[]{#__RefHeading___Toc180317455 .anchor}CONSOLIDATED STATE PERFORMANCE
REPORT: PART I

For reporting on

**School Year 2006-07**

![](media/image1.png){width="1.7708333333333333in" height="0.4375in"}

Part I Due December 28, 2007

#  {#section .unnumbered}

**Table of Contents**

[Page]{.underline}

[**CONSOLIDATED STATE PERFORMANCE REPORT: PART I
1**](#__RefHeading___Toc180317455)

[1.1 STANDARDS AND ASSESSMENT DEVELOPMENT
1](#standards-and-assessment-development)

[1.1.1 Academic Content Standards 1](#academic-content-standards)

[1.1.2 Assessments in Mathematics and Reading/Language Arts
1](#assessments-in-mathematics-and-readinglanguage-arts)

[1.1.3 Academic Achievement Standards in Mathematics and
Reading/Language Arts
2](#academic-achievement-standards-in-mathematics-and-readinglanguage-arts)

[1.1.4 Assessments in Science 2](#assessments-in-science)

[1.1.5 Academic Achievement Standards in Science
3](#academic-achievement-standards-in-science)

[1.2 PARTICIPATION IN STATE ASSESSMENTS
3](#participation-in-state-assessments)

[1.2.1 Participation of All Students in Mathematics Assessment
3](#participation-of-all-students-in-mathematics-assessment)

[1.2.3 Participation of All Students in the Reading/Language Arts
Assessment
5](#participation-of-all-students-in-the-readinglanguage-arts-assessment)

[1.2.4 Participation of Students with Disabilities in Reading/Language
Arts Assessment
6](#participation-of-students-with-disabilities-in-readinglanguage-arts-assessment)

[1.3 STUDENT ACADEMIC ACHIEVEMENT 6](#student-academic-achievement)

[1.3.1 Student Academic Achievement in Mathematics
6](#student-academic-achievement-in-mathematics)

[1.3.2 Student Academic Achievement in Reading/Language Arts
7](#student-academic-achievement-in-readinglanguage-arts)

[1.4.1 All Schools and Districts Accountability
8](#all-schools-and-districts-accountability)

[1.4.2 Title I School Accountability 8](#title-i-school-accountability)

[1.4.3 Accountability of Districts That Received Title I Funds
9](#accountability-of-districts-that-received-title-i-funds)

[1.4.4 Title I Schools Identified for Improvement
9](#title-i-schools-identified-for-improvement)

[1.4.5 Districts That Received Title I Funds Identified for Improvement
13](#districts-that-received-title-i-funds-identified-for-improvement)

[1.4.6 Dates of AYP and Identification Determinations
17](#dates-of-ayp-and-identification-determinations)

[1.4.7 Appeal of AYP and Identification Determinations
17](#appeal-of-ayp-and-identification-determinations)

[1.4.8 Section 1003(a) Funds 18](#section-1003a-funds)

[1.4.9 Public School Choice and Supplemental Educational Services
18](#public-school-choice-and-supplemental-educational-services)

[1.5 TEACHER QUALITY 22](#teacher-quality)

[1.5.1 Core Academic Classes Taught by Teachers Who Are Highly Qualified
23](#core-academic-classes-taught-by-teachers-who-are-highly-qualified)

[1.5.2 Reasons Core Academic Classes Are Taught by Teachers Who Are Not
Highly Qualified
26](#reasons-core-academic-classes-are-taught-by-teachers-who-are-not-highly-qualified)

[1.5.3 Poverty Quartiles and Metrics Used
27](#poverty-quartiles-and-metrics-used)

[1.6 TITLE III AND LANGUAGE INSTRUCTIONAL PROGRAMS
28](#title-iii-and-language-instructional-programs)

[1.6.1 Language Instruction Educational Programs (formerly 1.1. of the
Title III Biennial Collection)
28](#language-instruction-educational-programs-formerly-1.1.-of-the-title-iii-biennial-collection)

[1.6.2 Student Demographic Data 29](#student-demographic-data)

[1.6.3 Student Performance Data 30](#student-performance-data)

[1.6.4 Title III Subgrantees 42](#title-iii-subgrantees)

[1.6.5 Education Programs and Activities for Immigrant Students
(formerly 5.1 of the Title III Biennial Collection)
45](#education-programs-and-activities-for-immigrant-students-formerly-5.1-of-the-title-iii-biennial-collection)

[1.6.6 Teacher Information and Professional Development
46](#teacher-information-and-professional-development)

[1.6.7 State Subgrant Activities 49](#state-subgrant-activities)

[1.7 PERSISTENTLY DANGEROUS SCHOOLS 50](#persistently-dangerous-schools)

[1.8 GRADUATION RATES AND DROPOUT RATES
50](#graduation-rates-and-dropout-rates)

[1.8.1 Graduation Rates 50](#graduation-rates)

[1.8.2 Dropout Rates 51](#dropout-rates)

[1.9 EDUCATION FOR HOMELESS CHILDREN AND YOUTHS PROGRAM
52](#education-for-homeless-children-and-youths-program)

[1.9.1 All LEAs (with and without McKinney-Vento subgrants)
53](#all-leas-with-and-without-mckinney-vento-subgrants)

[1.9.2 LEAs with McKinney-Vento Subgrants
54](#leas-with-mckinney-vento-subgrants)

[1.10 MIGRANT CHILD COUNTS 58](#migrant-child-counts)

[1.10.1 Category 1 Child Count 58](#category-1-child-count)

[1.10.2 Category 2 Child Count 60](#category-2-child-count)

[1.10.3 Child Count Calculation and Validation Procedures
61](#child-count-calculation-and-validation-procedures)

# 1.1 STANDARDS AND ASSESSMENT DEVELOPMENT {#standards-and-assessment-development .unnumbered}

This section requests descriptions of the State's implementation of the
*NCLB* academic content standards, academic achievement standards and
assessments to meet the requirements of Section 1111(b)(1) of *ESEA*.

## 1.1.1 Academic Content Standards {#academic-content-standards .unnumbered}

In the space below, provide a description and timeline of any actions
the State has taken or is planning to take to make revisions to or
change the State\'s academic content standards in mathematics,
reading/language arts or science. Indicate specifically in what year
your state expects the changes to be implemented.

If the State has [not]{.underline} made or is not planning to make
revisions or changes, respond "No revisions or changes to content
standards taken or planned."

The response is limited to 8,000 characters.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

Source -- Manual input by the SEA using the online collection tool.

**Note:** Mathematics and Reading/Language Arts has been added to this
data collection for the SY 2006-07 CSPR.

## 1.1.2 Assessments in Mathematics and Reading/Language Arts {#assessments-in-mathematics-and-readinglanguage-arts .unnumbered}

In the space below, provide a description and timeline of any actions
the State has taken or is planning to take to make revisions to or
change the State\'s assessments in mathematics or reading/language arts
required under Section 1111(b)(3) of *ESEA*. As applicable, include any
assessment (e.g., alternate assessments based on alternate achievement
standards, alternate assessments based on modified achievement
standards, native language assessments, or others) implemented to meet
the assessment requirements under Section 1111(b)(3) of *ESEA*. Indicate
specifically in what year your state expects the changes to be
implemented.

