Consolidated State Performance Report Part I and Part II

CONSOLIDATED STATE PERFORMANCE REPORT PART II

For reporting on

School Year 2012-13

Part II Due February14, 2014

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.

Paperwork 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. The valid OMB control number for this information collection is 1810-0614 (expires 7/31/15). The time required to complete this information collection for Part I and Part II combined is estimated to average 32.84 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 estimate(s) or suggestions for improving this form, please write to: U.S. Department of Education, Washington, D.C. 20202-4537. If you have comments or concerns regarding the status of your individual submission of this form, write directly to: Office of Elementary and Secondary Education, U.S. Department of Education, 400 Maryland Avenue, S.W., Washington, D.C. 20202.

Table of Contents

Page

2.1 IMPROVING BASIC PROGRAMS OPERATED BY LOCAL EDUCATIONAL AGENCIES (TITLE I, PART A) 4

2.1.1 Student Achievement in Schools with Title I, Part A Programs 4

2.1.1.1 Student Achievement in Mathematics in Schoolwide Schools (SWP) 4

2.1.1.2 Student Achievement in Reading/Language Arts in Schoolwide Schools (SWP) 4

2.1.1.3 Student Achievement in Mathematics in Targeted Assistance Schools (TAS) 4

2.1.1.4 Student Achievement in Reading/Language Arts in Targeted Assistance Schools (TAS) 5

2.1.2 Title I, Part A Student Participation 5

2.1.2.1 Student Participation in Public Title I, Part A by Special Services or Programs 5

2.1.2.2 Student Participation in Public Title I, Part A by Racial/Ethnic Group 6

2.1.2.3 Student Participation in Title I, Part A by Grade Level 6

2.1.2.4 Student Participation in Title I, Part A Targeted Assistance Programs by Instructional and Support Services 7

2.1.3 Staff Information for Title I, Part A Targeted Assistance Programs (TAS) 8

2.1.3.1 Paraprofessional Information for Title I, Part A School wide Programs 9

2.1.4 Parental Involvement Reservation Under Title I, Part A 9

2.3 EDUCATION OF MIGRANT CHILDREN (TITLE I, PART C) 10

2.3.1 Migrant Child Counts 11

2.3.1.1 Category 1 Child Count (Eligible Migrant Children) 12

2.3.1.2 Category 2 Child Count (Eligible Migrant Children Served by the MEP During the Summer/ Intersession Term) 14

2.3.1.3 Child Count Calculation and Validation Procedures 15

In the space below, respond to the following questions: 18

2.3.2 Eligible Migrant Children 20

2.3.2.1 Priority for Services 20

2.3.2.2 Limited English Proficient 21

2.3.2.3 Children with Disabilities (IDEA 22

2.3.2.4 Qualifying Arrival Date (QAD) 22

2.3.2.5 Qualifying Arrival Date During the Regular School Year 23

2.3.2.6 Referrals – During the Regular School Year 24

2.3.2.7 Referrals– During the Summer/ Intersession Term 24

2.3.2.8 Academic Status 25

2.3.3 MEP Participation Data – Regular School Year 26

2.3.3.1 MEP Children Served During the Regular School Year 27

2.3.3.2 Priority for Services – During the Regular School Year 28

2.3.3.3 Continuation of Services – During the Regular School Year 28

2.3.3.4 Instructional Service – During the Regular School Year 29

2.3.4 MEP Participation – Summer/Intersession Term 32

2.3.4.1 MEP Students Served During the Summer/ Intersession Term 32

2.3.4.2. Priority for Services – During the Summer/ Intersession Term 33

2.3.4.3 Continuation of Services – During the Summer/ Intersession Term 33

2.3.4.4 Instructional Service – During the Summer/ Intersession Term 34

2.3.5 MEP Participation – During the Performance Period 37

2.3.6 School Data – During the Regular School Year 38

2.3.6.1 Schools and Enrollment – During the Regular School Year 38

2.3.6.2 Schools Where MEP Funds Were Consolidated in School Wide Programs (SWP) – During the Regular School Year 38

2.3.7 MEP Project Data 39

2.3.7.1 Type of MEP Project 39

2.3.8 MEP Personnel Data 40

2.3.8.1 MEP State Director 40

2.3.8.2 MEP Staff 41

2.3.8.3 Qualified Paraprofessionals 42

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) 43

2.4.1 State Agency Title I, Part D Programs and Facilities – Subpart 1 44

2.4.1.1 Programs and Facilities - Subpart 1 44

2.4.1.2 Students Served – Subpart 1 45

2.4.1.6 Academic Performance – Subpart 1 49

2.4.2 LEA Title I, Part D Programs and Facilities – Subpart 2 50

2.4.2.1 Programs and Facilities – Subpart 2 51

2.4.2.2 Students Served – Subpart 2 52

2.4.2.6 Academic Performance – Subpart 2 56

2.7 SAFE AND DRUG-FREE SCHOOLS AND COMMUNITIES ACT (TITLE IV, PART A) 57

2.7.1 Performance Measures 57

2.7.2 Out-of-School Suspensions and Expulsions 59

2.7.2.1 State Definitions 59

2.7.2.2 Out-of-School Suspensions and Expulsions for Violent Incident Without Physical Injury 59

2.7.2.3 Out-of-School Suspensions and Expulsions for Violent Incident with Physical Injury 60

2.7.2.4 Out-of-School Suspensions and Expulsions for Weapons Possession 61

2.7.2.5 Out-of-School Suspensions and Expulsions for Alcohol-Related Incidents 62

2.7.2.6 Out-of-School Suspensions and Expulsions for Illicit Drug-Related Incidents 62

2.7.3 Parent Involvement 63

2.9 RURAL EDUCATION ACHIEVEMENT PROGRAM (REAP) (TITLE VI, PART B, SUBPARTS 1 AND 2) 64

2.9.2 LEA Use of Rural Low-Income Schools Program (RLIS) (Title VI, Part B, Subpart 2) Grant Funds 64

2.9.2.1 Goals and Objectives 65

2.10 FUNDING TRANSFERABILITY FOR STATE AND LOCAL EDUCATIONAL AGENCIES (TITLE VI, PART A, SUBPART 2) 65

2.10.1 State Transferability of Funds 65

2.10.2 Local Educational Agency (LEA) Transferability of Funds 66

2.10.2.1 LEA Funds Transfers 66

2.11 GRADUATION RATES 67

2.11.1 Regulatory Adjusted Cohort Graduation Rates 67

2.12 LISTS OF SCHOOLS AND DISTRICTS 68

2.12.1 List of Schools for ESEA Flexibility States 68

2.12.1.1 List of Reward Schools 68

2.12.1.2 List of Priority and Focus Schools 69

2.12.1.3 List of Other Identified Schools 70

2.12.2 List of Schools for All Other States 71

2.12.2.1 List of Schools Identified for Improvement 71

2.12.3 List of Districts for ESEA Flexibility States 72

2.12.3.1 List of Identified Districts with State Specific Statuses 72

Instructions for States that identified school districts with State-specific statuses under ESEA Flexibility for SY 2013-14: Provide the information listed in the bullets below for those districts. 72

2.12.4 List of Districts for All Other States 72

