that received Title I, Part D, Subpart 1 funding during the reporting year.

For items that request information on the number of students, report only on, neglected or delinquent students who received Title I, Part D, Subpart 1 services during the reporting year.

Program Definitions: (Definitions New)

Neglected Programs (N): An institution for neglected children and youth is a public or private residential facility, other than a foster home, that is operated primarily for the care of children who have been committed to the institution or voluntarily placed under applicable State law due to abandonment, neglect, or death of their parents or guardians.

NOTE: Do not include programs funded solely through Title I, Part A in these tables.

Juvenile Detention Facilities (JD): Detention facilities are shorter-term institutions that provide care to children who require secure custody pending court adjudication, court disposition, or execution of a court order, or care to children after commitment.

Juvenile Corrections (JC): An institution for delinquent children and youth is a public or private residential facility other than a foster home that is operated for the care of children and youth who have been adjudicated delinquent or in need of supervision.

NOTE: States should include any programs serving adjudicated youth (including non

secure facilities and group homes) in the JC category.

Adult Corrections (AC): An adult correctional institution is a facility in which persons, including persons under 21 years of age, are confined as a result of conviction for a criminal offense.

Other (O): Any other programs, not defined above, which receive Title I, Part D funds and serve non-adjudicated children and youth.

Instructions: State Agency Title I, Part D, Facilities and Students

Include the aggregate number of facilities/programs and/or students for all State Agencies that received Title I, Part D, Subpart 1 funds. If no data are available for the requested information, enter “99999.”

In the first column, report the number of facilities/programs that received Title I, Part D, Subpart 1 funding. Indicate the total number of facilities/programs by type, including neglected programs, juvenile detention facilities, juvenile correction facilities, adult correction centers, or other programs.

In the second column, enter the yearly average length of stay (in days) for students in each type of facility/program. The average should be weighted by number of students and should include the number of days, per visit each student was enrolled during the reporting year, regardless of entry or exit date. Multiple visits for students who entered more than once during the reporting year can be included.

In the third column, indicate the unduplicated number of students who were admitted to each type of facility/program. An unduplicated count is one that counts students only once, even if they were admitted to a facility or program multiple times within the reporting year.

Throughout the table, count facilities based on how the facility/program was classified to ED for funding purposes. Indicate the number of multipurpose facilities in row 6.

State Agency Title I, Part D, Facilities

[2.4.1.1.x.x.] Facility/Program type	Number of facilities/ programs	Average length of stay (days)	Unduplicated Number of Neglected or Delinquent Students
1. Neglected Programs	[1.1.]	[1.2.]	[1.3.]
2. Juvenile Detention	[3.1.]	[3.2.]	[3.3.]
3. Juvenile Corrections	[4.1.]	[4.2.]	[4.3.]
4. Adult Corrections	[5.1.]	[5.2.]	[5.3.]
5. Delinquent, Other	[7.1.]	[7.2.]	[7.3.]

3. Number of facilities that served more than one purpose: __________ [6.1.]

2.4.1.2 Student Demographics

Instructions: Student Demographics

Report demographic data on students who were served under Title I, Part D, Subpart 1. Report the number of students by program type and by race/ethnicity, gender, and age. This should be an unduplicated count of students. If no data are available for the requested information, enter “99999.”

NOTE:

unduplicated count = all students row = race total = gender total = age total.

2.4.1.2

	Number in at-risk programs	Number in neglected programs	Number in juvenile detention	Number in juvenile correction	Number in other
All Students [2.4.1.2.1.x.x.]	[1.5.]	[1.1.]	[1.2.]	[1.3.]	[1.6.]
Race/ethnicity [2.4.1.2.2.x.x.]
American Indian or Alaska Native	[1.5.]	[1.1.]	[1.2.]	[1.3.]	[1.6.]
Asian or Pacific Islander	[2.5.]	[2.1.]	[2.2.]	[2.3.]	[2.6.]
Black, non-Hispanic	[3.5.]	[3.1.]	[3.2.]	[3.3.]	[3.6.]
Hispanic	[4.5.]	[4.1.]	[4.2.]	[4.3.]	[4.6.]
White, non-Hispanic	[5.5.]	[5.1.]	[5.2.]	[5.3.]	[5.6.]
Gender [2.4.1.2.3.x.x.]
Male	[1.5.]	[1.1.]	[1.2.]	[1.3.]	[1.6.]
Female	[2.5.]	[2.1.]	[2.2.]	[2.3.]	[2.6.]
Age [2.4.1.2.4.x.x.]
5–10 years old	[1.5.]	[1.1.]	[1.2.]	[1.3.]	[1.6.]
11-15 years old	[2.5.]	[2.1.]	[2.2.]	[2.3.]	[2.6.]
16-18 years old	[3.5.]	[3.1.]	[3.2.]	[3.3.]	[3.6.]
19-21 years old	[4.5.]	[4.1.]	[4.2.]	[4.3.]	[4.6.]