If the State has [not]{.underline} made or is not planning to make
revisions or changes, respond "No revisions or changes to assessments
made or planned."

The response is limited to 8,000 characters.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

Source -- Manual input by the SEA using the online collection tool.

**Note:** The subject of science has been removed from this data
element.

## 1.1.3 Academic Achievement Standards in Mathematics and Reading/Language Arts {#academic-achievement-standards-in-mathematics-and-readinglanguage-arts .unnumbered}

In the space below, provide a description and timeline of any actions
the State has taken or is planning to take to make revisions to or
change the State\'s academic achievement standards in mathematics or
reading/language arts implemented to meet the requirements under Section
1111(b)(3) of *ESEA*. As applicable, include alternate achievement
standards for students with significant cognitive disabilities and
modified academic achievement standards implemented to meet the
requirements of Section 1111(b)(3) of *ESEA*. Indicate specifically in
what year your state expects the changes to be implemented.

If the State has [not]{.underline} made or is not planning to make
revisions or changes, respond "No revisions or changes to content
standards taken or planned."

The response is limited to 8,000 characters.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

Source -- Manual input by the SEA using the online collection tool.

**Note:** The subject of science has been removed from this data
element.

## 1.1.4 Assessments in Science {#assessments-in-science .unnumbered}

In the space below, provide a description of the State\'s progress in
developing and implementing assessments in science that meet the
requirements of Section 1111(b)(3) of ESEA in the required grade levels,
including remaining major milestones (e.g., field testing) and a
timeline for them. As applicable, include any assessment (e.g.,
alternate assessments based on alternate achievement standards,
alternate assessments based on modified achievement standards, native
language assessments, or others) implemented to meet the assessment
requirements under Section 1111(b)(3) of *ESEA*.

The response is limited to 8,000 characters.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

Source -- Manual input by the SEA using the online collection tool.

**Note:** This table was formerly part of section 1.1.2 of the SY
2005-06 CSPR.

## 1.1.5 Academic Achievement Standards in Science {#academic-achievement-standards-in-science .unnumbered}

In the space below, provide a description of the State\'s progress in
developing and implementing academic achievement standards in science
that meet the requirements of Section 1111(b)(3) in the required grade
levels, including remaining major milestones and a timeline for them. As
applicable, include alternate achievement standards for students with
significant cognitive disabilities implemented to meet the requirements
of Section 1111(b)(3) of *ESEA*. The response is limited to 8,000
characters.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

Source -- Manual input by the SEA using the online collection tool.

**Note:** This table was formerly part of section 1.1.3 of the SY
2005--06 CSPR.

# 1.2 PARTICIPATION IN STATE ASSESSMENTS {#participation-in-state-assessments .unnumbered}

This section collects data on the participation of students in the State
*NCLB* assessments.

## 1.2.1 Participation of All Students in Mathematics Assessment {#participation-of-all-students-in-mathematics-assessment .unnumbered}

In the table below, provide the number of students enrolled during the
State's testing window for *NCLB* mathematics assessments required under
Section 1111(b)(3) of ESEA (regardless of whether the students were
present for a full academic year) and the number of students who were
tested in mathematics. The percentage of students who were tested for
mathematics will be calculated automatically.

The student group "children with disabilities (*IDEA*)" includes
children who were tested using regular assessments with or without
accommodations and alternate assessments.

The student group "limited English proficient

(LEP) students" includes recently arrived students who have attended
schools in the United States for fewer than 12 months; and it does
[not]{.underline} include former LEP students.

  ------------------------------------------------------------------------
  **Student Group**     **\# Students     **\# Students    **Percentage of
                        Enrolled**        Tested**         Students
                                                           Tested**
  --------------------- ----------------- ---------------- ---------------
  All students                                             (Auto
                                                           calculated)

  American Indian or                                       (Auto
  Alaska Native                                            calculated)

  Asian or Pacific                                         (Auto
  Islander                                                 calculated)

  Black, non-Hispanic                                      (Auto
                                                           calculated)

  Hispanic                                                 (Auto
                                                           calculated)

  White, non-Hispanic                                      (Auto
                                                           calculated)

  Children with                                            (Auto
  disabilities (*IDEA*)                                    calculated)

  Limited English                                          (Auto
  proficient (LEP)                                         calculated)
  students                                                 

  Economically                                             (Auto
  disadvantaged                                            calculated)
  students                                                 

  Migratory students                                       (Auto
                                                           calculated)

  Male                                                     (Auto
                                                           calculated)

  Female                                                   (Auto
                                                           calculated)
  ------------------------------------------------------------------------

Source -- The table above is produced through ED*Facts*. The SEA submits
the data in file N/X081 that includes data group 588, category sets A,
B, C, D, E, and F. If the SEA has additional racial/ethnic groups or
combinations of racial/ethnic groups in its accountability plan under
*NCLB*, the SEA will report the above data for those groups through the
online collection tool.

**Note:** This table was formerly section 1.2.1.1 of the SY 2005--06
CSPR. For the SY 2006-07 CSPR, the total number of students enrolled has
been added to this data collection.

**1.2.2 Participation of Students with Disabilities in Mathematics
Assessment**

In the table below, provide the number of children with disabilities
(IDEA) tested during the State's testing window for mathematics
assessments required under Section 1111(b)(3) of ESEA (regardless of
whether the children were present for a full academic year) by the type
of assessment. The percentage of children with disabilities (IDEA) who
were tested in mathematics for each type of assessment will be
calculated automatically. The total number of children with disabilities
(IDEA) tested will also be calculated automatically.

The data provided below should include mathematics participation results
from all students with disabilities as defined under the Individuals
with Disabilities Education Act. Do not include results from students
covered under Section 504 of the Rehabilitation Act of 1973.

  ------------------------ ---------------------- -----------------------
  **Type of Assessment**   \# Children with       **Percentage of
                           Disabilities (IDEA)    Children with
                           Tested                 Disabilities (IDEA)
                                                  Tested, Who Took the
                                                  Specified Assessment**

  Regular Assessment                              (Auto calculated)
  without Accommodations                          

  Regular Assessment with                         (Auto calculated)
  Accommodations                                  

  Alternate Assessment                            (Auto calculated)
  Based on Grade-Level                            
  Achievement Standards                           

  Alternate Assessment     []{.mark}              (Auto calculated)
  Based on Modified                               
  Achievement Standards                           

  Alternate Assessment                            (Auto calculated)
  Based on Alternate                              
  Achievement Standards                           

  Total                    (Auto calculated)      
  ------------------------ ---------------------- -----------------------

Source -- Manual input by the SEA using the online collection tool.

**Note:** This table was formerly section 1.2.2.1 of the SY 2005--06
CSPR.

## 1.2.3 Participation of All Students in the Reading/Language Arts Assessment {#participation-of-all-students-in-the-readinglanguage-arts-assessment .unnumbered}

This section is similar to 1.2.1 and collects data on the State's *NCLB*
reading/language arts assessment.

Source -- The same file specification as 1.2.1 is used, but with data
group 589 instead of 588.

**Note:** This table was formerly section 1.2.1.2 of the SY 2005--06
CSPR. For the SY 2006-07 CSPR, the total number of students enrolled has
been added to this data collection.