2.12.4.1 List of Districts Identified for Improvement 72

Instructions for States that identified school districts for improvement or corrective action under ESEA section 1116 for SY 2013-14: Provide the information listed in the bullets below for those districts. 72

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

This section collects data on Title I, Part A programs.

2.1.1 Student Achievement in Schools with 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.

2.1.1.1 Student Achievement in Mathematics in Schoolwide Schools (SWP)

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)

2.1.1.2 Student Achievement in Reading/Language Arts in Schoolwide Schools (SWP)

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.

2.1.1.3 Student Achievement in Mathematics in Targeted Assistance Schools (TAS)

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)

2.1.1.4 Student Achievement in Reading/Language Arts in Targeted Assistance Schools (TAS)

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.

2.1.2 Title I, Part A Student Participation

The following sections collect data on students participating in Title I, Part A by various student characteristics.

2.1.2.1 Student Participation in Public Title I, Part A by Special Services or Programs

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.

Special Services or Programs	# Students Served
Children with disabilities (IDEA)	[1.]
Limited English proficient students	[2.]
Students who are homeless	[3.]
Migratory students	[4.]

2.1.2.2 Student Participation in Public Title I, Part A by Racial/Ethnic Group

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)

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

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
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)

2.1.2.4 Student Participation in Title I, Part A Targeted Assistance Programs by Instructional and Support Services

The following sections collect data about the participation of students in TAS.

2.1.2.4.1 Student Participation in Title I, Part A Targeted Assistance Programs by Instructional Services

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.

TAS instructional 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.]

2.1.2.4.2 Student Participation in Title I, Part A Targeted Assistance Programs by Support Services

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.

TAS Support Service	# Students Served
Health, dental, and eye care	[2.1.1.]
Supporting guidance/advocacy	[2.2.1.]
Other support services	[2.3.1.]

2.1.3 Staff Information for Title I, Part A Targeted Assistance Programs (TAS)

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 working 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

1. 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.

2. 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.

3. 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

2.1.3.1 Paraprofessional Information for Title I, Part A School wide Programs

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.

Paraprofessional Information	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 2012 Title I Part A allocations reserved for parental involvement will be automatically calculated from the data entered in Rows 2 and 3.

Parental Involvement Reservation	LEAs that Received a Federal Fiscal Year (FY) 2012 (School Year 2012-2013) Title I, Part A Allocation of $500,000 or less	LEAs that Received a Federal fiscal year (FY) 2012 (School Year 2012-2013) 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 2012 Title I, Part A allocations
Percentage of LEA’s FY 2012 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 2012 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 2012-2013.

This response is limited to 8,000 characters.

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

This section collects data on the Migrant Education Program (Title I, Part C) for the performance period of September 1, 2012 through August 31, 2013. 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 performance period. For example, a child who turns 3 during the performance period would only be reported in the “Age 3 through 5 (not Kindergarten)” row.

2.3.1 Migrant Child Counts

This section collects the Title I, Part C, Migrant Education Program (MEP) child counts which States are required to provide and may be used to determine the annual State allocations under Title I, Part C. The child counts should reflect the performance period of September 1, 2012 through August 31, 2013. This section also collects a report on the procedures used by States to produce true, reliable, and valid child counts.

To provide the child counts, each SEA should have sufficient procedures in place to ensure that it is counting only those children who are eligible for the MEP. Such procedures are important to protecting the integrity of the State's MEP because they permit the early discovery and correction of eligibility problems and thus help to ensure that only eligible migrant children are counted for funding purposes and are served. If an SEA has reservations about the accuracy of its child counts, it must inform the Department of its concerns and explain how and when it will resolve them in the box below, which precedes Section 2.3.1.1 Category 1 Child Count.

Note: In submitting this information, the Authorizing State Official must certify that, to the best of his/her knowledge, the child counts and information contained in the report are true, reliable, and valid and that any false Statement provided is subject to fine or imprisonment pursuant to 18 U.S.C. 1001.

FAQs on Child Count:

1. How is “out-of-school” defined? Out-of-school means children up through age 21 who are entitled to a free public education in the State but are not currently enrolled in a K-12 institution. This could include students who have dropped out of school in the previous performance period (September 1, 2011 – August 31, 2012), youth who are working on a GED outside of a K-12 institution, and youth who are “here-to-work” only. It does not include preschoolers, who are counted by age grouping. Children who were enrolled in school for at least one day, but dropped out of school during the performance period should be counted in the highest age/grade level attained during the performance period.

