CONSOLIDATED STATE PERFORMANCE REPORT PART II
For reporting on
School Year 2011-12
Part II Due February 15, 2013
5PM EST
The Consolidated State Performance Report (CSPR) is the required annual reporting tool for each State, the Bureau of Indian Education, District of Columbia, and Puerto Rico as authorized under Section 9303 of the Elementary and Secondary Education Act (ESEA), as amended. The CSPR consists of two parts. Part I of the CSPR collects data related to the five ESEA goals established in the approved June 2002 Consolidated State Application, information required for the Annual State Report to the Secretary, as describe in section 1111(h)(4) of ESEA, and data required under McKinney-Vento Homeless Program and the Migrant Child Count. Part II of the CSPR collects information related to state activities and outcomes of specific ESEA programs needed for the programs’ GPRA indicators or other assessment and reporting requirements.
Public Burden Statement:
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. Public reporting burden for this collection of information is estimated to average 33.84 hours per response, including time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information for Part I and Part II. The obligation to respond to this collection is required to obtain or retain benefit (Elementary and Secondary Education Act section 1111(h)(4)). Send comments regarding the burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to the U.S. Department of Education, 400 Maryland Ave., SW, Washington, DC 20210-4537 or email [email protected] and reference the OMB Control Number 1810-0614. Note: Please do not return the completed Consolidated State Performance Report to this address.
Table of Contents
Page
2.1 IMPROVING BASIC PROGRAMS OPERATED BY LOCAL EDUCATIONAL AGENCIES (TITLE I, PART A) 1
2.1.1 Student Achievement in Schools with Title I, Part A Programs 1
2.1.2 Title I, Part A Student Participation 3
2.1.3 Staff Information for Title I, Part A Targeted Assistance Programs (TAS) 6
2.1.4 Parental Involvement Reservation Under Title I, Part A
2.2 WILLIAM F. GOODLING EVEN START FAMILY LITERACY PROGRAMS (TITLE I, PART B, SUBPART 3) 8
2.2.1 Subgrants and Even Start Program Participants 8
2.2.2 Federal Even Start Performance Indicators…………………………………………9
2.3 EDUCATION OF MIGRANT CHILDREN (TITLE I, PART C) 14
2.3.3 MEP Participation Data 202.3.4 School Data
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) 32
2.4.1 State Agency Title I, Part D Programs and Facilities – Subpart 1 33
2.4.2 LEA Title I, Part D Programs and Facilities – Subpart 2 40
2.5 This Section is intentionally omitted. Data for Comprehensive School Reform Title I, Part F are no longer being collected. 47
2.6 This Section is intentionally omitted. Data for ENHANCING EDUCATION THROUGH TECHNOLOGY (TITLE II, PART D) are not collected through CSPR. 47
2.7 SAFE AND DRUG-FREE SCHOOLS AND COMMUNITIES ACT (TITLE IV, PART A) 47
2.7.2 Out-of-School Suspensions and Expulsions 50
2.8 INNOVATIVE PROGRAMS (TITLE V, PART A) 55
2.9 RURAL EDUCATION ACHIEVEMENT PROGRAM (REAP) (TITLE VI, PART B, SUBPARTS 1 AND 2) 55
2.10 FUNDING TRANSFERABILITY FOR STATE AND LOCAL EDUCATIONAL AGENCIES (TITLE VI, PART A, SUBPART 2) 56
2.10.1 State Transferability of Funds 56
2.10.2 Local Educational Agency (LEA) Transferability of Funds 56
2.11 Graduation Rates 55
2.11.1 Regulatory Adjusted Cohort Graduation Rate 55
2.12 List of School and Districts 55
2.12.1 List of Schools for ESEA Flexibility States 60
2.12.2 List of Schools for All Other States 61
2.12.3 List of Districts for ESEA Flexibility States 62
2.12.4 List of Districts for All Other States 63
This section collects data on Title I, Part A programs.
The following sections collect data on student academic achievement on the State’s assessments in schools that receive Title I, Part A funds and operate either Schoolwide programs or Targeted Assistance programs.
In the format of the table below, provide the number of students in SWP schools who completed the assessment and for whom a proficiency level was assigned, in grades 3 through 8 and high school, on the State’s mathematics assessments under Section 1111(b)(3) of ESEA. Also, provide the number of those students who scored at or above proficient. The percentage of students who scored at or above proficient is calculated automatically.
Grade |
# Students Who Completed the Assessment and for Whom a Proficiency Level Was Assigned |
# Students Scoring at or above Proficient |
Percentage at or above Proficient |
3 |
|
|
(Auto calculated) |
4 |
|
|
(Auto calculated) |
5 |
|
|
(Auto calculated) |
6 |
|
|
(Auto calculated) |
7 |
|
|
(Auto calculated) |
8 |
|
|
(Auto calculated) |
High School |
|
|
(Auto calculated) |
Total |
|
|
(Auto calculated) |
This section is similar to 2.1.1.1. The only difference is that this section collects data on performance on the State’s reading/language arts assessment in SWP.
In the table below, provide the number of all students in TAS who completed the assessment and for whom a proficiency level was assigned, in grades 3 through 8 and high school, on the State’s mathematics assessments under Section 1111(b)(3) of ESEA. Also, provide the number of those students who scored at or above proficient. The percentage of students who scored at or above proficient is calculated automatically.
Grade |
# Students Who Completed the Assessment and for Whom a Proficiency Level Was Assigned |
# Students Scoring at or above Proficient |
Percentage at or above Proficient |
3 |
|
|
(Auto calculated) |
4 |
|
|
(Auto calculated) |
5 |
|
|
(Auto calculated) |
6 |
|
|
(Auto calculated) |
7 |
|
|
(Auto calculated) |
8 |
|
|
(Auto calculated) |
High School |
|
|
(Auto calculated) |
Total |
|
|
(Auto calculated) |
This section is similar to 2.1.1.3. The only difference is that this section collects data on performance on the State’s reading/language arts assessment by all students in TAS.
The following sections collect data on students participating in Title I, Part A by various student characteristics.
In the table below, provide the number of public school students served by either Public Title I SWP or TAS programs at any time during the regular school year for each category listed. Count each student only once in each category even if the student participated during more than one term or in more than one school or district in the State. Count each student in as many of the categories that are applicable to the student. Include pre-kindergarten through grade 12. Do not include the following individuals: (1) adult participants of adult literacy programs funded by Title I, (2) private school students participating in Title I programs operated by local educational agencies, or (3) students served in Part A local neglected programs.
|
# Students Served |
Children with disabilities (IDEA) |
[1.] |
Limited English proficient students |
[2.] |
Students who are homeless |
[3.] |
Migratory students |
[4.] |
In the table below, provide the unduplicated number of public school students served by either Title I SWP or TAS at any time during the regular school year. Each student should be reported in only one racial/ethnic category. Include pre-kindergarten through grade 12. The total number of students served will be calculated automatically.
Do not include: (1) adult participants of adult literacy programs funded by Title I, (2) private school students participating in Title I programs operated by local educational agencies, or (3) students served in Part A local neglected programs.
Race/Ethnicity |
# Students Served |
American Indian or Alaska Native |
[1.] |
Asian |
[2.] |
Black or African American |
[3.] |
Hispanic or Latino |
[4.] |
Native Hawaiian or other Pacific Islander |
|
White |
[5.] |
Two or more races |
|
Total |
(Auto calculated) |
In the table below, provide the unduplicated number of students participating in Title I, Part A programs by grade level and by type of program: Title I public targeted assistance programs (Public TAS), Title I schoolwide programs (Public SWP), private school students participating in Title I programs (private), and Part A local neglected programs (local neglected). The totals column by type of program will be automatically calculated.
Age /Grade |
Public TAS |
Public SWP |
Private |
Local Neglected |
Total |
Age 0-2 |
[1.1.] |
[1.2.] |
[1.3.] |
[1.4.] |
[1.5.]Auto Calc |
Age 3-5 (not Kindergarten) |
[2.1.] |
[2.2.] |
[2.3.] |
[2.4.] |
[2.5.]” |
K |
[3.1.] |
[3.2.] |
[3.3.] |
[3.4.] |
[3.5.]” |
1 |
[4.1.] |
[4.2.] |
[4.3.] |
[4.4.] |
[4.5.]” |
2 |
[5.1.] |
[5.2.] |
[5.3.] |
[5.4.] |
[5.5.]” |
3 |
[6.1.] |
[6.2.] |
[6.3.] |
[6.4.] |
[6.5.]” |
4 |
[7.1.] |
[7.2.] |
[7.3.] |
[7.4.] |
[7.5.]” |
5 |
[8.1.] |
[8.2.] |
[8.3.] |
[8.4.] |
[8.5.]” |
6 |
[9.1.] |
[9.2.] |
[9.3.] |
[9.4.] |
[9.5.]” |
7 |
[10.1.] |
[10.2.] |
[10.3.] |
[10.4.] |
[10.5.]” |
8 |
[11.1.] |
[11.2.] |
[11.3.] |
[11.4.] |
[11.5.]” |
9 |
[12.1.] |
[12.2.] |
[12.3.] |
[12.4.] |
[12.5.]” |
10 |
[13.1.] |
[13.2.] |
[13.3.] |
[13.4.] |
[13.5.]” |
11 |
[14.1.] |
[14.2.] |
[14.3.] |
[14.4.] |
[14.5.]” |
12 |
[15.1.] |
[15.2.] |
[15.3.] |
[15.4.] |
[15.5.]” |
Ungraded |
[16.1.] |
[16.2.] |
[16.3.] |
[16.4.] |
[16.5.]” |
TOTALS |
(Auto calculated) |
(Auto calculated) |
(Auto calculated) |
(Auto calculated) |
(Auto calculated) |
The following sections collect data about the participation of students in TAS.