2.4.1.3 Academic/Vocational Outcomes

Indicate the number of facilities or programs with specific academic offerings, and the numbers of students who attained specific academic or vocational outcomes. The reported numbers should represent unduplicated counts of students; report only information on a student’s most recent enrollment (e.g. do not double-count a student who earned credits on two separate enrollments). However, students may be counted in more than one outcome category within the same enrollment period (e.g., returned to school and earned high school credits). Throughout the table, report numbers for juvenile detention and correctional facilities together in a single column. If no data are available for the requested information, enter “99999.”

For Section 1, items 1-3, report on the number of programs (not students) that received Title I, Part D, Subpart 1 funds and awarded at least one high school course credit, one high school diploma, and/or one GED within the reporting year. Report the numbers by program type(e.g., Neglected, Juvenile Corrections and/or Detention, Adult Corrections, or Other). These numbers should not exceed those reported earlier in the facility counts.

For Section 2.1, items 1 and 2, enter the number of students who attained the following academic outcomes during their time in the facility/program: earned high school course credits and/or were enrolled in a GED program. Report the numbers by program type (e.g., Neglected, Juvenile Corrections and/or Detention, Adult Corrections, or Other).

For Section 2.1, items 3-7, enter the number of students who attained the following academic outcomes while in a facility/program OR within 30 days after exit: enrolled in a district school, earned a GED, obtained a high school diploma, were accepted into postsecondary education, and/or enrolled in post-secondary education. Report the numbers by program type (e.g., Neglected, Juvenile Corrections and/or Detention, Adult Corrections, or Other).

For Section 2.2, item 1, enter the number of students who attained the following vocational outcome during their time in a facility/program: enrolled in elective job training courses. Report the numbers by program type (e.g., Neglected, Juvenile Corrections and/or Detention, Adult Corrections, or Other).

For Section 2.2, items 2 and 3, enter the number of students who attained the following vocational outcomes while in a facility/program OR within 30 days after exit: enrolled in external job training education, and/or obtained employment. Report the numbers by program type (e.g., Neglected, Juvenile Corrections and/or Detention, Adult Corrections, or Other).

1. Facility Academic Offerings [2.4.1.3.1.x.x.]	Number of Facilities/Programs
1. Facility Academic Offerings [2.4.1.3.1.x.x.]	Number of Neglected Programs	Number of Juvenile Corrections and/or Detention Facilities	Number of Adult Corrections Facilities	Number of Other Programs
1. Awarded high school course credit(s)	[1.1.]	[1.2.]	[1.3.]	[1.4.]
2. Awarded high school diploma(s)	[2.1.]	[2.2.]	[2.3.]	[2.4.]
3. Awarded GED(s)	[3.1.]	[3.2.]	[3.3.]	[3.4.]
2. Academic & Vocational Outcomes	Number of Students
2. Academic & Vocational Outcomes	Number in Neglected Programs	Number in Juvenile Corrections and/or Detention	Number in Adult Corrections Facilities	Number in Other Programs
1. Academic [2.4.1.3.2.1.x.x.]
While in the facility, the number of students who…
1. Earned high school course credits	[1.1.]	[1.2.]	[1.3.]	[1.4.]
2. Were enrolled in a GED program	[2.1.]	[2.2.]	[2.3.]	[2.4.]
While in the facility or within 30 calendar days after exit, the number of students who…
3. Enrolled in their local district school	[3.1.]	[3.2.]	[3.3.]	[3.4.]
4. Earned a GED	[4.1.]	[4.2.]	[4.3.]	[4.4.]
5. Obtained high school diploma	[5.1.]	[5.2.]	[5.3.]	[5.4.]
6. Were accepted into post-secondary education	[6.1.]	[6.2.]	[6.3.]	[6.4.]
7. Enrolled in post-secondary education	[7.1.]	[7.2.]	[7.3.]	[7.4.]
2. Vocational [2.4.1.3.2.2.x.x.]
While in the facility, the number of students who…
1. Enrolled in elective job training courses/programs	[1.1.]	[1.2.]	[1.3.]	[1.4.]
While in the facility or within 30 calendar days after exit, the number of students who…
2. Enrolled in external job training education	[2.1.]	[2.2.]	[2.3.]	[2.4.]
3. Obtained employment	[3.1.]	[3.2.]	[3.3.]	[3.4.]