2. How is “ungraded” defined? Ungraded means the children are served in an educational unit that has no separate grades. For example, some schools have primary grade groupings that are not traditionally graded, or ungraded groupings for children with learning disabilities. In some cases, ungraded students may also include special education children, transitional bilingual students, students working on a GED through a K-12 institution, or those in a correctional setting. (Students working on a GED outside of a K-12 institution are counted as out-of-school youth.)

In the space below, discuss any concerns about the accuracy of the reported child counts or the underlying eligibility determinations on which the counts are based and how and when these concerns will be resolved.

The response is limited to 8,000 characters.

2.3.1.1 Category 1 Child Count (Eligible Migrant Children)

In the table below, enter the unduplicated statewide number by age/grade of eligible migrant children age 3 through 21 who, within 3 years of making a qualifying move, resided in your State for one or more days during the performance period of September 1, 2012 through August 31, 2013. This figure includes all eligible migrant children who may or may not have participated in MEP services. Count a child who moved from one age/grade level to another during the performance period only once in the highest age/grade that he/she attained during the performance period. The unduplicated statewide total count is calculated automatically.

Do not include:

• Children age birth through 2 years

• Children served by the MEP (under the continuation of services authority) after their period of eligibility has expired when other services are not available to meet their needs

• Previously eligible secondary-school children who are receiving credit accrual services (under the continuation of services authority).

Age/Grade	Eligible Migrant Children
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)

2.3.1.1.1 Category 1 Child Count Increases/Decreases

In the space below, explain any increases or decreases from last year in the number of students reported for Category 1 greater than 10 percent.

The response is limited to 8,000 characters.

2.3.1.1.2 Birth through Two Child Count

In the table below, enter the unduplicated statewide number of eligible migrant children from age birth through age 2 who, within 3 years of making a qualifying move, resided in your State for one or more days during the performance period of September 1, 2012 through August 31, 2013.

Age/Grade	Eligible Migrant Children
Age birth through 2

2.3.1.2 Category 2 Child Count (Eligible Migrant Children Served by the MEP During the Summer/ Intersession Term)

In the table below, enter by age/grade the unduplicated statewide number of eligible migrant children age 3 through 21 who, within 3 years of making a qualifying move, were served for one or more days in a MEP-funded project conducted during either the summer term or during intersession periods that occurred within the performance period of September 1, 2012 through August 31, 2013. Count a child who moved from one age/grade level to another during the performance period only once in the highest age/grade that he/she attained during the performance period. Count a child who moved to different schools within the State and who was served in both traditional summer and year-round school intersession programs only once. The unduplicated statewide total count is calculated automatically.

Do not include:

• Children age birth through 2 years

• Children served by the MEP (under the continuation of services authority) after their period of eligibility has expired when other services are not available to meet their needs

• Previously eligible secondary-school children who are receiving credit accrual services (under the continuation of services authority).

• Children who received only referred services (non-MEP funded).

Age/Grade	Eligible Migrant Children Served by the MEP During the Summer/Intersession Term
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)

2.3.1.2.1 Category 2 Child Count Increases/Decreases

In the space below, explain any increases or decreases from last year in the number of students reported for Category 2 greater than 10 percent.

The response is limited to 8,000 characters.

2.3.1.2.2 Birth through Two Eligible Migrant Children Served by the MEP During the Summer/Intersession Term.   

In the table below, enter the unduplicated statewide number of eligible migrant children from age birth through 2 who, within 3 years of making a qualifying move, were served for one or more days in a MEP-funded project conducted during either the summer term or during intersession periods that occurred within the performance period of September 1, 2012 through August 31, 2013.  Count a child who moved to different schools within the State and who was served in both traditional summer and year-round school intersession programs only once.

Do not include:

• Children who received only referred services (non-MEP funded).

Age/Grade	Eligible Migrant Children Served by the MEP During the Summer/Intersession Term
Age Birth through 2

2.3.1.3 Child Count Calculation and Validation Procedures

The following questions request information on the State’s MEP child count calculation and validation procedures.

2.3.1.3.1 Student Information System

In the space below, respond to the following questions: What system did the State use to compile and generate the Category 1 child count for this performance period? Please check the box that applies.

• NGS

• MIS 2000

• COEStar

• MAPS

• Other Student Information System. Please identify the system:

Student Information System	Yes	No
Was the Category 2 child count for this performance period generated using the same system?	□Yes	□ No

If the State’s Category 2 count was generated using a different system than the Category 1 count please identify the specific system that generates the Category 2 count.

The response is limited to 8,000 characters.

2.3.1.3.2 Data Collection and Management Procedures

In the space below, please respond to the following question:

Data Collection and Management Procedures	Yes	No
Does the State collect all the required data elements and data sections on the National Certificate of Eligibility (COE)?	□Yes	□ No

2.3.1.3.3 Methods Used To Count Children

In the space below, please describe the procedures and processes at the State level used to ensure all eligible children are accounted for in the performance period . In particular, describe how the State includes and counts only:

• Children who were age 3 through 21

• Children who met the program eligibility criteria (e.g., were within 3 years of a qualifying move, had a qualifying activity)

• Children who were resident in your State for at least 1 day during the performance period (September 1 through August 31)

• Children who—in the case of Category 2—were served for one or more days in a MEP-funded project conducted during either the summer term or during intersession periods

• Children counted once per age/grade level for each child count category

• Children two years of age that turned three years old during the performance period.

The response is limited to 8,000 characters.