## Participation of Students with Disabilities in Reading/Language Arts Assessment

This section is similar to 1.2.2. and collects data on the State's
*NCLB* reading/language arts assessment.

Source -- Manual input by the SEA using the online collection tool.

**Note:** This table was formerly section 1.2.2.2 of the SY 2005--06
CSPR.

The data provided should include reading/language arts participation
results from all students with disabilities as defined under the
Individuals with Disabilities Education Act and do not include results
from students covered under Section 504 of the Rehabilitation Act of
1973.

# 1.3 STUDENT ACADEMIC ACHIEVEMENT {#student-academic-achievement .unnumbered}

This section collects data on student academic achievement on the State
*NCLB* assessments.

## 1.3.1 Student Academic Achievement in Mathematics {#student-academic-achievement-in-mathematics .unnumbered}

In the format of the table below, provide the number of students who
completed the State *NCLB* assessment(s) in mathematics implemented to
meet the requirements of Section 1111(b)(3) of ESEA (regardless of
whether the students were present for a full academic year) and for whom
a proficiency level was assigned, and the number of these students who
scored at or above proficient, in grades 3 through 8 and high school.
The percentage of students who scored at or above proficient is
calculated automatically.

The student group "children with disabilities (*IDEA*)" includes
children who were tested using regular assessments with or without
accommodations and alternate assessments.

The student group "limited English proficient (LEP) students" does not
include recently arrived students who have attended schools in the
United States for fewer than 12 months; and does [not]{.underline}
include former LEP students.

  ----------------------- --------------- --------------- ---------------
  **Grade (insert grade   **\# Students   **\# Students   **Percentage of
  #)**                    Who Completed   Scoring at or   Students
                          the Assessment  Above           Scoring at or
                          and for Whom a  Proficient**    Above
                          Proficiency                     Proficient**
                          Level Was                       
                          Assigned**                      

  All students                                            (Auto
                                                          calculated)

  American Indian or                                      (Auto
  Alaska Native                                           calculated)

  Asian or Pacific                                        (Auto
  Islander                                                calculated)

  Black, non-Hispanic                                     (Auto
                                                          calculated)

  Hispanic                                                (Auto
                                                          calculated)

  White, non-Hispanic                                     (Auto
                                                          calculated)

  Children with                                           (Auto
  disabilities (*IDEA*)                                   calculated)

  Limited English                                         (Auto
  proficient (LEP)                                        calculated)
  students                                                

  Economically                                            (Auto
  disadvantaged students                                  calculated)

  Migratory students                                      (Auto
                                                          calculated)

  Male                                                    (Auto
                                                          calculated)

  Female                                                  (Auto
                                                          calculated)
  ----------------------- --------------- --------------- ---------------

Source -- Initially prepopulated by EDFacts in file N/X075 that is data
group 583, category sets A, B, C, D, E, and F. If the SEA has additional
racial/ethnic groups or combinations of racial/ethnic groups in its
accountability plan under *NCLB*, the SEA will report the above data for
those groups through the online collection tool.

**Note:** The addition of the total number of students with an assigned
proficiency level is a new data collection for the SY 2006-07 CSPR.

## 1.3.2 Student Academic Achievement in Reading/Language Arts {#student-academic-achievement-in-readinglanguage-arts .unnumbered}

This section is similar to 1.3.1. The only difference is that this
section collects data on the State's *NCLB* reading/language arts
assessment.

Source -- Initially prepopulated by EDFacts in file N/X076, N/X077, or
N/X078 that are data group 584, category sets A, B, C, D, E, and F. If
the SEA has additional racial/ethnic groups or combinations of
racial/ethnic groups in its accountability plan under NCLB, the SEA will
report the above data for those groups through the online CSPR
collection tool.

**Note:** The addition of the total number of students with an assigned
proficiency level is a new data collection for the SY 2006-07 CSPR.

**1.4 SCHOOL AND DISTRICT ACCOUNTABILITY**

4.  **SCHOOL AND DISTRICT ACCOUNTABILITY**

This section collects data on the Adequate Yearly Progress (AYP) status
of schools and districts.

## 1.4.1 All Schools and Districts Accountability {#all-schools-and-districts-accountability .unnumbered}

In the table below, provide the total number of public elementary and
secondary schools and districts in the State and the total number of
those schools and districts that made AYP based on data for the SY
2006-07 school year. The percentage that made AYP will be calculated
automatically.

+------------+------------------+------------------+------------------+
| **Entity** | **Total \#**     | **Total \# that  | **Percentage     |
|            |                  | Made AYP in SY   | that Made AYP    |
|            |                  | 2006- 07**       | in**             |
|            |                  |                  |                  |
|            |                  |                  | **SY 2006-07**   |
+------------+------------------+------------------+------------------+
| Schools    | \[1.\]           | \[2.\]           | (Auto            |
|            |                  |                  | calculated)      |
| **\[1.4.   |                  |                  |                  |
| 1.1.x.\]** |                  |                  | (Auto            |
|            |                  |                  | calculated)      |
+------------+------------------+------------------+------------------+
| Districts  | \[1.\]           | \[2.\]           | (Auto            |
|            |                  |                  | calculated)      |
| **\[1.4.   |                  |                  |                  |
| 1.2.x.\]** |                  |                  | (Auto            |
|            |                  |                  | calculated)      |
+------------+------------------+------------------+------------------+

> Source -- The table above is produced through ED*Facts*. The SEA
> submits the data in N/X103 for data group 32.

## 1.4.2 Title I School Accountability {#title-i-school-accountability .unnumbered}

In the table below, provide the total number of public Title I schools
by type and the total number of those schools that made AYP based on
data for the SY 2006-07 school year. Include only public Title I
schools. Do [not]{.underline} include Title I programs operated by local
educational agencies in private schools. The percentage that made AYP
will be calculated automatically.

+---------------+---------------+------------------+------------------+
| **Title I     | **\# Title I  | **\# Title I     | **Percentage of  |
| School**      | Schools**     | Schools that     | Title I Schools  |
|               |               | Made AYP in**    | that Made AYP in |
| **\[1         |               |                  | SY 2006-07**     |
| .4.2.1.x.\]** |               | **SY 2006-07**   |                  |
+---------------+---------------+------------------+------------------+
| All Title I   | **\[1.1.\]**  | **\[1.2.\]**     | (Auto            |
| schools       |               |                  | calculated)      |
+---------------+---------------+------------------+------------------+
| Schoolwide    | **\[2.1.\]**  | **\[2.2.\]**     | (Auto            |
| (SWP) Title I |               |                  | calculated)      |
| schools       |               |                  |                  |
+---------------+---------------+------------------+------------------+
| Targeted      | **\[3.1.\]**  | **\[3.2.\]**     | (Auto            |
| assistance    |               |                  | calculated)      |
| (TAS) Title I |               |                  |                  |
| schools       |               |                  |                  |
+---------------+---------------+------------------+------------------+

> Source -- The table above is produced through ED*Facts*. The SEA
> submits the data in N/X101 for data group 22 and N/X103 for data group
> 32.
>
> **Note:** New for the SY 2006-07 CSPR is the data collection
> requirement to report for public schools and to include data for
> schoolwide (SWP) and targeted assistance (TAS) Title I Schools.