2.4.1.6. Academic Performance in Reading and Math

Report the number of long-term Title I, Part D, Subpart 1 students in neglected programs, juvenile corrections and/or detention, adult corrections, or other programs who participated in pre- and post-testing in reading and math. Long-term refers to students who were enrolled for at least 90 consecutive calendar days from July 1, 2005, to June 30, 2006.

Students who were pre-tested prior to July 1, 2005 may be included if their post-test was administered during the reporting year. Students who were post-tested after the reporting year ended should be counted in the following year. Throughout the tables, report numbers for juvenile detention and correctional facilities together in a single column. If no data are available for the requested information, enter “99999.”

The reported numbers should represent unduplicated counts of students; report only information on a student’s most recent testing data. Report the data by the following facility or program type: students in neglected programs (N), students in juvenile corrections and/or detention (JD/JC), students in adult corrections (AC), and students in other programs (O).

For row 1, enter the number of long-term students who were in placement during the reporting year.

For row 2, enter the number of long-term students who tested below grade level in reading or math (respectively) when they entered the facility or program.

For row 3, enter the number of long-term students reported in item 1 who have complete data available for both the pre and the post test exams.

For rows 4-8, indicate the number of students reported in item 3 who showed either negative change, no change, up to ½ grade level change, up to one grade level change, or more than one grade level change on the pre-post test exam. Students should be reported in only one of these five change categories. The sum of rows 4-8 should be equal to the number provided in row 3.

Performance Data

(Based on most recent

pre/post-test data)

[2.4.1.6.x.x.x.]

Number of Long-Term Students

Reading Performance

Math Performance

JD/JC

1. # students who were in placement from July 1, 2005, to June 30, 2006

[1.1.1.]

[1.1.2.]

[1.1.3.]

[1.1.4.]

[2.1.1.]

[2.1.2.]

[2.1.3.]

[2.1.4.]

2. # students from row 1 who tested below grade level upon entry.

[1.2.1.]

[1.2.2.]

[1.2.3.]

[1.2.4.]

[2.2.1.]

[2.2.2.]

[2.2.3.]

[2.2.4.]

3. # students from row 1 who took both the pre- and post-test exams

[1.3.1.]

[1.3.2.]

[1.3.3.]

[1.3.4.]

[2.3.1.]

[2.3.2.]

[2.3.3.]

[2.3.4.]

4. # students from row 3 who showed negative grade level change from the pre- to post-test exams

[1.4.1.]

[1.4.2.]

[1.4.3.]

[1.4.4.]

[2.4.1.]

[2.4.2.]

[2.4.3.]

[2.4.4.]

5. # students from row 3 who showed no change in grade level from the pre- to post-test exams

[1.5.1.]

[1.5.2.]

[1.5.3.]

[1.5.4.]

[2.5.1.]

[2.5.2.]

[2.5.3.]

[2.5.4.]

6. # students from row 3 who showed improvement of up to 1/2 grade level from the pre- to post-test exams

[1.6.1.]

[1.6.2.]

[1.6.3.]

[1.6.4.]

[2.6.1.]

[2.6.2.]

[2.6.3.]

[2.6.4.]

7. # students from row 3 who showed improvement of up to one full grade level from the pre- to post-test exams

[1.7.1.]

[1.7.2.]

[1.7.3.]

[1.7.4.]

[2.7.1.]

[2.7.2.]

[2.7.3.]

[2.7.4.]

8. # students from row 3 who showed improvement of more than one full grade level from the pre- to post-test exams

[1.8.1.]

[1.8.2.]

[1.8.3.]

[1.8.4.]

[2.8.1.]

[2.8.2.]

[2.8.3.]

[2.8.4.]

End Subpart 1 Reporting Form

2.4.2 GENERAL DATA REPORTING FORM – SUBPART 2

The tables in this section contain annual performance report requirements for the Title I, Part D, Subpart 2, N or D Education Program for school year 2005–2006, defined as July 1, 2005, through June 30, 2006.

General Instructions for Title I, Part D, Subpart 2 Tables:

Specific instructions are provided before each table.

For items that request information on the number of facilities/programs, report only on facilities or programs that received Title I, Part D, Subpart 2 funding during the reporting year.

For items that request information on the number of students, report only on at-risk, neglected or delinquent students who received Title I, Part D, Subpart 2 services during the reporting year.

Program Definitions: (New Definitions)

NOTE: Do not include programs funded solely through Title I, Part A in these tables.

NOTE: States should include any programs serving adjudicated youth (including non-secure facilities and group homes) in the JC category.

At-Risk Programs (AR): Programs operated (through LEAs) that target students who are at risk of academic failure, have a drug or alcohol problem, are pregnant or parenting, have been in contact with the juvenile justice system in the past, are at least 1 year behind the expected age/grade level, have limited English proficiency, are gang members, have dropped out of school in the past, or have a high absenteeism rate at school.