In the table below, provide the number of students receiving each of the listed instructional services through a TAS program funded by Title I, Part A. Students may be reported as receiving more than one instructional service. However, students should be reported only once for each instructional service regardless of the frequency with which they received the service.
|
# Students Served |
Mathematics |
[1.1.1.] |
Reading/language arts |
[1.2.1.] |
Science |
[1.3.1.] |
Social studies |
[1.4.1.] |
Vocational/career |
[1.5.1.] |
Other instructional services |
[1.6.1.] |
In the table below, provide the number of students receiving each of the listed support services through a TAS program funded by Title I, Part A. Students may be reported as receiving more than one support service. However, students should be reported only once for each support service regardless of the frequency with which they received the service.
|
# Students Served |
Health, dental, and eye care |
[2.1.1.] |
Supporting guidance/advocacy |
[2.2.1.] |
Other support services |
[2.3.1.] |
In the table below, provide the number of full-time equivalent (FTE) staff funded by a Title I, Part A TAS in each of the staff categories. For staff who work with both TAS and SWP, report only the FTE attributable to their TAS responsibilities.
For paraprofessionals only, provide the percentage of paraprofessionals who were qualified in accordance with Section 1119 (c) and (d) of ESEA.
See the FAQs following the table for additional information.
Staff Category |
Staff FTE |
Percentage Qualified |
Teachers |
|
|
Paraprofessionals1 |
|
|
Other paraprofessionals (translators, parental involvement, computer assistance)2 |
|
|
Clerical support staff |
|
|
Administrators (non-clerical) |
|
|
FAQs on staff information
a. What is a “paraprofessional?” An employee of an LEA who provides instructional support in a program supported with Title I, Part A funds. Instructional support includes the following activities:
(1) Providing one-on-one tutoring for eligible students, if the tutoring is scheduled at a time when a student would not otherwise receive instruction from a teacher;
(2) Providing assistance with classroom management, such as organizing instructional and other materials;
(3) Providing assistance in a computer laboratory;
(4) Conducting parental involvement activities;
(5) Providing support in a library or media center;
(6) Acting as a translator; or
(7) Providing instructional services to students.
b. What is an “other paraprofessional?” Paraprofessionals who do not provide instructional support, for example, paraprofessionals who are translators or who work with parental involvement or computer assistance.
c. Who is a qualified paraprofessional? A paraprofessional who has (1) completed 2 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 been 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 table below, provide the number of FTE paraprofessionals who served in SWP and the percentage of these paraprofessionals who were qualified in accordance with Section 1119 (c) and (d) of ESEA. Use the additional guidance found below the previous table.
|
Paraprofessionals FTE |
Percentage Qualified |
Paraprofessionals3 |
|
|
2.1.4 Parental Involvement Reservation Under Title I, Part A
In the table below provide information on the amount of Title I, Part A funds reserved by LEAs for parental involvement activities under Section 1118 (a)(3) of the ESEA. The percentage of LEAs FY 2011 Title I Part A allocations reserved for parental involvement will be automatically calculated from the data entered in Rows 2 and 3.
|
LEAs that Received an FY 2011 (School Year 2011-2012) Title I, Part A Allocation of $500,000 or less |
LEAs that Received a Federal fiscal year (FY) 2011 (School Year 2011-2012) Title I, Part A Allocation of more than $500,000 |
Number of LEAs* |
|
|
Sum of the amount reserved by LEAs for parental Involvement |
|
|
Sum of LEAs’ FY 2011 Title I, Part A allocations |
|
|
Percentage of LEA’s FY 2011 Title I, Part A allocations reserved for parental involvement |
Auto calculated (Row 2 / Row 3) |
Auto calculated (Row 2 / Row 3) |
|
|
|
*The sum of Column 2 and Column 3 should equal the number of LEAs that received an FY 2011 Title I, Part A allocation.
In the comment box below, provide examples of how LEAs in your State used their Title I Part A, set-aside for parental involvement during SY 2011-2012.
|
In the tables below, please provide information requested for the reporting program year July 1, 2011 to June 30, 2012.
2.2.1.1 Federally Funded Even Start Subgrants in the State
Number of federally funded Even Start subgrants |
|
Even Start Families Participating During the Year
In the table below, provide the number of participants for each of the groups listed below. The following terms apply:
“Participating" means enrolled and participating in all four core instructional components.
“Adults” includes teen parents.
For continuing children, calculate the age of the child on July 1, 2011. For newly enrolled children, calculate their age at the time of enrollment in Even Start.
Do not use rounding rules to calculate children’s ages.
The total number of participating children will be calculated automatically.
|
# Participants |
1. Families participating |
|
2. Adults participating |
|
3. Adults participating who are limited English proficient (Adult English Learners) |
|
4. Participating children |
(Auto calculated) |
a. Birth through 2 years |
|
b. Ages 3 through 5 |
|
c. Ages 6 through 8 |
|
d. Above age 8 |
|
Characteristics of Newly Enrolled Families at the Time of Enrollment
In the table below, provide the number of newly enrolled families for each of the groups listed below. The term “newly enrolled family” means a family who enrolls for the first time in the Even Start project or who had previously been in Even Start and re-enrolls during the year.
|
# |
1. Number of newly enrolled families |
|
2. Number of newly enrolled adult participants |
|
3. Number of newly enrolled families at or below the federal poverty level at the time of enrollment |
|
4. Number of newly enrolled adult participants without a high school diploma or GED at the time of enrollment |
|
5. Number of newly enrolled adult participants who have not gone beyond the 9th grade at the time of enrollment |
|
2.2.1.4 Retention of Families
In the table below, provide the number of families who are newly enrolled, those who exited the program during the year, and those continuing in the program. For families who have exited, count the time between the family’s start date and exit date. For families continuing to participate, count the time between the family’s start date and the end of the reporting year (June 30, 2012). For families who had previously exited Even Start and then enrolled during the reporting year, begin counting from the time of the family’s original enrollment date. Report each family only once in lines 1-4. Note enrolled families means a family who is participating in all four core instructional components. The total number of families participating will be automatically calculated.
Time in Program |
# |
1. Number of families enrolled 90 days or less |
|
2. Number of families enrolled more than 90 but less than 180 days |
|
3. Number of families enrolled 180 or more days but less than 365 days |
|
4. Number of families enrolled 365 days or more |
|
5. Total families enrolled |
(Auto Calculated) |
2.2.2 Federal Even Start Performance Indicators
This Section collections data about the Federal Even Start Performance Indicators
2.2.2.1 Adults Showing Significant Learning Gains on Measures of Reading
In the table below, provide the number of adults who showed significant learning gains on measures of reading. Only report data from the TABE reading test on the TABE line. Likewise, only report data from the CASAS reading test on the CASAS line. Data from other TABE or CASAS tests or combination of subtests should be reported on the “other” line.
To be counted under “pre- and post-test”, an individual must have completed both the pre- and post-tests.
The definition of “significant learning gains” for adult education is determined at the State level either by your State’s adult education program in conjunction with the U.S. Department of Education’s Office of Vocational and Adult Education (OVAE), or as defined by your Even Start State Performance indicators.
These instructions/definitions apply to both 2.2.2.1 and 2.2.2.2.
Note: Do not include the Adult English Learners counted in 2.2.2.2.
|
# Pre- and Post-Tested |
# Who Met Goal |
Explanation (if applicable) |
TABE |
|
|
|
CASAS |
|
|
|
Other |
|
|
|
2.2.2.2 Adult English Learners Showing Significant Learning Gains on Measures of Reading
In the table below, provide the number of Adult English Learners who showed significant learning gains on measures of reading.
|
# Pre- and Post-Tested |
# Who Met Goal |
Explanation (if applicable) |
TABE |
|
|
|
CASAS |
|
|
|
BEST |
|
|
|
BEST Plus |
|
|
|
BEST Literacy |
|
|
|
Other |
|
|
|
.
2.2.2.3 Adults Earning a High School Diploma or GED
In the table below, provide the number of school age and non-school age adults who earned a high school diploma or GED during the reporting year.
The following terms apply:
“School-age adults” is defined as any parent attending an elementary or secondary school. This also includes those adults within the State's compulsory attendance range who are being served in an alternative school setting, such as directly through the Even Start program.
“Non-school-age” adults are any adults who do not meet the definition of “school-age.”
Include only the number of adult participants who had a realistic 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 attainment of a GED or high school diploma is a possibility within the reporting year.