How does the State ensure that the system that transmits migrant data to the Department accurately accounts for all the migrant children in every EDFacts data file?

Use of MSIX to Verify Data Quality	Yes	No
Does the State use data in the Migrant Student Information Exchange (MSIX) to verify the quality of migrant data?	□Yes	□ No

If MSIX is utilized, please explain how.

The response is limited to 8,000 characters.

2.3.1.3.4 Quality Control Processes

In the space below, respond to the following questions:

Quality Control Processes	Yes	No
Is student eligibility based on a personal interview (face-to-face or phone call) with a parent, guardian, or other responsible adult, or youth-as-worker?	□Yes	□ No
Do the SEA and/or regional offices train recruiters at least annually on eligibility requirements, including the basic eligibility definition, economic necessity, temporary vs. seasonal, processing, etc.?	□Yes	□ No
Does the SEA have a formal process, beyond the recruiter’s determination, for reviewing and ensuring the accuracy of written eligibility information [e.g., COEs are reviewed and initialed by the recruiter’s supervisor and/or other reviewer(s)]?	□Yes	□ No
Are incomplete or otherwise questionable COEs returned to the recruiter for correction, further explanation, documentation, and/or verification?	□Yes	□ No
Does the SEA provide recruiters with written eligibility guidance (e.g., a handbook)?	□Yes	□ No
Does the SEA review student attendance at summer/inter-session projects?	□Yes	□ No
Does the SEA have both a local and state-level process for resolving eligibility questions?	□Yes	□ No
Are written procedures provided to regular school year and summer/intersession personnel on how to collect and report pupil enrollment and withdrawal data?	□Yes	□ No
Are records/data entry personnel provided training on how to review regular school year and summer/inter-session site records, input data, and run reports used for child count purposes?	□Yes	□ No

In the space below, describe the results of any re-interview processes used by the SEA during the performance period to test the accuracy of the State’s MEP eligibility determinations.

Results	#
The number of eligibility determinations sampled.
The number of eligibility determinations sampled for which a re-interview was completed.
The number of eligibility determinations sampled for which a re-interview was completed and the child was found eligible.

Describe any reasons children were determined ineligible in the re-interviewing process.

The response is limited to 8,000 characters.

Procedures	Yes	No
Was the sampling of eligible children random?	□Yes	□ No
Was the sampling statewide?	□Yes	□ No

If the sampling was stratified by group/area please describe the procedures.

The response is limited to 8,000 characters.

Please describe the sampling replacement by the State.

The response is limited to 8,000 characters.

Obtaining Data From Families	Yes	No
Check the applicable box to indicate how the re-interviews were conducted: Face-to-face re-interviews Phone Interviews Both	//////////////////////////////////////////////////////////////////	//////////////////////////////////////////////////////////////////
Was there a standard instrument used?	□Yes	□ No
Was there a protocol for verifying all information used in making the original eligibility determination?	□Yes	□ No
Were re-interviewers trained and provided instruments?	□Yes	□ No
Did the recruitment personnel who made the initial eligibility determinations also conduct the re-interviews with the same families?	□Yes	□ No
When were the most recent independent re-interviews completed (i.e., interviewers were neither SEA or LOA staff members responsible for administering or operating the MEP, nor any other persons who worked on the initial eligibility determinations being tested)?	MM	YY

If you did conduct independent re-interviews in this performance period, describe how you ensured that the process was independent.

The response is limited to 8,000 characters.

In the space below, refer to the results of any re-interview processes used by the SEA, and if any of the migrant children were found ineligible, describe those corrective actions or improvements that will be made by the SEA to improve the accuracy of its MEP eligibility determinations.

The response is limited to 8,000 characters.

2.3.2 Eligible Migrant Children

2.3.2.1 Priority for Services

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.

Age/Grade	Priority for Services During the Performance Period
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.

2.3.2.2 Limited English Proficient

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) During the Performance Period
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)

2.3.2.3 Children with Disabilities (IDEA

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) During the Performance Period
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)

2.3.2.4 Qualifying Arrival Date (QAD)

In the table below, provide the unduplicated number of eligible migrant children whose qualifying arrival date (QAD) occurred within 12 months from the last day of the performance period, August 31, 2013 (i.e., QAD during the performance period). The total is calculated automatically.

Age/Grade	Qualifying Arrival Date During the Performance Period
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)

2.3.2.5 Qualifying Arrival Date During the Regular School Year

In the table below, provide the unduplicated number of eligible migrant children whose most recent qualifying arrival date occurred during the performance period’s regular school year (i.e., QAD during the 2012-13 regular school year) The total is calculated automatically.

Age/Grade	Qualifying Arrival Date During the 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)

2.3.2.6 Referrals – During the Regular School Year

In the table below, provide the unduplicated number of eligible migrant children who, during the regular school year, received an educational or educationally related service funded by a non-MEP program/organization that they would not have otherwise received without efforts supported by MEP funds. Children should be reported only once regardless of the frequency with which they received a referred service. Include children who received a referral only or who received both a referral and MEP-funded services. Do not include children who received a referral from the MEP, but did not receive services from the non-MEP program/organization to which they were referred. The total is calculated automatically.

Age/Grade	Referrals During the 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)

2.3.2.7 Referrals– During the Summer/ Intersession Term

In the table below, provide the unduplicated number of eligible migrant children who, during the summer/intersession term, received an educational or educationally related service funded by another non-MEP program/organization that they would not have otherwise received without efforts supported by MEP funds. Children should be reported only once regardless of the frequency with which they received a referred service. Include children who received a referral only or who received both a referral and MEP-funded services. Do not include children who received a referral from the MEP, but did not receive services from the non-MEP program/organization to which they were referred. The total is calculated automatically.