Other (O): Any other programs, not defined above, which receive Title I, Part D funds and serve non-adjudicated children and youth.

2.4.2.1. Local Education Agency Title I, Part D, Facilities and Students

Instructions: Local Education Agency Title I, Part D, Facilities And Students

Include the aggregate number of facilities/programs and/or students for all State Agencies that received Title I, Part D, Subpart 2 funds. If no data are available for the requested information, enter “99999.”

In the first column, report the number of facilities/programs that received Title I, Part D, Subpart 2 funding. Indicate the total number of facilities/programs by type, including neglected programs, juvenile detention facilities, juvenile correction facilities, and at-risk or other programs.

Throughout the table, count facilities based on how the facility/program was classified to ED for funding purposes. Indicate the number of multipurpose facilities in row 5.

[2.4.2.1.x.x.] Facility/Program type	Number of facilities/ programs	Average length of stay (days)	Unduplicated Number of Neglected or Delinquent Students
1. At-risk programs	[1.1.]	[1.3.]	[1.4.]
2. Neglected Programs	[2.1.]	[2.3.]	[2.4.]
3. Juvenile Detention	[3.1.]	[3.3.]	[3.4.]
4. Juvenile Corrections	[4.1.]	[4.3.]	[4.4.]
5. Delinquent, Other	[5.1.]	[5.3.]	[5.4.]

6. Number of facilities that served more than one purpose: __________ [6.1.]

2.4.2.2 STUDENT DEMOGRAPHICS

Instructions: Student Demographics

Report demographic data on students who were served under Title I, Part D, Subpart 2. Report the number of students by program type and by race/ethnicity, gender, and age. This should be an unduplicated count of students. If no data are available for the requested information, enter “99999.”

NOTE:

unduplicated count = all students row = race total = gender total = age total.

	Number in neglected programs	Number in juvenile detention	Number in juvenile correction	Number in at risk or other programs
All Students [2.4.2.2.1.x.x.]	[1.2.]	[1.3.]	[1.4.]	[1.5.]
Race/ethnicity [2.4.2.2.2.x.x.]
American Indian or Alaskan Native	[1.2.]	[1.3.]	[1.4.]	[1.5.]
Asian or Pacific Islander	[2.2.]	[2.3.]	[2.4.]	[2.5.]
Black, non-Hispanic	[3.2.]	[3.3.]	[3.4.]	[3.5.]
Hispanic	[4.2.]	[4.3.]	[4.4.]	[4.5.]
White, non-Hispanic	[5.2.]	[5.3.]	[5.4.]	[5.5.]
Gender [2.4.2.2.3.x.x.]
Male	[1.2.]	[1.3.]	[1.4.]	[1.5.]
Female	[2.2.]	[2.3.]	[2.4.]	[2.5.]
Age [2.4.2.2.4.x.x.]
5–10 years old	[1.2.]	[1.3.]	[1.4.]	[1.5.]
11-15 years old	[2.2.]	[2.3.]	[2.4.]	[2.5.]
16-18 years old	[3.2.]	[3.3.]	[3.4.]	[3.5.]
19-21 years old	[4.2.]	[4.3.]	[4.4.]	[4.5.]

Instructions: Academic/Vocational Outcomes

Indicate the number of facilities or programs with specific academic offerings, and the numbers of students who attained specific academic or vocational outcomes. The reported numbers should represent unduplicated counts of students; report only information on a student’s most recent enrollment (e.g. do not double-count a student who earned credits on two separate enrollments). However, students may be counted in more than one outcome category within the same enrollment period (e.g., returned to school and earned high school credits). Throughout the table, report numbers for juvenile detention and correctional facilities together in a single column. At-risk /other program columns are provided for States for reporting outcome data, as available.

If no data are available for the requested information, enter “99999.”

For Section 1, items 1-3, report on the number of programs (not students) that received Title I, Part D, Subpart 2 funds and awarded at least one high school course credit, one high school diploma, and/or one GED within the reporting year. Report the numbers by program type (e.g., Neglected, Juvenile Corrections and/or Detention, or At-Risk/Other). These numbers should not exceed those reported earlier in the facility counts.