School-Age Adults |
# With Goal |
# Who Met Goal |
Explanation (if applicable) |
Diploma |
|
|
|
GED |
|
|
|
Other |
|
|
|
Non-School-Age Adults |
# With Goal |
# Who Met Goal |
Explanation (if applicable) |
Diploma |
|
|
|
GED |
|
|
|
Other |
|
|
|
2.2.2.4 Children Age-Eligible for Kindergarten Who Are Achieving Significant Learning Gains on Measures of Language Development
In the table below, provide the number of children who are achieving significant learning gains on measures of language development.
The following terms apply:
” Age-Eligible” includes the total number of children who are old enough to enter kindergarten in the school year following the reporting year who have been in Even Start for at least six months.
“Pre- and Post-Tested” includes the number of age-eligible children who took both a pre- and post-test with at least 6 months of Even Start service in between.
A “significant learning gain” is considered to be a standard score increase of 4 or more points.
“Exempted” includes the number of children who could not take the test (based on the practice items) due to a severe disability or inability to understand the directions.
|
# Age-Eligible |
# Pre- and Post- Tested |
# Who Met Goal |
# Exempted |
Explanation (if applicable) |
PPVT-III |
|
|
|
|
|
PPVT-IV |
|
|
|
|
|
TVIP |
|
|
|
|
|
2.2.2.4.1 Children Age-Eligible for Kindergarten Who Demonstrate Age-Appropriate Oral Language Skills
In the table below, provide the number of children age-eligible for kindergarten who demonstrate age-appropriate oral language skills.
The following terms apply:
“Age-Eligible” includes the total number of children who are old enough to enter kindergarten in the school year following the reporting year, and who have been enrolled in Even Start for at least six months.
“Tested” includes the number of age-eligible children who took the PPVT-III PPVT-IV or TVIP in the spring of or latest test within the reporting year.
Who met goal includes children who score a Standard Score of 85 or higher on the spring (or latest test within the reporting year) TVIP, PPVT-III or PPVT-IV.
“Exempted” includes the number of children who could not take the test (based on the practice items) due to a severe disability or inability to understand the directions.
Note: Projects may use the PPVT-III or the PPVT-IV if the PPVT-III is no longer available, but results for the two versions of the assessment should be reported separately.
|
# Age-Eligible |
# Tested |
# Who Met Goal |
# Exempted |
Explanation (if applicable) |
PPVT-III |
|
|
|
|
|
PPVT-IV |
|
|
|
|
|
TVIP |
|
|
|
|
|
2.2.2.5 The
Average Number of Letters Children Can Identify
as Measured by
the PALS Pre-K Upper Case Letter Naming Subtask
In the table below, provide the average number of letters children can identify as measure by PALS subtask.
The following terms apply:
“Age-Eligible” includes the total number of children who are old enough to enter kindergarten in the school year following the reporting year, and who have been enrolled in Even Start for at least six months.
“Tested” includes the number of age-eligible children who received Even Start services and who took the PALS Pre-K Upper Case Letter Naming Subtask in the spring of 2011 (or latest test within the reporting year).
“Exempted” includes the number of children exempted from testing due to a severe disability or inability to understand the directions in English
“Average number of letters” includes the average score for the children in your State who participated in this assessment. This should be provided as a weighted average (An example of how to calculate a weighted average is included in the program training materials) and rounded to one decimal.
|
# Age-Eligible |
# Tested |
# Exempted |
Average Number of Letters (Weighted Average) |
Explanation (if applicable) |
PALS Pre-K Upper Case |
|
|
|
|
|
2.2.2.6 School-Aged Children Reading on Grade Level
In the table below, provide the number of school-age children who read at or above grade level (“met goal”). The source of these data is usually determined by the State and, in some cases, by the school district. Please indicate the source(s) of the data in the “Explanation” field.
The following terms apply:
“# in Cohort” includes school-aged children who have participated in Even Start for at least 6 months.
Grade |
# in Cohort |
# Who Met Goal |
Explanation (include source of data) |
K |
|
|
|
1 |
|
|
|
2 |
|
|
|
3 |
|
|
|
2.2.2.7 Parents Who Show Improvement on Measures of Parental Support for Children's Learning in the Home, School Environment, and through Interactive Learning Activities
In the table below, provide the number of parents who show improvement (“met goal”) on measures of parental support for children's learning in the home, school environment, and through interactive learning activities.
While many states are using the PEP, other assessments of parenting education are acceptable. Please describe results and the source(s) of any non-PEP data in the “Other” field, with appropriate information in the Explanation field.
|
# in Cohort |
# Who Met Goal |
Explanation (if applicable) |
PEP Scale I |
|
|
|
PEP Scale II |
|
|
|
PEP Scale III |
|
|
|
PEP Scale IV |
|
|
|
Other |
|
|
|
This section collects data on the Migrant Education Program (Title I, Part C) for the reporting period of September 1, 2011 through August 31, 2012. This section is composed of the following subsections:
Population data of eligible migrant children
Academic data of eligible migrant students
Participation data of migrant children served during either the regular school year, summer/intersession term, or program year
School data
Project data
Personnel data
Where the table collects data by age/grade, report children in the highest age/grade that they attained during the reporting period. For example, a child who turns 3 during the reporting period would only be reported in the “Age 3 through 5 (not Kindergarten)” row.
FAQs in section 1.10 contain definitions of out-of-school and ungraded that are used in this section.
The following questions collect data on eligible migrant children.
In the table below, provide the unduplicated number of eligible migrant children by age/grade. The total is calculated automatically.
Age/Grade |
Eligible Migrant Children |
Age birth through 2 |
|
Age 3 through 5 (not Kindergarten) |
|
K |
|
1 |
|
2 |
|
3 |
|
4 |
|
5 |
|
6 |
|
7 |
|
8 |
|
9 |
|
10 |
|
11 |
|
12 |
|
Ungraded |
|
Out-of-school |
|
Total |
(Auto-calculated) |
In the table below, provide the unduplicated number of eligible migrant children who have been classified as having “Priority for Services.” The total is calculated automatically. Below the table is a FAQ about the data collected in this table.
Age/Grade |
Priority for Services |
Age 3 through 5 (not Kindergarten) |
|
K |
|
1 |
|
2 |
|
3 |
|
4 |
|
5 |
|
6 |
|
7 |
|
8 |
|
9 |
|
10 |
|
11 |
|
12 |
|
Ungraded |
|
Out-of-school |
|
Total |
(Auto-calculated) |
FAQ on priority for services:
Who is classified as having “priority for service?” Migratory children who are failing or most at risk of failing to meet the State’s challenging academic content standards and student academic achievement standards, and whose education has been interrupted during the regular school year.
In the table below, provide the unduplicated number of eligible migrant children who are also limited English proficient (LEP). The total is calculated automatically.
Age/Grade |
Limited English Proficient (LEP) |
Age 3 through 5 (not Kindergarten) |
|
K |
|
1 |
|
2 |
|
3 |
|
4 |
|
5 |
|
6 |
|
7 |
|
8 |
|
9 |
|
10 |
|
11 |
|
12 |
|
Ungraded |
|
Out-of-school |
|
Total |
(Auto-calculated) |
In the table below, provide the unduplicated number of eligible migrant children who are also Children with Disabilities (IDEA) under Part B or Part C of the IDEA. The total is calculated automatically.
Age/Grade |
Children with Disabilities (IDEA) |
Age birth through 2 |
|
Age 3 through 5 (not Kindergarten) |
|
K |
|
1 |
|
2 |
|
3 |
|
4 |
|
5 |
|
6 |
|
7 |
|
8 |
|
9 |
|
10 |
|
11 |
|
12 |
|
Ungraded |
|
Out-of-school |
|
Total |
(Auto-calculated) |
In the table below, provide the unduplicated number of eligible migrant children by when the last qualifying move occurred. The months are calculated from the last day of the reporting period, August 31, 2011. The totals are calculated automatically.
|
Last Qualifying Move Is within X months from the last day of the reporting period |
|||
Age/Grade |
12 Months |
Previous 13 – 24 Months |
Previous 25 – 36 Months |
Previous 37 – 48 Months |
Age birth through 2 |
|
|
|
|
Age 3 through 5 (not Kindergarten) |
|
|
|
|
K |
|
|
|
|
1 |
|
|
|
|
2 |
|
|
|
|
3 |
|
|
|
|
4 |
|
|
|
|
5 |
|
|
|
|
6 |
|
|
|
|
7 |
|
|
|
|
8 |
|
|
|
|
9 |
|
|
|
|
10 |
|
|
|
|
11 |
|
|
|
|
12 |
|
|
|
|
Ungraded |
|
|
|
|
Out-of-school |
|
|
|
|
Total |
(Auto-calculated) |
(Auto-calculated) |
(Auto-calculated) |
(Auto-calculated) |
In the table below, provide the unduplicated number of eligible migrant children with any qualifying move during the regular school year within the previous 36 months calculated from the last day of the reporting period, August 31, 2011. The total is calculated automatically.
Age/Grade |
Move During Regular School Year |
Age birth through 2 |
|
Age 3 through 5 (not Kindergarten) |
|
K |
|
1 |
|
2 |
|
3 |
|
4 |
|
5 |
|
6 |
|
7 |
|
8 |
|
9 |
|
10 |
|
11 |
|
12 |
|
Ungraded |
|
Out-of-school |
|
Total |
(Auto-calculated) |
The following questions collect data about the academic status of eligible migrant students.