## 1.4.3 Accountability of Districts That Received Title I Funds {#accountability-of-districts-that-received-title-i-funds .unnumbered}

In the table below, provide the total number of districts that received
Title I funds and the total number of those districts that made AYP
based on data for SY 2006-07. The percentage that made AYP will be
calculated automatically.

+----------+---------------+----------------------+-------------------+
| **       | **\#          | **\# Districts That  | **Percentage of   |
| \[1.4.2. | Districts     | Received Title I     | Districts That    |
| 1.x.\]** | That Received | Funds and Made AYP   | Received Title I  |
|          | Title I       | in SY 2006-07**      | Funds and Made    |
|          | Funds**       |                      | AYP in SY         |
|          |               |                      | 2006-07**         |
+----------+---------------+----------------------+-------------------+
|          | **\[1.\]**    | **\[2.\]**           | > (Auto           |
|          |               |                      | > calculated)     |
+----------+---------------+----------------------+-------------------+

Source -- Initially, pre-populated by EDFacts file N/X103 that is data
group 32 and 582. If necessary, it is updated through manual entry by
the SEA into the online collection tool.

**Note:** This table was formerly part of section 1.4.2 of the SY
2005--06 CSPR.

## 1.4.4 Title I Schools Identified for Improvement {#title-i-schools-identified-for-improvement .unnumbered}

### 1.4.4.1 List of Title I Schools Identified for Improvement  {#list-of-title-i-schools-identified-for-improvement .unnumbered}

In the following table, provide a list of Title I schools identified for
improvement, corrective action, or restructuring under Section 1116 for
the SY 2007-08 based on the data from SY 2006-07. For each school
listed, please provide the following:

-   District Name and NCES ID Code

-   School Name and NCES ID Code

-   Whether the school missed the proficiency target in reading/language
    arts as outlined in the State's Accountability Plan

-   Whether the school met the participation rate target for the
    reading/language arts assessment

-   Whether the school missed the proficiency target in mathematics as
    outlined in the State's Accountability Plan

-   Whether the school met the participation rate target for the
    mathematics assessment

-   Whether the school missed the other academic indicator for
    elementary/middle schools (if applicable) as outlined in the State's
    Accountability Plan

-   Whether the school missed the graduation rate for high schools (if
    applicable) as outlined in the State's Accountability Plan

-   Improvement status for SY 2007-08 (Use one of the following
    improvement status designations: School Improvement -- Year 1,
    School Improvement -- Year 2, Corrective Action, Restructuring Year
    1 (planning), or Restructuring Year 2 (implementing))[^1]

-   Whether the school is a Title I school (This column is optional and
    is used only by States that choose to list all schools in
    improvement.)

<table>
<colgroup>
<col style="width: 12%" />
<col style="width: 12%" />
<col style="width: 11%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td rowspan="3">District Name &amp; NCES/CCD ID Code</td>
<td rowspan="3">School Name &amp; NCES/CCD ID Code</td>
<td colspan="6">Area(s) in which school missed AYP</td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2">Reading/Language Arts</td>
<td colspan="2">Mathematics</td>
<td colspan="2">Other Academic Indicator</td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Proficiency Target</td>
<td>Participation Rate Target Met (Y/N)</td>
<td>Proficiency Target</td>
<td>Participation Rate Target Met (Y/N)</td>
<td>Academic Indicator (elementary/ middle schools)</td>
<td>Graduation Rate (high school)</td>
<td><p>School Improvement Status for</p>
<p>SY 2007-08</p></td>
<td>Title I School (Yes/No)</td>
</tr>
<tr class="even">
<td><p>[1.] Name</p>
<p>[2.] ID Code</p></td>
<td><p>[3.] Name</p>
<p>[4.] ID Code</p></td>
<td>[5.1.1.]</td>
<td>[5.1.2.]</td>
<td></td>
<td>[5.2.1]</td>
<td>[5.2.2.]</td>
<td>[5.3.1]</td>
<td>[5.3.2.]</td>
<td>[6.]</td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
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<td></td>
<td></td>
<td></td>
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<td></td>
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</tr>
<tr class="odd">
<td></td>
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<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
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<td></td>
<td></td>
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<td></td>
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</tr>
<tr class="even">
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<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
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<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
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</tr>
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<td></td>
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</tr>
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</tr>
<tr class="odd">
<td></td>
<td></td>
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<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

Source -- Manual entry by SEA into the online collection tool.

**Note:** Identification as Title I school is a new data collection for
the SY 2006-07 CSPR.

### 1.4.4.2 Actions Taken for Title I Schools Identified for Improvement {#actions-taken-for-title-i-schools-identified-for-improvement .unnumbered}

In the space below, describe the measures being taken to address the
achievement problems of schools identified for improvement, corrective
action, and restructuring. Include a discussion of the technical
assistance provided by and supported by the State, including a
description of the statewide systems of support under *NCLB* (e.g., the
number of schools served, the nature and duration of assistance
provided, etc.).

The response is limited to 8,000 characters.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** The inclusion of the discussion of technical assistance
provided by and supported by the State is a new data collection for the
SY 2006-07 CSPR.

### 1.4.4.3 Corrective Action {#corrective-action .unnumbered}

In the table below, for schools in corrective action, provide the number
of schools for which the listed corrective actions under *NCLB* are
being implemented.

  -----------------------------------------------------------------------
  **Corrective Action**                          **\# of Schools in
                                                 Corrective Action in
                                                 Which the Corrective
                                                 Action Is Being
                                                 Implemented**
  ---------------------------------------------- ------------------------
  Required implementation of a new               
  research-based curriculum or instructional     
  program                                        

  Extension of the school year or school day     

  Replacement of staff members relevant to the   
  school's low performance                       

  Significant decrease in management authority   
  at the school level                            

  Replacement of the principal                   

  Restructuring the internal organization of the 
  school                                         

  Appointment of an outside expert to advise the 
  school                                         
  -----------------------------------------------------------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

### 1.4.4.4 Restructuring -- Year 2 {#restructuring-year-2 .unnumbered}

In the table below, for schools in restructuring -- year 2
(implementation year), provide the number of schools for which the
listed restructuring actions under *NCLB* are being implemented.

  ---------------------------------------------- ------------------------
  **Restructuring Action**                       **\# of Schools in
                                                 Restructuring in Which
                                                 Restructuring Action Is
                                                 Being Implemented**

  Replacement of all or most of the school staff 
  (which may include the principal)              

  Reopening the school as a public charter       
  school                                         

  Entering into a contract with a private entity 
  to operate the school                          

  Take over the school by the State              

  Other major restructuring of the school        
  governance                                     
  ---------------------------------------------- ------------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

## 1.4.5 Districts That Received Title I Funds Identified for Improvement {#districts-that-received-title-i-funds-identified-for-improvement .unnumbered}

### 1.4.5.1 List of Districts That Received Title I Funds and Were Identified for Improvement {#list-of-districts-that-received-title-i-funds-and-were-identified-for-improvement .unnumbered}

In the following table, please provide a list of districts that received
Title I funds and were identified for improvement or corrective action
under Section 1116 for the SY 2007-08 based on the data from SY 2006-07.
For each district on the list, provide the following:

-   District name and NCES ID code

-   Whether the district missed the proficiency target in
    reading/language arts as outlined in the State's Accountability Plan

-   Whether the district met the participation rate target for the
    reading/language arts assessment

-   Whether the district missed the proficiency target in mathematics as
    outlined in the State's Accountability Plan

-   Whether the school met the 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 2007-08 (Use one of the following
    improvement status designations: Improvement or Corrective
    Action[^2])

-   Whether the district is a district that received Title I funds (This
    column is optional and is used only by States that choose to list
    all districts in improvement.)