2.4.2.3 Academic/Vocational Outcomes

1. Facility Academic Offerings [2.4.2.3.1.x.x.]	Number of Facilities/Programs
1. Facility Academic Offerings [2.4.2.3.1.x.x.]	Number of Neglected Programs	Number of Juvenile Corrections and/or Detention Facilities	Number of At Risk or Other Programs
1. Awarded high school course credit(s)	[1.1]	[1.2.]	[1.3.]
2. Awarded high school diploma(s)	[2.1.]	[2.2.]	[2.3.]
3. Awarded GED(s)	[3.1.]	[3.2.]	[3.3.]
2. Academic & Vocational Outcomes [2.4.2.3.2.x.x.x.]	Number of Students
	Number in Neglected Programs	Number in Juvenile Corrections and/or Detention	Number in At Risk or Other Programs
1. Academic
While in the facility, the number of students who…
1. Earned high school course credits	[1.1.1.]	[1.1.2.]	[1.1.3.]
2. Were enrolled in a GED program	[1.2.1.]	[1.2.2.]	[1.2.3.]
While in the facility or within 30 calendar days after exit, the number of students who…
3. Enrolled in their local district school	[1.3.1.]	[1.3.2.]	[1.3.3.]
4. Earned a GED	[1.4.1.]	[1.4.2.]	[1.4.3.]
5. Obtained high school diploma	[1.5.1.]	[1.5.2.]	[1.5.3.]
6. Were accepted into post-secondary education	[1.6.1.]	[1.6.2.]	[1.6.3.]
7. Enrolled in post-secondary education	[1.7.1.]	[1.7.2.]	[1.7.3.]
2. Vocational
While in the facility, the number of students who…
1. Enrolled in elective job training courses/programs	[2.1.1.]	[2.1.2.]	[2.1.3.]
While in the facility or within 30 calendar days after exit, the number of students who…
2. Enrolled in external job training education	[2.2.1.]	[2.2.2.]	[2.2.3.]
3. Obtained employment	[2.3.1.]	[2.3.2.]	[2.3.3.]

2.4.2.6. Academic Performance in Reading and Math

Instructions:

Report the number of long-term Title I, Part D, Subpart 2 students in neglected programs, juvenile corrections and/or detention, adult corrections, or other programs who participated in pre- and post-testing in reading and math. Long-term refers to students who were enrolled for at least 90 consecutive calendar days from July 1, 2005, to June 30, 2006.

Students who were pre-tested prior to July 1, 2005 may be included if their post-test was administered during the reporting year. Students who were post-tested after the reporting year ended should be counted in the following year. Throughout the tables, report numbers for juvenile detention and correctional facilities together in a single column. At-risk /other program columns are provided for States for reporting performance data, as available. If no data are available for the requested information, enter “99999.”

For row 1, enter the number of long-term students who were in placement during the reporting year.

For row 2, enter the number of long-term students who tested below grade level in reading or math (respectively) when they entered the facility or program.

For row 3, enter the number of long-term students reported in item 1 who have complete data available for both the pre and the post test exams.

Performance Data

(Based on most recent

pre/post-test data)

Number of Long-Term Students

Reading Performance

Math Performance

JD/JC

AR/O

JD/JC

AR/O

1. # students who were in placement from July 1, 2005, to June 30, 2006

[1.1.1.]

[1.1.2.]

[1.1.3.]

[2.1.1.]

[2.1.2.]

[2.1.3.]

2. # students from row 1 who tested below grade level upon entry.

[1.2.1.]

[1.2.2.]

[1.2.3.]

[2.2.1.]

[2.2.2.]

[2.2.3.]

3. # students from row 1 who took both the pre- and post-test exams

[1.3.1.]

[1.3.2.]

[1.3.3.]

[2.3.1.]

[2.3.2.]

[2.3.3.]

4. # students from row 3 who showed negative grade level change from the pre- to post-test exams

[1.4.1.]

[1.4.2.]

[1.4.3.]

[2.4.1.]

[2.4.2.]

[2.4.3.]

5. # students from row 3 who showed no change in grade level from the pre- to post-test exams

[1.5.1.]

[1.5.2.]

[1.5.3.]

[2.5.1.]

[2.5.2.]

[2.5.3.]

6. # students from row 3 who showed improvement of up to 1/2 grade level from the pre- to post-test exams

[1.6.1.]

[1.6.2.]

[1.6.3.]

[2.6.1.]

[2.6.2.]

[2.6.3.]

7. # students from row 3 who showed improvement of up to one full grade level from the pre- to post-test exams

[1.7.1.]

[1.7.2.]

[1.7.3.]

[2.7.1.]

[2.7.2.]

[2.7.3.]

8. # students from row 3 who showed improvement of more than one full grade level from the pre- to post-test exams

[1.8.1.]

[1.8.2.]

[1.8.3.]

[2.8.1.]

[2.8.2.]

[2.8.3.]

END Subpart 2 Reporting Form

2.5 COMPREHENSIVE SCHOOL REFORM (TITLE I, PART F)

2.5.1 Please provide the percentage of Comprehensive School Reform (CSR) schools that have or have had a CSR grant and made AYP in reading/language arts based on data from the 2005-2006 school year. _________ [2.5.1.]