In the table below, provide the unduplicated number of eligible migrant students who dropped out of school. The total is calculated automatically.
Grade |
Dropped Out |
7 |
|
8 |
|
9 |
|
10 |
|
11 |
|
12 |
|
Ungraded |
|
Total |
(Auto-calculated) |
FAQ on Dropouts:
How is “dropped out of school” defined? The term used for students, who, during the reporting period, were enrolled in a public school for at least one day, but who subsequently left school with no plans on returning to enroll in a school and continue toward a high school diploma. Students who dropped out-of-school prior to the 2010-11 reporting period should be classified NOT as “dropped-out-of-school” but as “out-of-school youth.”
In the table below, provide the total unduplicated number of eligible migrant students who obtained a General Education Development (GED) Certificate in your state.
Obtained a GED in your state |
|
The following questions collect data about the participation of eligible migrant students in State Assessments.
In the table below, provide the unduplicated number of eligible migrant students enrolled in school during the State testing window and tested by the State reading/language arts assessment by grade level. The totals are calculated automatically.
Grade |
Enrolled |
Tested |
3 |
|
|
4 |
|
|
5 |
|
|
6 |
|
|
7 |
|
|
8 |
|
|
HS |
|
|
Total |
(Auto-calculated) |
(Auto-calculated) |
This section is similar to 2.3.2.3.1. The only difference is that this section collects data on migrant students and the State’s mathematics assessment.
The following questions collect data about the participation of migrant students served during the regular school year, summer/intersession term, or program year.
Unless otherwise indicated, participating migrant children include:
Children who received instructional or support services funded in whole or in part with MEP funds.
Children who received a MEP-funded service, even those children who continued to receive services (1) during the term their eligibility ended, (2) for one additional school year after their eligibility ended, if comparable services were not available through other programs, and (3) in secondary school after their eligibility ended, and served through credit accrual programs until graduation (e.g., children served under the continuation of services authority, Section 1304(e) (1–3)).
Do not include:
Children who were served through a Title I SWP where MEP funds were consolidated with those of other programs.
Children who were served by a “referred” service only.
The following questions collect data on migrant children who participated in the MEP during the regular school year. Do not include:
Children who were only served during the summer/intersession term.
Age/Grade |
Served During Regular School Year |
Age Birth through 2 |
|
Age 3 through 5 (not Kindergarten) |
|
K |
|
1 |
|
2 |
|
3 |
|
4 |
|
5 |
|
6 |
|
7 |
|
8 |
|
9 |
|
10 |
|
11 |
|
12 |
|
Ungraded |
|
Out-of-school |
|
Total |
(Auto-calculated) |
Age/Grade |
Priority for Services |
Age 3 through 5 |
|
K |
|
1 |
|
2 |
|
3 |
|
4 |
|
5 |
|
6 |
|
7 |
|
8 |
|
9 |
|
10 |
|
11 |
|
12 |
|
Ungraded |
|
Out-of-school |
|
Total |
(Auto-calculated) |
In the table below, provide the unduplicated number of participating migrant children who received instructional or support services during the regular school year served under the continuation of services authority Section 1304(e) (2–3). Do not include children served under Section 1304(e) (1), which are children whose eligibility expired during the school term. The total is calculated automatically.
Age/Grade |
Continuation of Services |
Age 3 through 5 (not Kindergarten) |
|
K |
|
1 |
|
2 |
|
3 |
|
4 |
|
5 |
|
6 |
|
7 |
|
8 |
|
9 |
|
10 |
|
11 |
|
12 |
|
Ungraded |
|
Out-of-school |
|
Total |
(Auto-calculated) |
FAQ on Services:
What are services? Services are a subset of all allowable activities that the MEP can provide through its programs and projects. “Services” are those educational or educationally related activities that: (1) directly benefit a migrant child; (2) address a need of a migrant child consistent with the SEA’s comprehensive needs assessment and service delivery plan; (3) are grounded in scientifically based research or, in the case of support services, are a generally accepted practice; and (4) are designed to enable the program to meet its measurable outcomes and contribute to the achievement of the State’s performance targets. Activities related to identification and recruitment activities, parental involvement, program evaluation, professional development, or administration of the program are examples of allowable activities that are not considered services. Other examples of an allowable activity that would not be considered a service would be the one-time act of providing instructional packets to a child or family, and handing out leaflets to migrant families on available reading programs as part of an effort to increase the reading skills of migrant children. Although these are allowable activities, they are not services because they do not meet all of the criteria above.
In the table below, provide the unduplicated number of participating migrant children who received any type of MEP-funded instructional service during the regular school year. Include children who received instructional services provided by either a teacher or a paraprofessional. Children should be reported only once regardless of the frequency with which they received a service intervention. The total is calculated automatically.
Age/Grade |
Children Receiving an Instructional Service |
Age birth through 2 |
|
Age 3 through 5 (not Kindergarten) |
|
K |
|
1 |
|
2 |
|
3 |
|
4 |
|
5 |
|
6 |
|
7 |
|
8 |
|
9 |
|
10 |
|
11 |
|
12 |
|
Ungraded |
|
Out-of-school |
|
Total |
(Auto-calculated) |
In the table below, provide the number of participating migrant children reported in the table above who received reading instruction, mathematics instruction, or high school credit accrual during the regular school year. Include children who received such instructional services provided by a teacher only. Children may be reported as having received more than one type of instructional service in the table. However, children should be reported only once within each type of instructional service that they received regardless of the frequency with which they received the instructional service. The totals are calculated automatically.
Age/Grade |
Reading Instruction |
Mathematics Instruction |
High School Credit Accrual |
Age birth through 2 |
|
|
|
Age 3 through 5 (not Kindergarten) |
|
|
|
K |
|
|
|
1 |
|
|
|
2 |
|
|
|
3 |
|
|
|
4 |
|
|
|
5 |
|
|
|
6 |
|
|
|
7 |
|
|
|
8 |
|
|
|
9 |
|
|
|
10 |
|
|
|
11 |
|
|
|
12 |
|
|
|
Ungraded |
|
|
|
Out-of-school |
|
|
|
Total |
(Auto-calculated) |
(Auto-calculated) |
(Auto-calculated) |
Age/Grade |
Children Receiving Support Services |
Breakout of Children Receiving Counseling Service |
Age birth through 2 |
|
|
Age 3 through 5 (not Kindergarten) |
|
|
K |
|
|
1 |
|
|
2 |
|
|
3 |
|
|
4 |
|
|
5 |
|
|
6 |
|
|
7 |
|
|
8 |
|
|
9 |
|
|
10 |
|
|
11 |
|
|
12 |
|
|
Ungraded |
|
|
Out-of-school |
|
|
Total |
(Auto-calculated) |
(Auto-calculated) |
Age/Grade |
Referred Service |
Age birth through 2 |
|
Age 3 through 5 (not Kindergarten) |
|
K |
|
1 |
|
2 |
|
3 |
|
4 |
|
5 |
|
6 |
|
7 |
|
8 |
|
9 |
|
10 |
|
11 |
|
12 |
|
Ungraded |
|
Out-of-school |
|
Total |
(Auto-calculated) |
Age/Grade |
Served During the Program Year |
Age Birth through 2 |
|
Age 3 through 5 (not Kindergarten) |
|
K |
|
1 |
|
2 |
|
3 |
|
4 |
|
5 |
|
6 |
|
7 |
|
8 |
|
9 |
|
10 |
|
11 |
|
12 |
|
Ungraded |
|
Out-of-school |
|
Total |
(Auto-calculated) |
The following questions are about the enrollment of eligible migrant children in schools during the regular school year.
In the table below, provide the number of public schools that enrolled eligible migrant children at any time during the regular school year. Schools include public schools that serve school age (e.g., grades K through 12) children. Also, provide the number of eligible migrant children who were enrolled in those schools. Since more than one school in a State may enroll the same migrant child at some time during the year, the number of children may include duplicates.
|
# |
Number of schools that enrolled eligible migrant children |
|
Number of eligible migrant children enrolled in those schools |
|
In the table below, provide the number of schools where MEP funds were consolidated in an SWP. Also, provide the number of eligible migrant children who were enrolled in those schools at any time during the regular school year. Since more than one school in a State may enroll the same migrant child at some time during the year, the number of children may include duplicates.
|
# |
|
Number of schools where MEP funds were consolidated in a schoolwide program |
|
|
Number of eligible migrant children enrolled in those schools |
|
|
The following questions collect data on MEP projects.
In the table below, provide 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 projects where MEP funds were consolidated in SWP.
Also, provide the number of migrant children participating in the projects. Since children may participate in more than one project, the number of children may include duplicates.
Below the table are FAQs about the data collected in this table.
Type of MEP Project |
Number of MEP Projects |
Number of Migrant Children Participating in the Projects |
Regular school year – school day only |
|
|
Regular school year – school day/extended day |
|
|
Summer/intersession only |
|
|
Year round |
|
|
FAQs on type of MEP project:
What is a project? A project is any entity that receives MEP funds either as a subgrantee or from a subgrantee and provides services directly to migrant children in accordance with the State Service Delivery Plan and State approved subgrant applications. A project’s services may be provided in one or more sites.
What are Regular School Year – School Day Only projects? Projects where all MEP services are provided during the school day during the regular school year.