Age/Grade	Referrals
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)

2.3.2.8 Academic Status

The following questions collect data about the academic status of eligible migrant students.

2.3.2.8.1 Dropouts

In the table below, provide the unduplicated number of eligible migrant students who dropped out of school. The total is calculated automatically.

Grade	Dropouts During the Performance Period
7
8
9
10
11
12
Ungraded
Total	(Auto-calculated)

FAQ on Dropouts:

How is “drop outs of school” defined? The term used for students, who, during the performance 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 2011-12 performance period should be classified NOT as “drop-outs” but as “out-of-school youth.”

2.3.2.8.2 GED

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 GED	#
Obtained a GED in your State During the Performance Period

2.3.3 MEP Participation Data– Regular School Year

The following questions collect data about the participation of migrant children in MEP-funded services during the regular school year.

Participating migrant children include:

• Children who received instructional or support services funded in whole or in part with MEP funds.

• Eligible migrant children and children who continued to receive MEP-funded 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 Schoolwide Program (SWP) where MEP funds were consolidated with those of other programs.

• Children who received only referred services (non-MEP funded).

• Children who were only served during the summer/intersession term.

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.

2.3.3.1 MEP Children Served During the Regular School Year

In the table below, provide the unduplicated number of participating migrant children who received MEP-funded instructional or support services during the regular school year. Do not count the number of times an individual child received a service intervention. The total number of students served is calculated automatically.

Age/Grade	Served During the 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)

2.3.3.2 Priority for Services – During the Regular School Year

In the table below, provide the unduplicated number of participating migrant children who have been classified as having “priority for services” and who received MEP funded instructional or support services during the regular school year. The total is calculated automatically.

Age/Grade	Priority for Services During the Regular School Year
Age 3 through 5
K
1
2
3
4
5
6
7
8
9
10
11
12
Ungraded
Out-of-school
Total	(Auto-calculated)

2.3.3.3 Continuation of Services – During the Regular School Year

In the table below, provide the unduplicated number of participating migrant children who received instructional or support services during the regular school year 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 During the Regular School Year
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)

2.3.3.4 Instructional Service – During the Regular School Year

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	Instructional Service During the 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)

2.3.3.4.1 Type of Instructional Service – During the Regular School Year

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 During the Regular School Year	Mathematics Instruction During the Regular School Year	High School Credit Accrual During the 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)	(Auto-calculated)	(Auto-calculated)

FAQ on Types of Instructional Services:

What is “high school credit accrual”? Instruction in courses that accrue credits needed for high school graduation provided by a teacher for students on a regular or systematic basis, usually for a predetermined period of time. Includes correspondence courses taken by a student under the supervision of a teacher.

2.3.3.4.2 Support Services with Breakout for Counseling Service – During the Regular School Year

In the table below, in the column titled Support Services, provide the unduplicated number of participating migrant children who received any MEP-funded support service during the regular school year. In the column titled Counseling Service, provide the unduplicated number of participating migrant children who received a counseling service during the regular school year. Children should be reported only once in each column regardless of the frequency with which they received a support service intervention. The totals are calculated automatically.

Age/Grade	Support Services During the Regular School Year	Breakout of Counseling Service During the 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)	(Auto-calculated)

FAQs on Support Services:

1. What are support services? These MEP-funded services include, but are not limited to, health, nutrition, counseling, and social services for migrant families; necessary educational supplies, and transportation. The one-time act of providing instructional or informational packets to a child or family does not constitute a support service.

2. What are counseling services? Services to help a student to better identify and enhance his or her educational, personal, or occupational potential; relate his or her abilities, emotions, and aptitudes to educational and career opportunities; utilize his or her abilities in formulating realistic plans; and achieve satisfying personal and social development. These activities take place between one or more counselors and one or more students as counselees, between students and students, and between counselors and other staff members. The services can also help the child address life problems or personal crisis that result from culture of migrancy.

2.3.4 MEP Participation – Summer/Intersession Term

The questions in this subsection are similar to the questions in the previous section with one difference. The questions in this subsection collect data on the summer/intersession term instead of the regular school year.

2.3.4.1 MEP Students Served During the Summer/ Intersession Term

In the table below, provide the unduplicated number of participating migrant children who received MEP-funded instructional or support services during the summer/intersession term. Do not count the number of times an individual child received a service intervention. The total number of students served is calculated automatically.

Age/Grade	Served During the Summer/Intersession Term
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)

2.3.4.2. Priority for Services – During the Summer/ Intersession Term

In the table below, provide the unduplicated number of participating migrant children who have been classified as having “priority for services” and who received MEP- funded instructional or support services during the summer/intersession term. The total is calculated automatically.

Age/Grade	Priority for Services During the Summer/Intersession Term
Age 3 through 5
K
1
2
3
4
5
6
7
8
9
10
11
12
Ungraded
Out-of-school
Total	(Auto-calculated)

2.3.4.4 Instructional Service – During the Summer/ Intersession Term

In the table below, provide the unduplicated number of participating migrant children who received any type of MEP-funded instructional service during the summer/intersession term. 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	Instructional Service During the Summer/Intersession Term
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)

2.3.4.4.1 Type of Instructional Service

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 summer/intersession term. 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 During the Summer/ Intersession Term	Mathematics Instruction During the Summer/ Intersession Term	High School Credit Accrual During the Summer/ Intersession Term
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)

FAQ on Types of Instructional Services:

What is “high school credit accrual”? Instruction in courses that accrue credits needed for high school graduation provided by a teacher for students on a regular or systematic basis, usually for a predetermined period of time. Includes correspondence courses taken by a student under the supervision of a teacher.