2.5.2 Please provide the percentage of CSR schools that have or have had a CSR grant and made AYP in mathematics based on data from the 2005-2006 school year. ________ [2.5.2.]

2.5.3 How many schools in the State have or have been awarded a CSR grant since 1998? _________ [2.5.3.]

2.6 ENHANCING EDUCATION THROUGH TECHNOLOGY (TITLE II, PART D)

Performance data for this program will be available from other sources, including State Educational Technology indicators in EDEN.

2.7 SAFE AND DRUG-FREE SCHOOLS AND COMMUNITIES ACT (TITLE IV, PART A)

2.7.1 Performance Measures

Instructions: In the following chart, please identify:

Each of your State indicators as submitted in the June 2002 Consolidated State Application;
The instrument or data source used to measure the indicator;
The frequency with which the data are collected (annually, semi-annually, biennially) and year of the most recent collection;
The baseline data and year the baseline was established; and
Targets for the years in which your State has established targets.

2.7.1 Performance Measures [2.7.1.x.x.x.]

Indicator

Instrument/

Data Source

Frequency of collection

Targets

Actual Performance

[1.1.]

[1.2.]

Frequency:______
_______________ [1.3.1.]

Year of most recent collection:_______

_______________ [1.3.2.]

2003-2005_[1.4.1.]

2004-2006_[1.4.2.]

2006-2006_[1.4.3.]

2006-2007_[1.4.4.]

2007-2008_[1.4.5.]

2003-2004_[1.5.1.]

2004-2006_[1.5.2.]

Baseline:_[1.5.3.]

Year established:
_________[1.5.4.]

Frequency:______
_______________

Year of most recent collection:_______

_______________

2003-2004_______

2004-2005_______

2005-2006_______

2006-2007_______

2007-2008_______

2003-2004_______

2004-2005_______

Baseline:_______

Year established:
_______________

Frequency:______
_______________

Year of most recent collection:_______

_______________

2003-2004_______

2004-2005_______

2005-2006_______

2006-2007_______

2007-2008_______

2003-2004_______

2004-2005_______

Baseline:_______

Year established:
_______________

Frequency:______
_______________

Year of most recent collection:_______

_______________

2003-2004_______

2004-2005_______

2005-2006_______

2006-2007_______

2007-2008_______

2003-2004_______

2004-2005_______

Baseline:_______

Year established:
_______________

Frequency:______
_______________

Year of most recent collection:_______

_______________

2003-2004_______

2004-2005_______

2005-2006_______

2006-2007_______

2007-2008_______

2003-2004_______

2004-2005_______

Baseline:_______

Year established:
_______________

Frequency:______
_______________

Year of most recent collection:_______

_______________

2003-2004_______

2004-2005_______

2005-2006_______

2006-2007_______

2007-2008_______

2003-2004_______

2004-2005_______

Baseline:_______

Year established:
_______________

Frequency:______
_______________

Year of most recent collection:_______

_______________

2003-2004_______

2004-2005_______

2005-2006_______

2006-2007_______

2007-2008_______

2003-2004_______

2004-2005_______

Baseline:_______

Year established:
_______________

Frequency:______
_______________

Year of most recent collection:_______

_______________

2003-2004_______

2004-2005_______

2005-2006_______

2006-2007_______

2007-2008_______

2003-2004_______

2004-2005_______

Baseline:_______

Year established:
_______________

Frequency:______
_______________

Year of most recent collection:_______

_______________

2003-2004_______

2004-2005_______

2005-2006_______

2006-2007_______

2007-2008_______

2003-2004_______

2004-2005_______

Baseline:_______

Year established:
_______________

2.7.2 Suspension and Expulsion Data

Instructions: In the following charts, indicate the number of out-of-school suspensions and expulsions for elementary, middle, and high school students for each of the underlined incidents.

Please also provide the State’s definition of an elementary, middle, and high school, as well as the State’s definition of each of the incidents underlined below.

(If your State does not collect data in the same format as requested by this form, the State may provide data from a similar question, provided the State includes a footnote explaining the differences between the data requested and the data the State is able to supply.) [2.7.2.1.x.]

School Type	State Definition
Elementary School	[1.1.]
Middle School	[2.1.]
High School	[3.1.]

The number of out-of-school suspensions and expulsions for physical fighting.

State definition of physical fighting: ____________________ [2.7.2.2.1.]

SUSPENSIONS [2.7.2.2.2.x.x.]	Number for 2004-2006 school year	Number of LEAs reporting
Elementary	[1.1.]	[1.2.]
Middle	[2.1.]	[2.2.]
High School	[3.1.]	[3.2.]