+---------+-------+------+------+------+-----+------+---------+------+
| D       | **Ar  |      |      |      |     |      |         |      |
| istrict | ea(s) |      |      |      |     |      |         |      |
| Name &  | in    |      |      |      |     |      |         |      |
| N       | Which |      |      |      |     |      |         |      |
| CES/CCD | Dis   |      |      |      |     |      |         |      |
| ID Code | trict |      |      |      |     |      |         |      |
|         | [M    |      |      |      |     |      |         |      |
|         | ET]{. |      |      |      |     |      |         |      |
|         | under |      |      |      |     |      |         |      |
|         | line} |      |      |      |     |      |         |      |
|         | AYP** |      |      |      |     |      |         |      |
+---------+-------+------+------+------+-----+------+---------+------+
|         | R     |      | Mat  |      | Ot  |      |         |      |
|         | eadin |      | hema |      | her |      |         |      |
|         | g/Lan |      | tics |      | Ac  |      |         |      |
|         | guage |      |      |      | ade |      |         |      |
|         | Arts  |      |      |      | mic |      |         |      |
|         |       |      |      |      | Ind |      |         |      |
|         |       |      |      |      | ica |      |         |      |
|         |       |      |      |      | tor |      |         |      |
+---------+-------+------+------+------+-----+------+---------+------+
|         | P     | P    | Pro  | P    | Ac  | Gr   | D       | Dist |
|         | rofic | arti | fici | arti | ade | adua | istrict | rict |
|         | iency | cipa | ency | cipa | mic | tion | Impr    | R    |
|         | T     | tion | Ta   | tion | Ind | Rate | ovement | ecei |
|         | arget | Rate | rget | Rate | ica | (    | Status  | ving |
|         |       | Ta   |      | Ta   | tor | high | for SY  | T    |
|         |       | rget |      | rget | (el | sch  |         | itle |
|         |       | Met  |      | Met  | eme | ool) | 2006-07 | I    |
|         |       | (    |      | (    | nta |      |         | F    |
|         |       | Y/N) |      | Y/N) | ry/ |      |         | unds |
|         |       |      |      |      | mid |      |         |      |
|         |       |      |      |      | dle |      |         | (    |
|         |       |      |      |      | sc  |      |         | Y/N) |
|         |       |      |      |      | hoo |      |         |      |
|         |       |      |      |      | ls) |      |         |      |
+---------+-------+------+------+------+-----+------+---------+------+
| \[1.\]  | \[3.1 | \[   |      | \[   | \   | \[   | \[3     | \[   |
| Name\   | .1.\] | 3.1. |      | 3.2. | [3. | 3.3. | .3.2.\] | 4.\] |
| \[2.\]  |       | 2.\] |      | 1.\] | 2.2 | 1.\] |         |      |
| ID Code |       |      |      |      | .\] |      |         |      |
+---------+-------+------+------+------+-----+------+---------+------+
|         |       |      |      |      |     |      |         |      |
+---------+-------+------+------+------+-----+------+---------+------+
|         |       |      |      |      |     |      |         |      |
+---------+-------+------+------+------+-----+------+---------+------+
|         |       |      |      |      |     |      |         |      |
+---------+-------+------+------+------+-----+------+---------+------+
|         |       |      |      |      |     |      |         |      |
+---------+-------+------+------+------+-----+------+---------+------+
|         |       |      |      |      |     |      |         |      |
+---------+-------+------+------+------+-----+------+---------+------+
|         |       |      |      |      |     |      |         |      |
+---------+-------+------+------+------+-----+------+---------+------+
|         |       |      |      |      |     |      |         |      |
+---------+-------+------+------+------+-----+------+---------+------+
|         |       |      |      |      |     |      |         |      |
+---------+-------+------+------+------+-----+------+---------+------+
|         |       |      |      |      |     |      |         |      |
+---------+-------+------+------+------+-----+------+---------+------+
|         |       |      |      |      |     |      |         |      |
+---------+-------+------+------+------+-----+------+---------+------+
|         |       |      |      |      |     |      |         |      |
+---------+-------+------+------+------+-----+------+---------+------+
|         |       |      |      |      |     |      |         |      |
+---------+-------+------+------+------+-----+------+---------+------+

Source -- Manual entry by SEA into the online collection tool.

**Note:** Identification of a district as receiving Title I funds is a
new data collection for the SY 2006-07 CSPR.

### 1.4.5.2 Actions Taken for Districts That Received Title I Funds Identified for Improvement {#actions-taken-for-districts-that-received-title-i-funds-identified-for-improvement .unnumbered}

In the space below, briefly describe the measures being taken to address
the achievement problems of districts identified for improvement or
corrective action. Include a discussion of the technical assistance
provided by the State (e.g., the number of districts served, the nature
and duration of assistance provided, etc.).

The response is limited to 8,000 characters.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** The inclusion of the discussion of technical assistance
provided by the State is a new data collection for the SY 2006-07 CSPR.

### 1.4.5.3 Corrective Action {#corrective-action-1 .unnumbered}

In the table below, for districts in corrective action, provide the
number of districts in corrective action in which the listed corrective
actions under *NCLB* are being implemented.

  ---------------------------------------------- ------------------------
  **Corrective Action**                          **\# of Districts in
                                                 Corrective Action in
                                                 Which Corrective Action
                                                 Is Being Implemented**

  Implementing a new curriculum based on State   
  standards                                      

  Authorized students to transfer from district  
  schools to higher performing schools in a      
  neighboring district                           

  Deferred programmatic funds or reduced         
  administrative funds                           

  Replaced district personnel who are relevant   
  to the failure to make AYP                     

  Removed one or more schools from the           
  jurisdiction of the district                   

  Appointed a receiver or trustee to administer  
  the affairs of the district                    

  Restructured the district                      

  Abolished the district (list the number or     
  districts abolished between the SYs 2005-06    
  and 2006-07 as a corrective action)            
  ---------------------------------------------- ------------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

## 1.4.6 Dates of AYP and Identification Determinations {#dates-of-ayp-and-identification-determinations .unnumbered}

In the table below, provide the dates (MM/DD/YY) when your State
provided final school and district AYP and identification for
improvement, corrective action, or restructuring to schools and
districts based on SY 2006-07 assessments. If applicable, also provide
the dates for preliminary determinations provided to schools and
districts.

  ---------------------------------- ------------------ ------------------
                                     **Districts**      **Schools**

  Final AYP and identification                          
  determinations                                        

  Preliminary school AYP and                            
  identification determinations (if                     
  applicable)                                           
  ---------------------------------- ------------------ ------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

## 1.4.7 Appeal of AYP and Identification Determinations {#appeal-of-ayp-and-identification-determinations .unnumbered}

In the table below, provide the number of districts and schools that
appealed their AYP designations based on 2006-07 data and the results of
those appeals.