2.3.4.4.2 Support Services with Breakout for Counseling Service– During the Summer/Intersession Term

In the table below, in the column titled Support Services, provide the unduplicated number of participating migrant children who received any MEP-funded support service during the summer/intersession term. In the column titled Counseling Service, provide the unduplicated number of participating migrant children who received a counseling service during the summer/intersession term. Children should be reported only once in each column regardless of the frequency with which they received a support service intervention. The totals are calculated automatically.

Age/Grade	Support Services During the Summer/Intersession Term	Breakout of Counseling Services During the Summer/Intersession Term
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)

FAQs on Support Services:

a.What are support services? These MEP-funded services include, but are not limited to, health, nutrition, counseling, and social services for migrant families; necessary educational supplies, and transportation. The one-time act of providing instructional or informational packets to a child or family does not constitute a support service.

b. What are counseling services? Services to help a student to better identify and enhance his or her educational, personal, or occupational potential; relate his or her abilities, emotions, and aptitudes to educational and career opportunities; utilize his or her abilities in formulating realistic plans; and achieve satisfying personal and social development. These activities take place between one or more counselors and one or more students as counselees, between students and students, and between counselors and other staff members. The services can also help the child address life problems or personal crisis that result from the culture of migrancy.

2.3.5 MEP Participation – Performance Period

In the table below, provide the unduplicated number of participating migrant children who received MEP-funded instructional or support services at any time during the performance period. Do not count the number of times an individual child received a service intervention. The total number of students served is calculated automatically.

Age/Grade	Served During the Performance Period
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)

2.3.6 School Data – During the Regular School Year

The following questions are about the enrollment of eligible migrant children in schools during the regular school year.

2.3.6.1 Schools and Enrollment – 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 regular school year, the number of children may include duplicates.

Schools	#
Number of schools that enrolled eligible migrant children
Number of eligible migrant children enrolled in those schools

2.3.6.2 Schools Where MEP Funds Were Consolidated in School Wide Programs (SWP) – During the Regular School Year

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 regular school year, the number of children may include duplicates.

Schools	#
Number of schools where MEP funds were consolidated in a schoolwide program
Number of eligible migrant children enrolled in those schools

2.3.7 MEP Project Data

The following questions collect data on MEP projects.

2.3.7.1 Type of MEP Project

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 from the State or through an intermediate entity that receives the MEP funds from the State 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.

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:

1. What is a project? A project is any entity that receives MEP funds and provides services directly to migrant children in accordance with the State Service Delivery Plan and State approved subgrant applications or contracts. A project’s services may be provided in one or more sites. Each project should be counted once, regardless of the number of sites in which it provides services.

2. 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.

3. 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).

4. What are Summer/Intersession Only projects? Projects where all MEP services are provided during the summer/intersession term.

5. What are Year Round projects? Projects where all MEP services are provided during the regular school year and summer/intersession term.

2.3.8 MEP Personnel Data

The following questions collect data on MEP personnel data.

2.3.8.1 MEP State Director

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 performance period (e.g., September 1 through August 31).

State Director FTE

FAQs on the MEP State director

1. 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 performance period. To calculate the FTE number, sum the total days the State director worked for the MEP during the performance period and divide this sum by the number of full-time days that constitute one FTE in the performance period.

2. Who is the State director? The manager within the SEA who administers the MEP on a Statewide basis.

2.3.8.2 MEP Staff

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.

Job Classification ////////////////////////////////////////	Regular School Year Headcount	Regular School Year FTE	Summer/ Intersession Term Headcount	Summer/ Intersession Term 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:

1. 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.

2. Who is a teacher? A classroom instructor who is licensed and meets any other teaching requirements in the State.

3. 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.

4. 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.

5. 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.

6. 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.

7. Who is an administrator? A professional staff member, including the project director or regional director. The SEA MEP Director should not be included.

2.3.8.3 Qualified Paraprofessionals

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.

Type of Professional funded by MEP ////////////////////////////////////////	Regular School Year Headcount	Regular School Year FTE	Summer/ Intersession Term Headcount	Summer/ Intersession Term FTE
Qualified Paraprofessionals

FAQs on qualified paraprofessionals:

1. 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.

2. 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).

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)

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, 2012 through June 30, 2013.

• 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.

2.4.1 State Agency Title I, Part D Programs and Facilities – Subpart 1

The following questions collect data on Title I, Part D, Subpart 1 programs and facilities.

2.4.1.1 Programs and Facilities - Subpart 1

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.

2.4.1.1.1 Programs and Facilities That Reported - Subpart 1

In the table below, provide the number of State agency Title I, Part D, Subpart 1 programs/facilities that reported data on neglected and delinquent students.

The total row will be automatically calculated.

State Program/Facility Type	# Reporting Data
Neglected programs
Juvenile detention
Juvenile corrections
Adult corrections
Other
Total	((Auto calculated))

2. Students Served – Subpart 1

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 who are long-term. In the subsequent tables provide the number of students served by disability (IDEA) and limited English proficiency (LEP), 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.]
Total Long Term Students Served

Provide the number of students served by special populations.

Student Subgroups	Neglected Programs	Juvenile Detention	Juvenile Corrections	Adult Corrections	Other Programs
Students with disabilities (IDEA)
LEP Students

Provide the number of students served by race/ethnicity.

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)

Provide the number of students served by gender.

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)

Provide the number of students served by age.

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.

FAQ on Unduplicated Count:

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, 2012 through June 30, 2013.

2.4.1.3.1 Transition Services in Subpart 1

In the first row of the table below indicate whether programs/facilities receiving Subpart 1 funds within the State are able to track student outcomes after leaving the program or facility by entering Yes or No. If not, provide more information in the comment field. In the second row, provide the unduplicated count of students receiving transition services that specifically target planning for further schooling and/or employment.