EXPULSIONS [2.7.2.2.3.x.x.]	Number for 2005-2006 school year	Number of LEAs reporting
Elementary	[1.1.]	[1.2.]
Middle	[2.1.]	[2.2.]
High School	[3.1.]	[3.2.]

2.7.2.3 The number of out-of-school suspensions and expulsions for weapons possession

State definition of weapons: _____________________ [2.7.2.3.1.]

SUSPENSIONS [2.7.2.3.2.x.x.]	Number for 2005-2006 school year	Number of LEAs reporting
Elementary	[1.1.]	[1.2.]
Middle	[2.1.]	[2.2.]
High School	[3.1.]	[3.2.]

EXPULSIONS [2.7.2.3.3.x.x.]	Number for 2005-2006 school year	Number of LEAs reporting
Elementary	[1.1.]	[1.2.]
Middle	[2.1.]	[2.2.]
High School	[3.1.]	[3.2.]

2.7.2.4 The number of alcohol-related out-of-school suspensions and expulsions.

State definition of alcohol-related: ____________________[2.7.2.4.1.]

SUSPENSIONS [2.7.2.4. 2.x.x.]	Number for 2005-2006 school year	Number of LEAs reporting
Elementary	[1.1.]	[1.2.]
Middle	[2.1.]	[2.2.]
High School	[3.1.]	[3.2.]

EXPULSIONS [2.7.2.4.3.x.x.]	Number for 2005-2006 school year	Number of LEAs reporting
Elementary	[1.1.]	[1.2.]
Middle	[2.1.]	[2.2.]
High School	[3.1.]	[3.2.]

2.7.2.5 The number of illicit drug-related out-of-school suspensions and expulsions.

State definition of illicit-drug related: ________________[2.7.2.5.1.]

SUSPENSIONS [2.7.2.5. 2.x.x.]	Number for 2005-2006 school year	Number of LEAs reporting
Elementary	[1.1.]	[1.2.]
Middle	[2.1.]	[2.2.]
High School	[3.1.]	[3.2.]

EXPULSIONS [2.7.2.5.3.x.x.]	Number for 2005-2006 school year	Number of LEAs reporting
Elementary	[1.1.]	[1.2.]
Middle	[2.1.]	[2.2.]
High School	[3.1.]	[3.2.]

2.7.3 Parent Involvement

Instructions: Section 4116 of ESEA requires that each State provide information pertaining to the State’s efforts to inform parents of and include parents in drug and violence prevention efforts. Please describe your State’s efforts to include parents in these activities.

2.8 INNOVATIVE PROGRAMS(TITLE V, PART A)

2.8 INNOVATIVE PROGRAMS (TITLE V, PART A)

All information should be for the 2005-06 school year.

Section 5122 of the Elementary and Secondary Education Act (ESEA), as amended, requires States to provide an annual statewide summary of how Title V, Part A funds are contributing to improving student academic performance and the quality of education for students. The statute further requires that those summaries be based on evaluations provided to the State by local educational agencies (LEAs) receiving program funds.

Please attach your statewide summary. (To preserve your formatting and avoid the character limit, please upload your statewide summary document instead of copying and pasting it.) Please use quantitative data where available (e.g., increases in the number of highly qualified teachers.

2.8.9 Indicate the NUMBER of LEAs that completed Title V, Part A needs assessments that the State determined to be credible. ____________ [2.8.9.]

2.8.10 Indicate the AMOUNT of Title V, Part A funds in dollars (including funds transferred from other programs into Title V, Part A under the Transferability authority in Section 6123(b)) that LEAs used for the four strategic priorities listed below. (Include all LEAs, not just LEAs that spent at least 85 percent for the four strategic priorities.) $_________ [2.8.10.]

The 4 strategic priorities are: (1) support student achievement, enhance reading and math, (2) improve the quality of teachers, (3) ensure that schools are safe and drug free, (4) promote access for all students to a quality education.

Activities authorized under Section 5131 of the ESEA that are included in the four strategic priorities are 1-5, 7-9, 12, 14-17, 19-20, 22, and 25-27. Authorized activities that are not included in the four strategic priorities are 6, 10-11, 13, 18, 21, and 23-24.

In the table below, please provide the following information for LEAs receiving Title V, Part A funds.

First row:

The number of LEAs that used at least 85 percent of their Title V, Part A funds (including funds transferred into their Title V allocations from other programs) for the four strategic priorities above, and
The number of these LEAs that met their State’s definition of adequate yearly progress (AYP)

Second row:

The number of LEAs that did not use at least 85 percent of their Title V, Part A funds (including funds transferred into their Title V allocations from other programs for the four strategic priorities), and
The number of these LEAs that met their State’s definition of AYP

LEAs receiving Title V, Part A funds

[2.8.11.x.x.]