What are Regular School Year – School Day/Extended Day projects? Projects where some or all MEP services are provided during an extended day or week during the regular school year (e.g., some services are provided during the school day and some outside of the school day; e.g., all services are provided outside of the school day).
What are Summer/Intersession Only projects? Projects where all MEP services are provided during the summer/intersession term.
What are Year Round projects? Projects where all MEP services are provided during the regular school year and summer/intersession term.
The following questions collect data on MEP personnel data.
The following questions collect data about the key MEP personnel.
In the table below, provide the FTE amount of time the State director performs MEP duties (regardless of whether the director is funded by State, MEP, or other funds) during the reporting period (e.g., September 1 through August 31). Below the table are FAQs about the data collected in this table.
State Director FTE |
|
FAQs on the MEP State director
How is the FTE calculated for the State director? Calculate the FTE using the number of days worked for the MEP. To do so, first define how many full-time days constitute one FTE for the State director in your State for the reporting period. To calculate the FTE number, sum the total days the State director worked for the MEP during the reporting period and divide this sum by the number of full-time days that constitute one FTE in the reporting period.
Who is the State director? The manager within the SEA who administers the MEP on a statewide basis.
In the table below, provide the headcount and FTE by job classification of the staff funded by the MEP. Do not include staff employed in SWP where MEP funds were combined with those of other programs. Below the table are FAQs about the data collected in this table.
Job Classification |
Regular School Year |
Summer/Intersession Term |
||
|
Headcount |
FTE |
Headcount |
FTE |
Teachers |
|
|
|
|
Counselors |
|
|
|
|
All paraprofessionals |
|
|
|
|
Recruiters |
|
|
|
|
Records transfer staff |
|
|
|
|
Administrators |
|
|
|
|
Note: The Headcount value displayed represents the greatest whole number submitted in file specification N/X065 for the corresponding Job Classification. For example, an ESS submitted value of 9.8 will be represented in your CSPR as 9.
FAQs on MEP staff:
How is the FTE calculated? The FTE may be calculated using one of two methods:
1. 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.
2. 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.
Who is a teacher? A classroom instructor who is licensed and meets any other teaching requirements in the State.
Who is a counselor? A professional staff member who guides individuals, families, groups, and communities by assisting them in problem-solving, decision-making, discovering meaning, and articulating goals related to personal, educational, and career development.
Who is a paraprofessional? An individual who: (1) provides one-on-one tutoring if such tutoring is scheduled at a time when a student would not otherwise receive instruction from a teacher; (2) assists with classroom management, such as organizing instructional and other materials; (3) provides instructional assistance in a computer laboratory; (4) conducts parental involvement activities; (5) provides support in a library or media center; (6) acts as a translator; or (7) provides instructional support services under the direct supervision of a teacher (Title I, Section 1119(g)(2)). Because a paraprofessional provides instructional support, he/she should not be providing planned direct instruction or introducing to students new skills, concepts, or academic content. Individuals who work in food services, cafeteria or playground supervision, personal care services, non-instructional computer assistance, and similar positions are not considered paraprofessionals under Title I.
Who is a recruiter? A staff person responsible for identifying and recruiting children as eligible for the MEP and documenting their eligibility on the Certificate of Eligibility.
Who is a record transfer staffer? An individual who is responsible for entering, retrieving, or sending student records from or to another school or student records system.
Who is an administrator? A professional staff member, including the project director or regional director. The SEA MEP Director should not be included.
In the table below, provide the headcount and FTE of the qualified paraprofessionals funded by the MEP. Do not include staff employed in SWP where MEP funds were combined with those of other programs. Below the table are FAQs about the data collected in this table.
|
Regular School Year |
Summer/Intersession Term |
||
|
Headcount |
FTE |
Headcount |
FTE |
Qualified Paraprofessionals |
|
|
|
|
FAQs on qualified paraprofessionals:
How is the FTE calculated? The FTE may be calculated using one of two methods:
1. To calculate the FTE, sum the percentage of time that staff were funded by the MEP and enter the total FTE for that category.
2. Calculate the FTE using the number of days worked. To do so, first define how many full-time days constitute one FTE 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 for a term and divide this sum by the number of full-time days that constitute one FTE in that term.
Who is a qualified paraprofessional? A qualified paraprofessional must have a secondary school diploma or its recognized equivalent and have (1) completed 2 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) of ESEA).
This section collects data on programs and facilities that serve students who are neglected, delinquent, or at risk under Title I, Part D, and characteristics about and services provided to these students.
Throughout this section:
Report data for the program year of July 1, 2011 through June 30, 2012.
Count programs/facilities based on how the program was classified to ED for funding purposes.
Do not include programs funded solely through Title I, Part A.
Use the definitions listed below:
Adult Corrections: An adult correctional institution is a facility in which persons, including persons 21 or under, are confined as a result of conviction for a criminal offense.
At-Risk Programs: 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.
Juvenile Corrections: 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. Include any programs serving adjudicated youth (including non-secure facilities and group homes) in this category.
Juvenile Detention Facilities: 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.
Neglected Programs: 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.
Other: Any other programs, not defined above, which receive Title I, Part D funds and serve non-adjudicated children and youth.
The following questions collect data on Title I, Part D, Subpart 1 programs and facilities.
In the table below, provide the number of State agency Title I, Part D, Subpart 1 programs and facilities that serve neglected and delinquent students and the average length of stay by program/facility type, for these students. Report only programs and facilities that received Title I, Part D, Subpart 1 funding during the reporting year. Count a facility once if it offers only one type of program. If a facility offers more than one type of program (i.e., it is a multipurpose facility), then count each of the separate programs. The total number of programs/facilities will be automatically calculated. Below the table is a FAQ about the data collected in this table.
State Program/Facility Type |
# Programs/Facilities |
Average Length of Stay in Days |
Neglected programs |
[1.1.] |
[1.2.] |
Juvenile detention |
[3.1.] |
[3.2.] |
Juvenile corrections |
[4.1.] |
[4.2.] |
Adult corrections |
[5.1.] |
[5.2.] |
Other |
[7.1.] |
[7.2.] |
Total |
(Auto calculated) |
|
FAQ on Programs and Facilities - Subpart I:
How is average length of stay calculated? The average length of stay should be weighted by number of students and should include the number of days, per visit, for each student 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. The average length of stay in days should not exceed 365.
In the table below, provide the number of State agency programs/facilities that reported data on neglected and delinquent students.
The total row will be automatically calculated.
[2.4.1.1.x.x.] |
# Reporting Data |
Neglected programs |
|
Juvenile detention |
|
Juvenile corrections |
|
Adult corrections |
|
Other |
|
Total |
((Auto calculated)) |
In the tables below, provide the number of neglected and delinquent students served in State agency Title I, Part D, Subpart 1 programs and facilities. Report only students who received Title I, Part D, Subpart 1 services during the reporting year. In the first table, provide in row 1 the unduplicated number of students served by each program, and in row 2, the total number of students in row 1 that are long-term. In the subsequent tables provide the number of students served by race/ethnicity, by sex, and by age. The total number of students by race/ethnicity, by sex and by age will be automatically calculated.
# of Students Served |
Neglected Programs |
Juvenile Detention |
Juvenile Corrections |
Adult Corrections |
Other Programs |
Total Unduplicated Students Served |
[1.1.] |
[1.2.] |
[1.3.] |
[1.4.] |
[1.5.] |
Long Term Students Served |
|
|
|
|
|
Race/Ethnicity |
Neglected Programs |
Juvenile Detention |
Juvenile Corrections |
Adult Corrections |
Other Programs |
American Indian or Alaska Native |
[1.1.] |
[1.2.] |
[1.3.] |
[1.4.] |
[1.5.] |
Asian |
[2.1.] |
[2.2.] |
[2.3.] |
[2.4.] |
[2.5.] |
Black or African American |
[3.1.] |
[3.2.] |
[3.3.] |
[3.4.] |
[3.5.] |
Hispanic or Latino |
[4.1.] |
[4.2.] |
[4.3.] |
[4.4.] |
[4.5.] |
Native Hawaiian or other Pacific Islander |
|
|
|
|
|
White |
[5.1.] |
[5.2.] |
[5.3.] |
[5.4.] |
[5.5.] |
Two or more races |
|
|
|
|
|
Total |
(Auto calculated) |
(Auto calculated) |
(Auto calculated) |
(Auto calculated) |
(Auto calculated) |
Sex |
Neglected Programs |
Juvenile Detention |
Juvenile Corrections |
Adult Corrections |
Other Programs |
Male |
[1.1.] |
[1.2.] |
[1.3.] |
[1.4.] |
[1.5.] |
Female |
[2.1.] |
[2.2.] |
[2.3.] |
[2.4.] |
[2.5.] |
Total |
(Auto calculated) |
(Auto calculated) |
(Auto calculated) |
(Auto calculated) |
(Auto calculated) |
Age |
Neglected Programs |
Juvenile Detention |
Juvenile Corrections |
Adult Corrections |
Other Programs |
3 through 5 |
|
|
|
|
|
6 |
|
|
|
|
|
7 |
|
|
|
|
|
8 |
|
|
|
|
|
9 |
|
|
|
|
|
10 |
|
|
|
|
|
11 |
|
|
|
|
|
12 |
|
|
|
|
|
13 |
|
|
|
|
|
14 |
|
|
|
|
|
15 |
|
|
|
|
|
16 |
|
|
|
|
|
17 |
|
|
|
|
|
18 |
|
|
|
|
|
19 |
|
|
|
|
|
20 |
|
|
|
|
|
21 |
|
|
|
|
|
Total |
(Auto calculated) |
(Auto calculated) |
(Auto calculated) |
(Auto calculated) |
(Auto calculated) |
If the total number of students differs by demographics, please explain in comment box below.