  ----------------------- ----------------------- -----------------------
                          **\# Appealed Their AYP **\# Appeals Resulted
                          Designations**          in a Change in the AYP
                                                  Designation**

  Districts                                       

  Schools                                         
  ----------------------- ----------------------- -----------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

  ----------------------------------- -----------------------------------
  Date (MM/DD/YY) that processing     
  appeals based on SY 2006-07 data    
  was complete                        

  ----------------------------------- -----------------------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

## 1.4.8 Section 1003(a) Funds {#section-1003a-funds .unnumbered}

In the space below, describe your State's use of Section 1003(a) of ESEA
funds. Specifically, address the following:

-   Describe briefly any priorities the State uses in allocating these
    funds to schools.

-   Describe briefly the State's methods for distributing these funds
    (e.g., formula, competitive, etc.).

-   Describe briefly the types of activities supported by the Section
    1003(a) funds.

The response is limited to 8,000 characters.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

## 1.4.9 Public School Choice and Supplemental Educational Services {#public-school-choice-and-supplemental-educational-services .unnumbered}

This section collects data on public school choice and supplemental
educational services.

##### **1.4.9.1 Public School Choice** {#public-school-choice .unnumbered}

This section collects data on public school choice. FAQs related to the
public school choice provisions are at the end of this section.

###### 1.4.9.1.1 Schools Using Public School Choice {#schools-using-public-school-choice .unnumbered}

In the table below, provide the number of public schools *from which*
and *to which* students transferred under the provisions for public
school choice in Section 1116 of ESEA.

  ------------------------------------------ ----------------------------
                                             **\# Schools**

  Title I schools *from which* students      
  transferred for public school choice       

  Public Schools *to which* students         
  transferred for public school choice       
  ------------------------------------------ ----------------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** This table was formerly part of section 1.4.5.1 of the SY
2005-06 CSPR.

###### 1.4.9.1.2 Public School Choice -- Students {#public-school-choice-students .unnumbered}

In the table below, provide the number of students who were eligible for
public school choice, the number of eligible students who applied for
public school choice, and the number who transferred under the
provisions for public school choice in Section 1116 of ESEA.

Students who are eligible for public school choice includes:

\(1\) Students currently enrolled in a school identified for improvement

\(2\) Students who transferred in the current school year under the
public school choice provisions of section 1116, and

\(3\) Students who previously transferred under section 1116 and are
continuing to transfer for the current school year under section 1116.

  ------------------------------------------- ---------------------------
                                              **\# Students**

  Eligible for public school choice           

  Who applied to transfer                     

  Who transferred to another school under     
  Title I public school choice provisions     
  ------------------------------------------- ---------------------------

Indicate with a check in the table below the categories of students that
are included in the count of eligible students.

+----------------------------------------------------------+-----------+
|                                                          |           |
+----------------------------------------------------------+-----------+
| 1.  Enrolled in a school identified for improvement      |           |
+----------------------------------------------------------+-----------+
| 2.  Transferred in the current school year, only         |           |
+----------------------------------------------------------+-----------+
| 3.  Transferred in a prior year and in the current year  |           |
+----------------------------------------------------------+-----------+

Source -- Initially, pre-populated by ED*Facts* file N/X010 that
includes data groups 579, 574 and 544. If necessary, it is updated
through manual entry by the SEA into the online CSPR collection tool.

**Note:** This table was formerly part of section 1.4.5.1 of the SY
2005-06 CSPR.

###### 1.4.9.1.3 Funds Spent on Public School Choice {#funds-spent-on-public-school-choice .unnumbered}

In the table below, provide the total dollar amount spent by LEAs on
transportation for public school choice in Section 1116 of ESEA.

  ---------------------------------------------------------- ------------
  Dollars spent by LEAs on transportation for public school  \$
  choice                                                     

  ---------------------------------------------------------- ------------

Source -- Initially, pre-populated by ED*Facts* file N/X102 that
includes data group 652. If necessary, it is updated through manual
entry by the SEA into the online CSPR collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

**1.4.9.1.4 -- Availability of Public School Choice Options**

In the table below provide the number of LEAs in your State that are
unable to provide public school choice options to eligible students due
to any of the following reasons:

1.  All schools at a grade level are in school improvement, corrective
    action, or restructuring.

2.  LEA only has a single school at the grade level of the school at
    which students are eligible for public school choice.

3.  LEA\'s schools are so remote from one another that choice is
    impracticable.

+------------------------------------------------------+---------------+
|                                                      | **\# LEAs**   |
+------------------------------------------------------+---------------+
| # LEAs Unable to Provide Public School Choice {#leas |               |
| -unable-to-provide-public-school-choice .unnumbered} |               |
+------------------------------------------------------+---------------+

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

**FAQs about public school choice:**

*a. How should States report data on Title I public school choice for
those LEAs that have open enrollment and other choice programs?* An LEA
may consider a student as eligible for and participating in Title I
public school choice, and may consider costs for transporting that
student towards its funds spent on transportation for public school
choice, if the student meets the following conditions:

-   Has a \"home\" or \"neighborhood\" school (to which the student
    would have been assigned, in the absence of a choice program) that
    receives Title I funds and has been identified, under the statute,
    as in need of improvement, corrective action, or restructuring; and

-   Has elected to enroll, at some point since July 1, 2002 (the
    effective date of the Title I choice provisions), and after the home
    school has been identified as in need of improvement, in a school
    that has not been so identified and is attending that school; and

-   Is using district transportation services to attend such a
    school.[^3]

*b.* *How do States report on public school choice for those LEAs that
are not able to offer public school choice (e.g., LEAs in which all
schools in a grade level are in school improvement, LEAs that have only
a single school at that grade level, or LEAs whose schools are so remote
from one another that choice is impracticable)?* For those LEAs, States
should count as eligible all students who attend identified Title I
schools. States should report that no eligible schools or students were
provided the option to transfer and should provide an explanation why
choice is not possible within the LEA in the Comment Section.

#### 1.4.9.2 Supplemental Educational Services {#supplemental-educational-services .unnumbered}

This section collects data on supplemental educational services.

###### 1.4.9.2.1 Schools with Students Eligible for Supplemental Educational Services {#schools-with-students-eligible-for-supplemental-educational-services .unnumbered}

In the table below, provide the number of Title I schools identified as
in need of improvement, corrective action, or restructuring whose
students received supplemental educational services under Section 1116
of ESEA. A Frequently Asked Questions (FAQ) section related to
supplemental educational services is below the table.

  ------------------------------------------------- ---------------------
                                                    **\# Schools**

  Title I schools whose students received           
  supplemental educational services                 
  ------------------------------------------------- ---------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** This table was formerly part of section 1.4.5.2 of the SY
2005-06 CSPR.

**FAQ about supplemental education services**

*How should a State define the phrase "students who received
supplemental educational services"?* States should consider students who
"received" supplemental educational services as those students who
enrolled and participated in some hours of services. States have the
discretion to determine the minimum number of hours of participation
necessary for a student to have "received" services.

####### **1.4.9.2.2 Supplemental Educational Services -- Students** {#supplemental-educational-services-students .unnumbered}

In the table below, provide the number of students who were eligible
for, who applied for, and who received supplemental educational services
under Section 1116 of ESEA.