Transition Services	Neglected Programs	Juvenile Detention	Juvenile Corrections	Adult Corrections	Other Programs
Are facilities in your state able to collect data on student outcomes after exit?
Number of students receiving transition services that address further schooling and/or employment..

This response is limited to 4,000 characters.

2.4.1.3.2 Academic and Vocational Outcomes While in the State Agency Program/Facility or Within 90 Calendar Days After Exit

In the table below, for each program type, first provide the unduplicated number of students who attained academic and vocational outcomes while enrolled in the State agency program/facility and next provide the unduplicated number of students who attained academic and vocational outcomes within 90 calendar days after exiting. If a student attained an outcome once in the program/facility and once during the 90 day transition period, that student may be counted once in each column separately.

Outcomes	Neglected Programs	Neglected Programs	Juvenile Detention	Juvenile Detention	Juvenile Corrections	Juvenile Corrections	Adult Corrections	Adult Corrections	Other Programs	Other Programs
# of Students Who	In fac.	90 days after exit	In fac.	90 days after exit	In fac.	90 days after exit	In fac.	90 days after exit	In fac.	90 days after exit
Enrolled in their local district school
Earned high school course credits
Enrolled in a GED program
Earned a GED
Obtained high school diploma
Accepted and/or enrolled into post-secondary education
Enrolled in job training courses/programs
Obtained employment

2.4.1.6 Academic Performance – Subpart 1

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.

2.4.1.6.1 Academic Performance in Reading – Subpart 1

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 four 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, 2012, 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 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, 2012 through June 30, 2013.

2.4.1.6.2 Academic Performance in Mathematics – Subpart 1

This section is similar to 2.4.1.6.1. The only difference is that this section collects data on mathematics performance.

2.4.2 LEA Title I, Part D Programs and Facilities – Subpart 2

The following questions collect data on Title I, Part D, Subpart 2 programs and facilities.

2.4.2.1 Programs and Facilities – Subpart 2

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.

2.4.2.1.1 Programs and Facilities That Reported - Subpart 2

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 disability (IDEA), and limited English proficiency (LEP), 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

Provide the number of students served by special population.

Student Subgroups	At-Risk Programs	Neglected Programs	Juvenile Detention	Juvenile Corrections	Other Programs
Students with disabilities (IDEA)
LEP Students

Provide the number of students served by race/ethnicity.

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)

Provide the number of students served by sex.

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)

Provide the number of students served by age.

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.

FAQ on Unduplicated Count:

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, 2012 through June 30, 2013.

2.4.2.3.1 Transition Services in Subpart 2

In the first row of the table below indicate whether programs/facilities receiving Subpart 2 funds within the State are able to track student outcomes after leaving the program or facility by entering Yes or No. If not, provide more information in the comment field. In the second row, provide the unduplicated count of students receiving transition services that specifically target planning for further schooling and/or employment.

Transition Services	At-Risk Programs	Neglected Programs	Juvenile Detention	Juvenile Corrections	Other Programs
Are facilities in your state able to collect data on student outcomes after exit?
Number of students receiving transition services that address further schooling and/or employment.

This response is limited to 4,000 characters.

2.4.2.3.2 Academic and Vocational Outcomes While in the LEA Program/Facility or Within 90 Calendar Days After Exit

In the table below, for each program type, first provide the unduplicated number of students who attained academic and vocational outcomes while enrolled in the LEA program/facility and next provide the unduplicated number of students who attained academic and vocational outcomes within 90 calendar days after exiting. If a student attained an outcome once in the program/facility and once during the 90 day transition period, that student may be counted once in each column separately.

Outcomes	At-Risk Programs	At-Risk Programs	Neglected Programs	Neglected Programs	Juvenile Detention	Juvenile Detention	Juvenile Corrections	Juvenile Corrections	Other Programs	Other Programs
# of Students Who	In fac.	90 days after exit	In fac.	90 days after exit	In fac.	90 days after exit	In fac.	90 days after exit	In fac.	90 days after exit
Enrolled in their local district school
Earned high school course credits
Enrolled in a GED program
Earned a GED
Obtained high school diploma
Accepted and/or enrolled into post-secondary education
Enrolled in job training courses/programs
Obtained employment

2.4.2.6 Academic Performance – Subpart 2

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.

2.4.2.6.1 Academic Performance in Reading – Subpart 2

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 four change categories in the second table below. Reporting pre- and posttest data for at-risk students in the tables below is optional.

Report only information on a student’s most recent testing data. Students who were pre-tested prior to July 1, 2012, 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		[1.2.2.]	[1.2.3.]		[1.2.4.]
Long-term students who have complete pre and post test results (data).		[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		[1.4.2.]	[1.4.3.]		[1.4.4.]
No change in grade level from the pre- to post-test exams		[1.5.2.]	[1.5.3.]		[1.5.4.]
Improvement up to one full grade level from the pre- to post-test exams		[1.7.2.]	[1.7.3.]		[1.7.4.]
Improvement of more than one full grade level from the pre- to post-test exams		[1.8.2.]	[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, 2012, through June 30, 2013.

Is reporting pre-posttest data for at-risk programs required? No, reporting pre-posttest data for at-risk students is no longer required, but States have the option to continue to collect and report it within the CSPR.

2.4.2.6.2 Academic Performance in Mathematics – Subpart 2

This section is similar to 2.4.2.6.1. The only difference is that this section collects data on mathematics performance.

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

This section collects data on student behaviors under the Safe and Drug-Free Schools and Communities Act.

2.7.1 Performance Measures

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
				_______ 2010-11 _______ 2011-12 _______ 2012-13 _______ 2013-14 2014-15	2010-11________ 2011-12 _______ 2012-13
				_______ _______ 2010-11 _______ 2011-12_______ 2012-13 _______ 2013-14 2014-15	2010-11________ 2011-12 _______ 2012-13

2.7.2 Out-of-School Suspensions and Expulsions

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).