This response is limited to 8,000 characters.
|
What is an unduplicated count? 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.
FAQ on long-term:
What is long-term? Long-term refers to students who were enrolled for at least 90 consecutive calendar days from July 1, 2011 through June 30, 2012.
The following questions collect academic outcome data on students served through Title I, Part D, Subpart 1.
In the table below, provide the unduplicated number of students who attained academic outcomes while in the State agency program/facility by type of program/facility.
# of Students Who |
Neglected Programs |
Juvenile Detention Facilities |
Juvenile Corrections Facilities |
Adult Corrections Facilities |
Other Programs |
Earned high school course credits |
[1.1.] |
[1.2.] |
|
[1.3.] |
[1.4.] |
Enrolled in a GED program |
[2.1.] |
[2.2.] |
|
[2.3.] |
[2.4.] |
In the table below, provide the unduplicated number of students who attained academic outcomes while in the State agency program/facility or within 30 calendar days after exit, by type of program/facility.
# of Students Who |
Neglected Programs |
Juvenile Detention |
Juvenile Corrections |
Adult Corrections |
Other Programs |
Enrolled in their local district school |
[3.1.] |
[3.2.] |
|
[3.3.] |
[3.4.] |
Earned a GED |
[4.1.] |
[4.2.] |
|
[4.3.] |
[4.4.] |
Obtained high school diploma |
[5.1.] |
[5.2.] |
|
[5.3.] |
[5.4.] |
Accepted or enrolled in post-secondary education |
[7.1.] |
[7.2.] |
|
[7.3.] |
[7.4.] |
The following questions collect data on vocational outcomes of students served through Title I, Part D, Subpart 1.
In the table below, provide the unduplicated number of students who attained vocational outcomes while in the State agency program/facility or within 30 days after exit, by type of program/facility.
# of Students Who |
Neglected Programs |
Juvenile Detention |
Juvenile Corrections |
Adult Corrections |
Other Programs |
Enrolled in job training courses/programs |
[1.1.] |
[1.2.] |
|
[1.3.] |
[1.4.] |
Obtained employment |
[2.1.] |
[2.2.] |
|
[2.3.] |
[2.4.] |
The following questions collect data on the academic performance of neglected and delinquent students served by Title I, Part D, Subpart 1 in reading and mathematics.
In the tables below, provide the unduplicated number of long-term students served by Title I, Part D, Subpart 1, who participated in reading testing. In the first table, report the number of students who tested below grade level upon entry based on their pre-test. A post-test is not required to answer this item. Then, indicate the number of students who completed both a pre-test and a post-test. In the second table, report only students who participated in both pre-and post-testing. Students should be reported in only one of the five change categories in the second table below.
Report only information on a student’s most recent testing data. Students who were pre-tested prior to July 1, 2011, 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. Below the tables is an FAQ about the data collected in these tables.
Performance Data (Based on most recent testing data) |
Neglected Programs |
Juvenile Detention |
Juvenile Corrections |
Adult Corrections |
Other Programs |
Long-term students who tested below grade level upon entry |
[1.2.1.] |
[1.2.2.] |
|
[1.2.3.] |
[1.2.4.] |
Long-term students who have complete pre- and post-test results (data) |
[1.3.1.] |
[1.3.2.] |
|
[1.3.3.] |
[1.3.4.] |
Of the students reported in the second row above, indicate the number who showed:
Performance Data (Based on most recent pre/post-test data) |
Neglected Programs |
Juvenile Detention |
Juvenile Corrections |
Adult Corrections |
Other Programs |
Negative grade level change from the pre- to post-test exams |
[1.4.1.] |
[1.4.2.] |
|
[1.4.3.] |
[1.4.4.] |
No change in grade level from the pre- to post-test exams |
[1.5.1.] |
[1.5.2.] |
|
[1.5.3.] |
[1.5.4.] |
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.] |
Improvement from 1/2 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.] |
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.]
|
FAQ on long-term students:
What is long-term? Long-term refers to students who were enrolled for at least 90 consecutive calendar days from July 1, 2011 through June 30, 2012.
This section is similar to 2.4.1.6.1. The only difference is that this section collects data on mathematics performance.
The following questions collect data on Title I, Part D, Subpart 2 programs and facilities.
In the table below, provide the number of LEA Title I, Part D, Subpart 2 programs and facilities that serve neglected and delinquent students and the yearly average length of stay by program/facility type for these students. Report only the programs and facilities that received Title I, Part D, Subpart 2 funding during the reporting year. Count a facility once if it offers only one type of program. If a facility offers more than one type of program (i.e., it is a multipurpose facility), then count each of the separate programs. The total number of programs/ facilities will be automatically calculated. Below the table is an FAQ about the data collected in this table.
[2.4.1.1.x.x.]
LEA Program/Facility Type |
# Programs/Facilities |
Average Length of Stay (# days) |
At-risk programs |
[1.1.] |
[1.2.] |
Neglected programs |
[3.1.] |
[3.2.] |
Juvenile detention |
[4.1.] |
[4.2.] |
Juvenile corrections |
[5.1.] |
[5.2.] |
Other |
[7.1.] |
[7.2.] |
Total |
(Auto calculated) |
|
FAQ on average length of stay:
How is average length of stay calculated? The average length of stay should be weighted by number of students and should include the number of days, per visit for each student 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. The average length of stay in days should not exceed 365.
In the table below, provide the number of LEA Title I, Part D, Subpart 2 programs and facilities that reported data on neglected and delinquent students.
The total row will be automatically calculated.
LEA Program/Facility Type |
# Reporting Data |
At-risk programs |
|
Neglected programs |
|
Juvenile detention |
|
Juvenile corrections |
|
Other |
|
Total |
(Auto calculated) |
2.4.2.2 Students Served – Subpart 2
In the tables below, provide the number of neglected and delinquent students served in LEA Title I, Part D, Subpart 2 programs and facilities. Report only students who received Title I, Part D, Subpart 2 services during the reporting year. In the first table, provide in row 1 the unduplicated number of students served by each program, and in row 2, the total number of students in row 1 who are long-term. In the subsequent tables, provide the number of students served by race/ethnicity, by sex, and by age. The total number of students by race/ethnicity, by sex, and by age will be automatically calculated.
# of Students Served |
At-Risk Programs |
Neglected Programs |
Juvenile Detention |
Juvenile Corrections |
Other Programs |
Total Unduplicated Students Served |
[1.1.] |
[1.2.] |
[1.3.] |
[1.4.] |
[1.5.] |
Total Long Term Students Served |
|
|
|
|
|
Race/Ethnicity |
At-Risk Programs |
Neglected Programs |
Juvenile Detention |
Juvenile Corrections |
Other Programs |
American Indian or Alaska Native |
|
[1.1.] |
[1.2.] |
[1.3.] |
[1.5.] |
Asian |
|
[2.1.] |
[2.2.] |
[2.3.] |
[2.5.] |
Black or African American |
|
[3.1.] |
[3.2.] |
[3.3.] |
[3.5.] |
Hispanic or Latino |
|
[4.1.] |
[4.2.] |
[4.3.] |
[4.5.] |
Native Hawaiian or other Pacific Islander |
|
|
|
|
|
White |
|
[5.1.] |
[5.2.] |
[5.3.] |
[5.5.] |
Two or more races |
|
|
|
|
|
Total |
(Auto calculated) |
(Auto calculated) |
(Auto calculated) |
(Auto calculated) |
(Auto calculated) |
Sex |
At-Risk Programs |
Neglected Programs |
Juvenile Detention |
Juvenile Corrections |
Other Programs |
Male |
[1.1.] |
[1.2.] |
[1.3.] |
[1.4.] |
[1.5.] |
Female |
[2.1.] |
[2.2.] |
[2.3.] |
[2.4.] |
[2.5.] |
Total |
(Auto calculated) |
(Auto calculated) |
(Auto calculated) |
(Auto calculated) |
(Auto calculated) |
Age |
At-Risk Programs |
Neglected Programs |
Juvenile Detention |
Juvenile Corrections |
Other Programs |
3-5 |
|
|
|
|
|
6 |
|
|
|
|
|
7 |
|
|
|
|
|
8 |
|
|
|
|
|
9 |
|
|
|
|
|
10 |
|
|
|
|
|
11 |
|
|
|
|
|
12 |
|
|
|
|
|
13 |
|
|
|
|
|
14 |
|
|
|
|
|
15 |
|
|
|
|
|
16 |
|
|
|
|
|
17 |
|
|
|
|
|
18 |
|
|
|
|
|
19 |
|
|
|
|
|
20 |
|
|
|
|
|
21 |
|
|
|
|
|
Total |
(Auto calculated) |
(Auto calculated) |
(Auto calculated) |
(Auto calculated) |
(Auto calculated) |
If the total number of students differs by demographics, please explain. The response is limited to 8,000 characters.