+----------------------------------------------+-----------------------+
|                                              | **\# Students**       |
+----------------------------------------------+-----------------------+
| > Eligible for supplemental educational      |                       |
| > services                                   |                       |
+----------------------------------------------+-----------------------+
| > Who applied for supplemental educational   |                       |
| > services                                   |                       |
+----------------------------------------------+-----------------------+
| > Who received supplemental educational      |                       |
| > services                                   |                       |
+----------------------------------------------+-----------------------+

Source -- Initially, pre-populated by ED*Facts* file N/X102 that
includes data groups 578, 575, and 546. If necessary, it is updated
through manual entry by the SEA into the online CSPR collection tool.

**Note:** This table was formerly part of section 1.4.5.2 of the SY
2005-06 CSPR.

####### **1.4.9.2.3 Funds Spent on Supplemental Educational Services** {#funds-spent-on-supplemental-educational-services .unnumbered}

In the table below, provide the total dollar amount spent by LEAs on
supplemental educational services under Section 1116 of ESEA.

  ------------------------------------------------------ ----------------
  Dollars spent by LEAs on supplemental educational      \$
  services                                               

  ------------------------------------------------------ ----------------

Source -- Initially, pre-populated by ED*Facts* file N/X102, which
includes data group 651. If necessary, it is updated through manual
entry by the SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

# 1.5 TEACHER QUALITY  {#teacher-quality .unnumbered}

This section collects data on "highly qualified" teachers as the term is
defined in Section 9101(23) of the *ESEA*.

## 1.5.1 Core Academic Classes Taught by Teachers Who Are Highly Qualified  {#core-academic-classes-taught-by-teachers-who-are-highly-qualified .unnumbered}

In the table below, provide the number of core academic classes for each
of the school types listed and the number of those core academic classes
taught by teachers who are highly qualified (as the term is defined in
section 9101(23) of the *ESEA*) and the number taught by teachers who
are not highly qualified. The percentage of core academic classes taught
[by]{.underline} teachers who are highly qualified [and the percentage
taught by teachers who are not highly qualified]{.underline} will be
calculated automatically. Below the table are FAQs about these data. The
percentages used for high- and low-poverty schools and the poverty
metric used to determine those percentages are reported in 1.5.3.

+-----------+----------+----------+-----------+----------+-----------+
| **School  | **\# of  | **\# of  | **P       | **\# of  | **P       |
| Type**    | Core     | Core     | ercentage | Core     | ercentage |
|           | Academic | Academic | of Core   | Academic | of Core   |
| \[1.5     | Classes  | Classes  | Academic  | Classes  | Academic  |
| .1.x.x.\] | (        | Taught   | Classes   | Taught   | Classes   |
|           | Total)** | by       | Taught by | by       | Taught by |
|           |          | Teachers | Teachers  | Teachers | Teachers  |
|           |          | Who Are  | Who Are   | Who Are  | Who Are   |
|           |          | Highly   | Highly    | [        | [NOT]{.u  |
|           |          | Qua      | Qu        | NOT]{.un | nderline} |
|           |          | lified** | alified** | derline} | Highly    |
|           |          |          |           | Highly   | Qu        |
|           |          |          |           | Qua      | alified** |
|           |          |          |           | lified** |           |
+-----------+----------+----------+-----------+----------+-----------+
| ##        |          |          | (Auto     |          | (Auto     |
| ##### All |          |          | ca        |          | ca        |
|  schools  |          |          | lculated) |          | lculated) |
|  {#all-sc |          |          |           |          |           |
| hools .un |          |          |           |          |           |
| numbered} |          |          |           |          |           |
+-----------+----------+----------+-----------+----------+-----------+
| ##        |          |          |           |          |           |
| ##### Ele |          |          |           |          |           |
| mentary l |          |          |           |          |           |
| evel {#el |          |          |           |          |           |
| ementary- |          |          |           |          |           |
| level .un |          |          |           |          |           |
| numbered} |          |          |           |          |           |
+-----------+----------+----------+-----------+----------+-----------+
| > Hig     |          |          | (Auto     | Auto     | (Auto     |
| h-poverty |          |          | ca        | ca       | ca        |
| > schools |          |          | lculated) | lculated | lculated) |
+-----------+----------+----------+-----------+----------+-----------+
| > Lo      |          |          | (Auto     | Auto     | (Auto     |
| w-poverty |          |          | ca        | ca       | ca        |
| > schools |          |          | lculated) | lculated | lculated) |
+-----------+----------+----------+-----------+----------+-----------+
| > All     |          |          | (Auto     | Auto     | (Auto     |
| > e       |          |          | ca        | ca       | ca        |
| lementary |          |          | lculated) | lculated | lculated) |
| > schools |          |          |           |          |           |
+-----------+----------+----------+-----------+----------+-----------+
| Secondary |          |          |           |          |           |
| level     |          |          |           |          |           |
+-----------+----------+----------+-----------+----------+-----------+
| > Hig     |          |          | (Auto     | Auto     | (Auto     |
| h-poverty |          |          | ca        | ca       | ca        |
| > schools |          |          | lculated) | lculated | lculated) |
|           |          |          |           |          | la        |
+-----------+----------+----------+-----------+----------+-----------+
| > Lo      |          |          | (Auto     | Auto     | (Auto     |
| w-poverty |          |          | ca        | ca       | ca        |
| > schools |          |          | lculated) | lculated | lculated) |
+-----------+----------+----------+-----------+----------+-----------+
| > All     |          |          | (Auto     | Auto     | (Auto     |
| >         |          |          | ca        | ca       | ca        |
| secondary |          |          | lculated) | lculated | lculated) |
| > schools |          |          | d         |          |           |
+-----------+----------+----------+-----------+----------+-----------+

Do the data in Table 1.5.1 above include classes taught by special
education teachers who provide direct instruction core academic
subjects? 

+-------------------------------------------------------+------+-------+
| Data table includes classes taught by special         | #    | ##    |
| education teachers who provide direct instruction     | #### | ####  |
| core academic subjects.                               | # Ye | No {# |
|                                                       | s {# | no .u |
|                                                       | yes  | nnumb |
|                                                       | .unn | ered} |
|                                                       | umbe |       |
|                                                       | red} |       |
+-------------------------------------------------------+------+-------+
|                                                       |      |       |
+-------------------------------------------------------+------+-------+

 If the answer above is no, please explain:

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

Does the State count elementary classes so that a full-day
self-contained classroom equals one class, or does the State use a
departmentalized approach where a classroom is counted multiple times,
once for each subject taught? 

The response is limited to 8,000 characters.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

Source -- Manual entry by the SEA into the online collection tool.

**Note:** The data collection requirement to submit data for core
classes taught by teachers who are NOT highly qualified has been added
for the SY 2006-07 CSPR.