NUMBER of these LEAs

that met AYP

Number of LEAs that used at least 85% of Title V, Part A funds (including funds transferred into Title V, Part A) for the 4 priorities listed above

[1.1.]

[1.2.]

Number of LEAs that did not use at least 85% of Title V, Part A funds (including funds transferred into Title V, Part A) for the 4 priorities listed above

[2.1.]

[2.2.]

TOTAL

[3.1.]

[3.2.]

(total = all LEAS receiving Title V, Part A funds)

[4.1]

(total = all LEAS receiving Title V, Part A funds that met AYP)

[4.2.]

Note: Allocations should include any funds transferred into Title V, Part A under the transferability option under section 6132(b).

2.9 RURAL EDUCATION ACHIEVEMENT PROGRAM (REAP)

(TITLE VI, PART B)

2.9.1 Small Rural School Achievement Program (Title VI, Part B, Subpart 1)

Please indicate the number of eligible LEAs that notified the State of the LEA’s intention to use the Alternative Uses of Funding authority under section 6211 during the 2005-2006 school year. __________ [2.9.1.]

2.9.2 Rural and Low-Income School Program (Title VI, Part B, Subpart 2)

2.9.2.1 LEAs that receive Rural and Low-Income School (RLIS) Program grants may use these funds for any of the purposes listed in the following table. Please indicate in the table the total number of eligible LEAs that used funds for each of the listed purposes during the 2005-2006 school year.

Purpose [2.9.2.1.x.]	Number of LEAs
Teacher recruitment and retention, including the use of signing bonuses and other financial incentives	[1.]
Teacher professional development, including programs that train teachers to utilize technology to improve teaching and to train special needs teachers	[2.]
Educational technology, including software and hardware as described in Title II, Part D	[3.]
Parental involvement activities	[4.]
Activities authorized under the Safe and Drug-Free Schools Program (Title IV, Part A)	[5.]
Activities authorized under Title I, Part A	[6.]
Activities authorized under Title III (Language instruction for LEP and immigrant students)	[7.]

Describe the progress the State has made in meeting the goals and objectives for the Rural Low-Income Schools Program as described in its June 2002 Consolidated State application. Provide quantitative data where available.

[2.9.2.2.]

2.10 FUNDING TRANSFERABILITY FOR STATE AND LOCAL EDUCATIONAL AGENCIES (TITLE VI, PART A, SUBPART 2)

2.10.1 State Transferability of Funds

Did the State transfer funds under the State Transferability authority of section 6123(a) during the 2005-2006 school year? __________ [2.10.1.]

2.10.2 Local Educational Agency Transferability of Funds

2.10.2.1 Please indicate the total number of LEAs that notified the State that they were transferring funds under the LEA Transferability authority of section 6123(b) during the 2005-2006 school year. __________ [2.10.2.1.]

In the charts below, please indicate below the total number of LEAs that transferred funds TO and FROM each eligible program and the total amount of funds transferred TO and FROM each eligible program.

Program [2.10.2.2.1.x.x.]	Total Number of LEAs transferring funds TO eligible program	Total amount of funds transferred TO eligible program
Improving Teacher Quality State Grants (section 2121)	[1.1.]	[1.2.]
Educational Technology State Grants (section 2412(a)(2)(A))	[2.1.]	[2.2.]
Safe and Drug-Free Schools and Communities (section 4112(b)(1))	[3.1.]	[3.2.]
State Grants for Innovative Programs (section 5112(a))	[4.1.]	[4.2.]
Title I, Part A, Improving Basic Programs Operated by LEAs	[5.1.]	[5.2.]

Program [2.10.2.2.2.x.x.]	Total Number of LEAs transferring funds FROM eligible program	Total amount of funds transferred FROM eligible program
Improving Teacher Quality State Grants (section 2121)	[1.1.]	[1.2.]
Educational Technology State Grants (section 2412(a)(2)(A))	[2.1.]	[2.2.]
Safe and Drug-Free Schools and Communities (section 4112(b)(1))	[3.1.]	[3.2.]
State Grants for Innovative Programs (section 5112(a))	[4.1.]	[4.2.]

The Department plans to obtain information on the use of funds under both the State and LEA Transferability Authority through evaluation studies.

2.11 21ST CENTURY COMMUNITY LEARNING CENTERS(TITLE IV, PART B)

Performance data needed for this program will be available from another source. The Department will implement a national evaluation and data reporting system to provide essential data needed to measure program performance. States will be notified and are requested to participate in these activities once they are implemented.

File Type	application/msword
File Title	CONSOLIDATED STATE PERFORMANCE REPORT:
Author	Karen Stephens
Last Modified By	DoED
File Modified	2006-09-07
File Created	2006-09-07

Consolidated State Performance Report (KA)