Comments: |
What is an unduplicated count? 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.
What is long-term? Long-term refers to students who were enrolled for at least 90 consecutive calendar days from July 1, 2011 through June 30, 2012.
The following questions collect academic outcome data on students served through Title I, Part D, Subpart 2.
In the table below, provide the unduplicated number of students who attained academic outcomes while in the LEA program/facility by type of program/facility.
# of Students Who |
At-Risk Programs |
Neglected Programs |
Juvenile Detention |
Juvenile Corrections |
Other Programs |
Earned high school course credits |
[1.1.] |
[1.3.] |
[1.4.] |
|
|
Enrolled in a GED program |
[2.1.] |
[2.3.] |
[2.4.] |
|
|
In the table below, provide the unduplicated number of students who attained academic outcomes while in the LEA program/facility or within 30 calendar days after exit, by type of program/facility.
# of Students Who |
At-Risk Programs |
Neglected Programs |
Juvenile Detention |
Juvenile Corrections |
Other Programs |
Enrolled in their local district school |
[3.1.] |
[3.2.] |
[3.3.] |
|
[3.4.] |
Earned a GED |
[4.1.] |
[4.2.] |
[4.3.] |
|
[4.4.] |
Obtained high school diploma |
[5.1.] |
[5.2.] |
[5.3.] |
|
[5.4.] |
Accepted or enrolled in post-secondary education |
[7.1.] |
[7.2.] |
[7.3.] |
|
[7.4.] |
The following questions collect data on vocational outcomes of students served through Title I, Part D, Subpart 2.
In the table below, provide the unduplicated number of students who attained vocational outcomes while in the LEA program/facility or within 30 days after exit, by type of program/facility.
# of Students Who |
At-Risk Programs |
Neglected Programs |
Juvenile Detention |
Juvenile Corrections |
Other Programs |
Enrolled in job training courses/programs |
[1.1.] |
[1.2.] |
[1.3.] |
|
[1.4.] |
Obtained employment |
[2.1.] |
[2.2.] |
[2.3.] |
|
[2.4.] |
The following questions collect data on the academic performance of neglected and delinquent students served by Title I, Part D, Subpart 2 in reading and mathematics.
In the tables below, provide the unduplicated number of long-term students served by Title I, Part D, Subpart 2, who participated in reading testing. In the first table, report the number of students who tested below grade level upon entry based on their pre-test. A post-test is not required to answer this item. Then, indicate the number of students who completed both a pre-test and a post-test. In the second table, report only students who participated in both pre-and post-testing. Students should be reported in only one of the five change categories in the second table below.
Report only information on a student’s most recent testing data. Students who were pre-tested prior to July 1, 2011, 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. Below the tables is an FAQ about the data collected in these tables.
Performance Data (Based on most recent testing data) |
At-Risk Programs |
Neglected Programs |
Juvenile Detention |
Juvenile Corrections |
Other Programs |
Long-term students who tested below grade level upon entry |
[1.2.1.] |
[1.2.2.] |
[1.2.3.] |
|
[1.2.4.] |
Long-term students who have complete pre and post test results (data). |
[1.3.1.] |
[1.3.2.] |
[1.3.3.] |
|
[1.3.4.] |
Of the students reported in the second row above, indicate the number who showed:
Performance Data (Based on most recent pre/post-test data) |
At-Risk Programs |
Neglected Programs |
Juvenile Detention Facilities |
Juvenile Corrections Facilities |
Other Programs |
Negative grade level change from the pre- to post-test exams |
[1.4.1.] |
[1.4.2.] |
[1.4.3.] |
|
[1.4.4.] |
No change in grade level from the pre- to post-test exams |
[1.5.1.] |
[1.5.2.] |
[1.5.3.] |
|
[1.5.4.] |
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.] |
Improvement from 1/2 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.] |
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.]
|
FAQ on long-term:
What is long-term? Long-term refers to students who were enrolled for at least 90 consecutive calendar days from July 1, 2011, through June 30, 2012.
This section is similar to 2.4.2.6.1. The only difference is that this section collects data on mathematics performance.
This section collects data on student behaviors under the Safe and Drug-Free Schools and Communities Act.
In the table below, provide actual performance data.
Performance Indicator |
Instrument/ Data Source |
Frequency of Collection |
Year of most recent collection |
Targets |
Actual Performance |
Baseline |
Year Baseline Established |
|
|
|
|
_______ 2009-10 _______ 2010-11 _______ 2011-12 _______ 2012-13
2013-14
|
2009-10________
2010-11 _______
2011-12 |
|
|
|
|
|
|
_______ _______ 2009-10 _______ 2010-11 _______ 2011-12 _______ 2012-13
2013-14
|
2009-10________
2010-11 _______
2011-12 |
|
|
The following questions collect data on the out-of-school suspension and expulsion of students by grade level (e.g., K through 5, 6 through 8, 9 through 12) and type of incident (e.g., violence, weapons possession, alcohol-related, illicit drug-related).
In the spaces below, provide the State definitions for each type of incident.
Incident Type |
State Definition |
Alcohol related |
|
Illicit drug related |
|
Violent incident without physical injury |
|
Violent incident with physical injury |
|
Weapons possession |
|
The following questions collect data on violent incident without physical injury.
In the table below, provide the number of out-of-school suspensions for violent incident without physical injury by grade level. Also, provide the number of LEAs that reported data on violent incident without physical injury including LEAs that report no incidents.
Grades |
# Suspensions for Violent Incident Without Physical Injury |
# LEAs Reporting |
K through 5 |
|
|
6 through 8 |
|
|
9 through 12 |
|
|
In the table below, provide the number of out-of-school expulsions for violent incident without physical injury by grade level. Also, provide the number of LEAs that reported data on violent incident without physical injury, including LEAs that report no incidents.
Grades |
# Expulsions for Violent Incident Without Physical Injury |
# LEAs Reporting |
K through 5 |
|
|
6 through 8 |
|
|
9 through 12 |
|
|
The following questions collect data on violent incident with physical injury.
In the table below, provide the number of out-of-school suspensions for violent incident with physical injury by grade level. Also, provide the number of LEAs that reported data on violent incident with physical injury, including LEAs that report no incidents.
Grades |
# Suspensions for Violent Incident with Physical Injury |
# LEAs Reporting |
K through 5 |
|
|
6 through 8 |
|
|
9 through 12 |
|
|
In the table below, provide the number of out-of-school expulsions for violent incident with physical injury by grade level. Also, provide the number of LEAs that reported data on violent incident with physical injury, including LEAs that report no incidents.
Grades |
# Expulsions for Violent Incident with Physical Injury |
# LEAs Reporting |
K through 5 |
|
|
6 through 8 |
|
|
9 through 12 |
|
|
The following sections collect data on weapons possession.
In the table below, provide the number of out-of-school suspensions for weapons possession by grade level. Also, provide the number of LEAs that reported data on weapons possession, including LEAs that report no incidents.
Grades |
# Suspensions for Weapons Possession |
# LEAs Reporting |
K through 5 |
|
|
6 through 8 |
|
|
9 through 12 |
|
|
In the table below, provide the number of out-of-school expulsions for weapons possession by grade level. Also, provide the number of LEAs that reported data on weapons possession, including LEAs that report no incidents.
Grades |
# Expulsions for Weapons Possession |
# LEAs Reporting |
K through 5 |
|
|
6 through 8 |
|
|
9 through 12 |
|
|
The following questions collect data on alcohol-related incidents.
In the table below, provide the number of out-of-school suspensions for alcohol-related incidents by grade level. Also, provide the number of LEAs that reported data on alcohol-related incidents, including LEAs that report no incidents.
Grades |
# Suspensions for Alcohol-Related Incidents |
# LEAs Reporting |
K through 5 |
|
|
6 through 8 |
|
|
9 through 12 |
|
|
In the table below, provide the number of out-of-school expulsions for alcohol-related incidents by grade level. Also, provide the number of LEAs that reported data on alcohol-related incidents, including LEAs that report no incidents.
Grades |
# Expulsions for Alcohol-Related Incidents |
# LEAs Reporting |
K through 5 |
|
|
6 through 8 |
|
|
9 through 12 |
|
|
The following questions collect data on illicit drug-related incidents.
In the table below, provide the number of out-of-school suspensions for illicit drug-related incidents by grade level. Also, provide the number of LEAs that reported data on illicit drug-related incidents, including LEAs that report no incidents.
Grades |
# Suspensions for Illicit Drug-Related Incidents |
# LEAs Reporting |
K through 5 |
|
|
6 through 8 |
|
|
9 through 12 |
|
|
In the table below, provide the number of out-of-school expulsions for illicit drug-related incidents by grade level. Also, provide the number of LEAs that reported data on illicit drug-related incidents, including LEAs that report no incidents.