1. State Definitions

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

2.7.2.2 Out-of-School Suspensions and Expulsions for Violent Incident Without Physical Injury

The following questions collect data on violent incident without physical injury.

2.7.2.2.1 Out-of-School Suspensions for 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

2.7.2.2.2 Out-of-School Expulsions for Violent Incident Without Physical Injury

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

2.7.2.3 Out-of-School Suspensions and Expulsions for Violent Incident with Physical Injury

The following questions collect data on violent incident with physical injury.

2.7.2.3.1 Out-of-School Suspensions for 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

2.7.2.3.2 Out-of-School Expulsions for Violent Incident with Physical Injury

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

2.7.2.4 Out-of-School Suspensions and Expulsions for Weapons Possession

The following sections collect data on weapons possession.

2.7.2.4.1 Out-of-School Suspensions for 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

2.7.2.4.2 Out-of-School Expulsions for Weapons Possession

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

2.7.2.5 Out-of-School Suspensions and Expulsions for Alcohol-Related Incidents

The following questions collect data on alcohol-related incidents.

2.7.2.5.1 Out-of-School Suspensions for 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

2.7.2.5.2 Out-of-School Expulsions for Alcohol-Related Incidents

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

2.7.2.6 Out-of-School Suspensions and Expulsions for Illicit Drug-Related Incidents

The following questions collect data on illicit drug-related incidents.

2.7.2.6.1 Out-of-School Suspensions for 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

2.7.2.6.2 Out-of-School Expulsions for Illicit Drug-Related Incidents

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

2.7.3 Parent Involvement

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.

2.9 RURAL EDUCATION ACHIEVEMENT PROGRAM (REAP) (TITLE VI, PART B, SUBPARTS 1 AND 2)

This section collects data on the Rural Education Achievement Program (REAP) Title VI, Part B, Subparts 1 and 2.

2.9.2 LEA Use of Rural Low-Income Schools Program (RLIS) (Title VI, Part B, Subpart 2) Grant Funds

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.

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

1. State Transferability of Funds

In the table below, indicate whether the state transferred funds under the state transferability authority.

State Transferability of Funds	Yes	No
Did the State transfer funds under the State Transferability authority of Section 6123(a) during SY 2012-13?	 Yes	 No

2. Local Educational Agency (LEA) Transferability of Funds

In the table below, indicate the number of LEAs that notified that state that they transferred funds under the LEA transferability authority.

LEA Transferability of Funds	#
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	///////////////////////////////////////////////////////////////////////

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.

2.11 GRADUATION RATES⁴

This section collects graduation rates.

2.11.1 Regulatory Adjusted Cohort 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 2012-13). 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 or Pacific Islander
Asian
Native Hawaiian or Other Pacific Islander
Black or African American
Hispanic or Latino
White
Two or more races
Children with disabilities (IDEA)
Limited English proficient (LEP) students
Economically disadvantaged students

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.

2.12 LISTS OF SCHOOLS AND DISTRICTS

This section contains data on school statuses. States with approved ESEA Flexibility requests 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 and included as part of each state’s certified report; states will no longer upload their lists separately. Data will be generated into separate reports for each question listed below.

2.12.1 List of Schools for ESEA Flexibility States⁵

2.12.1.1 List of Reward Schools

Instructions for States that identified reward schools⁶ under ESEA flexibility for SY 2013-14: 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

• If applicable, State-specific status in addition to reward (e.g., grade, star, or level)

• Whether the school was identified as a high progress or high performing reward school

• 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).

2.12.1.2 List of Priority and Focus Schools⁷

Instructions for States that identified priority and focus schools⁸ under ESEA Flexibility for SY 2013-14: 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 2013-14 (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).

2.12.1.3 List of Other Identified Schools

Instructions for States that identified non- priority, focus, or reward schools⁹ with State-specific statuses under ESEA flexibility for SY 2013-14: 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

• State-specific designation (e.g., grade, star, or level)

• 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 2013-14: 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 2013-14 (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)¹⁰

• 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

Instructions for States that identified school districts with State-specific statuses under ESEA Flexibility for SY 2013-14: Provide the information listed in the bullets below for those districts.

• 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 2013-14 (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

Instructions for States that identified school districts for improvement or corrective action¹¹ under ESEA section 1116 for SY 2013-14: Provide the information listed in the bullets below for those districts.

• 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 2013-14 (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 The “Asian/Pacific Islander” row in the tables below represent either the value reported by the state to the Department of Education for the major racial and ethnic group "Asian/Pacific Islander" or an aggregation of values reported by the state for the major racial and ethnic groups "Asian" and "Native Hawaiian/Other Pacific Islander or Pacific Islander" (and "Filipino" in the case of California). When the values reported in the Asian/Pacific Islander row represent the U. S. Department of Education aggregation of other values reported by the state, the detail for “Asian” and Native Hawaiian or Other Pacific Islander” are also included in the following rows. Disaggregated reporting for the adjusted cohort graduation rate data is done according to the provisions outlined within each state's Accountability Workbook. Accordingly, not every state uses major racial and ethnic groups which enable detail of Asian American/Pacific Islander (AAPI) populations.

5 Data for this item will be submitted through EDFacts Data Groups 22, 34, 552, 553, 554, 555, 556, 557, and 693.

6 The definition of reward schools is 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.

7 Data for this item will be submitted through EDFacts Data Groups 22, 34, 552, 553, 554, 555, 556, 557, and 693.

8 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.

9 The definitions of reward, 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.

10The 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.

11The 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.