Grades |
# Expulsions for Illicit Drug-Related Incidents |
# LEAs Reporting |
K through 5 |
|
|
6 through 8 |
|
|
9 through 12 |
|
|
In the table below, provide the types of efforts your State uses to inform parents of, and include parents in, drug and violence prevention efforts. Place a check mark next to the five most common efforts underway in your State. If there are other efforts underway in your State not captured on the list, add those in the other specify section.
|
Parental Involvement Activities |
|
Information dissemination on Web sites and in publications, including newsletters, guides, brochures, and “report cards” on school performance |
|
Training and technical assistance to LEAs on recruiting and involving parents |
|
State requirement that parents must be included on LEA advisory councils |
|
State and local parent training, meetings, conferences, and workshops |
|
Parent involvement in State-level advisory groups |
|
Parent involvement in school-based teams or community coalitions |
|
Parent surveys, focus groups, and/or other assessments of parent needs and program effectiveness |
|
Media and other campaigns (Public service announcements, red ribbon campaigns, kick-off events, parenting awareness month, safe schools week, family day, etc.) to raise parental awareness of drug and alcohol or safety issues |
|
Other Specify 1 |
|
Other Specify 2 |
In the space below, specify ‘other’ parental activities.
The response is limited to 8,000 characters.
The program is no longer authorized, and states are not required to report for this section.
This section collects data on the Rural Education Achievement Program (REAP) Title VI, Part B, Subparts 1 and 2.
In the table below, provide the number of eligible LEAs that used RLIS funds for each of the listed purposes.
Purpose |
# 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.] |
|
2.9.2.1 Goals and Objectives
In the space below, describe the progress the State has made in meeting the goals and objectives for the Rural Low-Income Schools (RLIS) Program as described in its June 2002 Consolidated State application. Provide quantitative data where available.
The response is limited to 8,000 characters.
[2.9.2.2.] |
Did the State transfer funds under the State Transferability authority of Section 6123(a) during SY 2011-12? |
Yes No |
|
# |
LEAs that notified the State that they were transferring funds under the LEA Transferability authority of Section 6123(b). |
|
2.10.2.1 LEA Funds Transfers
In the table below, provide the total number of LEAs that transferred funds from an eligible program to another eligible program.
Program
|
# LEAs Transferring Funds FROM Eligible Program |
# LEAs Transferring Funds 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 |
|
[5.2.] |
|
|
|
In the table below provide the total amount of FY 2012 appropriated funds transferred from and to each eligible program.
Program
|
Total Amount of Funds Transferred FROM 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 |
|
|
Total |
Auto calculated |
Auto calculated |
The Department plans to obtain information on the use of funds under both the State and LEA Transferability Authority through evaluation studies.
This section collects graduation rates.
In the table below, provide the graduation rates calculated using the methodology that was approved as part of the State’s accountability plan for the current school year (SY 2011-12). Below the table are FAQs about the data collected in this table.
Note: States are not required to report these data by the seven (7) racial/ethnic groups; instead, they are required to report these data by the major racial and ethnic groups that are identified in their Accountability Workbooks. The charts below display racial/ethnic data that has been mapped back from the major racial and ethnic groups identified in their workbooks, to the 7 racial/ethnic groups to allow for the examination of data across states.
Student Group |
Graduation Rate |
All students |
|
American Indian or Alaska Native |
|
Asian |
|
Black or African American |
|
Hispanic or Latino |
|
Native Hawaiian or other Pacific Islander |
|
White |
|
Two or more races |
|
Children with disabilities (IDEA) |
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Limited English proficient (LEP) students |
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Economically disadvantaged students |
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FAQs on graduation rates:
What is the regulatory adjusted cohort graduation rate? For complete definitions and instructions, please refer to the non-regulatory guidance, which can be found here: http://www2.ed.gov/policy/elsec/guid/hsgrguidance.pdfThe response is limited to 8,000 characters.
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This section contains data on school statuses. States granted ESEA Flexibility should follow the instructions in sections 2.12.1 and 2.12.3.. All other states should follow the instructions in sections 2.12.2 and 2.12.4. All tables in this section will be generated from data submitted to EDFacts.
2.12.1 List of Schools for ESEA Flexibility States4
2.12.1.2 List of Priority and Focus Schools5
Instructions for States that identified priority and focus schools6 under ESEA Flexibility for SY 2012-13: Provide the information listed in the bullets below for those schools.
District Name
District NCES ID Code
School Name
School NCES ID Code
Whether the school met the proficiency target in reading/language arts in accordance with the State’s approved ESEA Flexibility request
Whether the school met the 95 percent participation rate target for the reading/language arts assessment
Whether the school met the proficiency target in mathematics in accordance with the State’s approved ESEA Flexibility request
Whether the school met the 95 percent participation rate target for the mathematics assessment
Whether the school met the other academic indicator for elementary/middle schools (if applicable) in accordance with the State’s approved ESEA Flexibility request
Whether the school met the graduation rate goal or target for high schools (if applicable) in accordance with the State’s approved ESEA Flexibility request
Status for SY 2012-13 (Use one of the following status designations: priority or focus)
Whether (yes or no) the school is a Title I school (This information must be provided by all States.)
Whether (yes or no) the school was provided assistance through Section 1003(a).
Whether (yes or no) the school was provided assistance through Section 1003(g).
2.12.2 List of Schools for All Other States
2.12.2.1 List of Schools Identified for Improvement
Instructions for States that identified schools for improvement, corrective action, or restructuring under ESEA section 1116 for SY 2012-13: Provide the information listed in the bullets below for those schools.
District Name
District NCES ID Code
School Name
School NCES ID Code
Whether the school met the proficiency target in reading/language arts in accordance with the State’s Accountability Plan
Whether the school met the 95 percent participation rate target for the reading/language arts assessment
Whether the school met the proficiency target in mathematics in accordance with the State’s Accountability Plan
Whether the school met the 95 percent participation rate target for the mathematics assessment
Whether the school met the other academic indicator for elementary/middle schools (if applicable) in accordance with the State’s Accountability Plan
Whether the school met the graduation rate target for high schools (if applicable) in accordance with the State’s Accountability Plan
Status for SY 2012-13 (Use one of the following status designations: School Improvement – Year 1, School Improvement – Year 2, Corrective Action, Restructuring Year 1 (planning), or Restructuring Year 2 (implementing)7
Whether (yes or no) the school is a Title I school (This information must be provided by all States.)
Whether (yes or no) the school was provided assistance through Section 1003(a).
Whether (yes or no) the school was provided assistance through Section 1003(g).
2.12.3 List of Districts for ESEA Flexibility States
2.12.3.1 List of Identified Districts with State Specific Statuses
District name
District NCES ID code
Whether the district met the proficiency target in reading/language arts in accordance with the State’s approved ESEA Flexibility request
Whether the district met the 95 percent participation rate target for the reading/language arts assessment
Whether the district met the proficiency target in mathematics in accordance with the State’s approved ESEA Flexibility request
Whether the district met the 95 percent participation rate target for the mathematics assessment
Whether the district met the other academic indicator for elementary/middle schools (if applicable) in accordance with the State’s approved ESEA Flexibility request
Whether the district met the graduation rate for high schools (if applicable) in accordance with the State’s approved ESEA Flexibility request
State-specific status for SY 2012-13 (e.g., grade, star, or level)
Whether the district received Title I funds.
2.12.4 List of Districts for All Other States
2.12.4.1 List of Districts Identified for Improvement
District name
District NCES ID code
Whether the district met the proficiency target in reading/language arts as outlined in the State’s Accountability Plan
Whether the district met the 95 percent participation rate target for the reading/language arts assessment
Whether the district met the proficiency target in mathematics as outlined in the State’s Accountability Plan
Whether the district met the 95 percent participation rate target for the mathematics assessment
Whether the district met the other academic indicator for elementary/middle schools (if applicable) as outlined in the State’s Accountability Plan
Whether the district met the graduation rate for high schools (if applicable) as outlined in the State’s Accountability Plan
Improvement status for SY 2012-13 (Use one of the following improvement status designations: Improvement or Corrective Action)
Whether the district received Title I funds.
1 Consistent with ESEA, Title I, Section 1119(g)(2).
2 Consistent with ESEA, Title I, Section 1119(e).
3 Consistent with ESEA, Title I, Section 1119(g)(2).
4 Data for this item will be submitted through EDFacts Data Groups 22, 34, 552, 553, 554, 555, 556, 557, and 693.
5 Data for this item will be submitted through EDFacts Data Groups 22, 34, 552, 553, 554, 555, 556, 557, and 693.
6 The definitions of priority and focus schools are provided in the document titled, ESEA Flexibility. This document may be accessed on the Department’s Web page at http://www.ed.gov/esea/flexibility/documents/esea-flexibility.doc.
7The school improvement statuses are defined in LEA and School Improvement Non-Regulatory Guidance. This document may be accessed on the Department’s Web page at http://www.ed.gov/policy/elsec/guid/schoolimprovementguid.doc.
8The district improvement statuses are defined in LEA and School Improvement Non-Regulatory Guidance. This document may be found on the Department’s Web page at http://www.ed.gov/policy/elsec/guid/schoolimprovementguid.doc.
| File Type | application/msword |
| File Title | Consolidated State Performance Report: Part II for Reporting on School Year 2006-07 (MS Word) |
| Author | abigail.potts |
| Last Modified By | Authorised User |
| File Modified | 2012-05-01 |
| File Created | 2012-05-01 |