**FAQs about highly qualified teachers and core academic subjects:**

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

b.  *How is a teacher defined?* An individual who provides instruction
    in the core academic areas to kindergarten, grades 1 through 12, or
    ungraded classes, or individuals who teach in an environment other
    than a classroom setting (and who maintain daily student attendance
    records) \[from NCES, CCD, 2001-02\]

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

d.  *Should 6th-, 7th-, and 8th-grade classes be reported in the
    elementary or the secondary category?* States are responsible for
    determining whether the content taught at the middle school level
    meets the competency requirements for elementary or secondary
    instruction. See Question A-14 in the August 3, 2006, Non-Regulatory
    Guidance for additional information. Report classes in grade 6
    though 8 consistent with how teachers have been classified to
    determine their highly qualified status, regardless of whether their
    schools are configured as elementary or middle schools.

e.  *How should States count teachers (including specialists or resource
    teachers) in elementary classes?* States that count self-contained
    classrooms as one class should, to avoid over-representation, also
    count subject-area specialists (e.g., mathematics or music teachers)
    or resource teachers as teaching one class. On the other hand,
    States using a departmentalized approach to instruction where a
    self-contained classroom is counted multiple times (once for each
    subject taught) should also count subject-area specialists or
    resource teachers as teaching multiple classes.

f.  *How should States count teachers in self-contained multiple-subject
    secondary classes?* Each core academic subject taught for which
    students are receiving credit toward graduation should be counted in
    the numerator and the denominator. For example, if the same teacher
    teaches English, calculus, history, and science in a self-contained
    classroom, count these as four classes in the denominator. If the
    teacher were Highly Qualified to teach English and history, he/she
    would be counted as Highly Qualified in two of the four subjects in
    the numerator.

g.  *What is a "high-poverty school"?* Section 1111(h)(1)(C)(viii)
    defines "high-poverty" schools as schools in the top quartile of
    poverty in the State. The poverty quartile breaks are reported later
    in this section.

h.  *What is a "low-poverty school"?* Section 1111(h)(1)(C)(viii)
    defines "low-poverty" schools as schools in the bottom quartile of
    poverty in the State. The poverty quartile breaks are reported later
    in this section.

## 1.5.2 Reasons Core Academic Classes Are Taught by Teachers Who Are Not Highly Qualified  {#reasons-core-academic-classes-are-taught-by-teachers-who-are-not-highly-qualified .unnumbered}

In the table below, estimate the percentages for each of the reasons why
teachers who are not highly qualified teach core academic classes. For
example, if 900 elementary classes were taught by teachers who are [not
highly qualified]{.underline}, what percentage of those 900 classes
falls into each of the categories listed below? If the three reasons
provided [at each grade level]{.underline} are not sufficient to explain
why core academic classes [at a particular grade]{.underline} level are
taught by teachers who are not highly qualified, use the row labeled
"other" and explain the additional reasons. The total of the reasons is
calculated automatically [for each grade]{.underline} level and must
equal 100% at the elementary level and 100% at the secondary level.

**Note:** Use the numbers of core academic classes taught by teachers
who are **not** highly qualified from 1.5.1 for both elementary school
classes (1.5.2.1) and for secondary school classes (1.5.2.2) as your
starting point.

+-----------------------------------------------------+-----------------+
| #  {#section-1 .unnumbered}                         | **Percentage**  |
+=====================================================+=================+
| Elementary School Classes                           |                 |
+-----------------------------------------------------+-----------------+
| Elementary school classes taught by certified       | \[1.5.2.1.1.\]  |
| general education teachers who did not pass a       |                 |
| subject-knowledge test or (if eligible) have not    |                 |
| demonstrated subject-matter competency through      |                 |
| HOUSSE                                              |                 |
+-----------------------------------------------------+-----------------+
| Elementary school classes taught by certified       | \[1.5.2.2.1.\]  |
| special education teachers who did not pass a       |                 |
| subject-knowledge test or have not demonstrated     |                 |
| subject-matter competency through HOUSSE            |                 |
+-----------------------------------------------------+-----------------+
| Elementary school classes taught by teachers who    | 1.5.2.3.1.\]    |
| are not fully certified (and are not in an approved |                 |
| alternative route program)                          |                 |
+-----------------------------------------------------+-----------------+
| Other (please explain)                              | \[1.5.2.8.1.\]  |
+-----------------------------------------------------+-----------------+
| Total                                               | ((Auto          |
|                                                     | calculated))    |
+-----------------------------------------------------+-----------------+

Source -- Manual entry by the SEA into the online collection tool.

+-----------------------------------------------------+-----------------+
| #  {#section-2 .unnumbered}                         | **Percentage**  |
+=====================================================+=================+
| Secondary School Classes                            |                 |
+-----------------------------------------------------+-----------------+
| Secondary school classes taught by certified        | \[1.5.2.4.1.\]  |
| general education teachers who have not             |                 |
| demonstrated subject-matter knowledge in those      |                 |
| subjects (e.g., out-of-field teachers)              |                 |
+-----------------------------------------------------+-----------------+
| Secondary school classes taught by certified        | \[1.5.2.5.1.\]  |
| special education teachers who have not             |                 |
| demonstrated subject-matter competency in those     |                 |
| subjects                                            |                 |
+-----------------------------------------------------+-----------------+
| Secondary school classes taught by teachers who are | \[1.5.2.6.1.\]  |
| not fully certified (and are not in an approved     |                 |
| alternative route program)                          |                 |
+-----------------------------------------------------+-----------------+
| Other (please explain)                              | \[1.5.2.7.1.\]  |
+-----------------------------------------------------+-----------------+
| Total                                               | ((Auto          |
|                                                     | calculated))    |
+-----------------------------------------------------+-----------------+

Source -- Manual entry by the SEA into the online collection tool.

##  {#section-3 .unnumbered}

## 1.5.3 Poverty Quartiles and Metrics Used  {#poverty-quartiles-and-metrics-used .unnumbered}

In the table below, provide the poverty quartiles breaks used in
determining high- and low-poverty schools and the poverty metric used to
determine the poverty quartiles. Below the table are FAQs about the data
collected in this table.

  ------------------------ ---------------------- -----------------------
                           **High-Poverty         **Low-Poverty Schools**
                           Schools**              

  Elementary schools       More than              Less than
                           \_\_\_\_\_\_\_\_\_%    \_\_\_\_\_\_\_\_\_\_%
                           \[1.1.\]               \[1.2.\]

  Poverty metric used      \[1.3.\]               

  Secondary schools        More than              Less than
                           \_\_\_\_\_\_\_\_\_%    \_\_\_\_\_\_\_\_\_\_%
                           \[2.1.\]               \[2.2.\]

  Poverty metric used      \[2.3.\]               
  ------------------------ ---------------------- -----------------------

Source -- Manual entry by the SEA into the online collection tool.

**FAQs on poverty quartiles and metrics used to determine poverty**

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

b.  *Since the poverty data are collected at the school and not
    classroom level, how do we classify schools as either elementary or
    secondary for this purpose?* States may include as elementary
    schools all schools that serve children in grades K through 5
    (including K through 8 or K through 12 schools) and would therefore
    include as secondary schools those that exclusively serve children
    in grades 6 and higher.

# 1.6 TITLE III AND LANGUAGE INSTRUCTIONAL PROGRAMS {#title-iii-and-language-instructional-programs .unnumbered}

This section collects annual performance and accountability data on the
implementation of Title III programs.

Throughout this section:

-   "AYP grades" is used to reference grades used for accountability
    determinations (grades 3 through 8 and one year of high school)

-   "Non-AYP grades" is used to reference grades not used for
    accountability determinations.

## 1.6.1 Language Instruction Educational Programs (formerly 1.1. of the Title III Biennial Collection)  {#language-instruction-educational-programs-formerly-1.1.-of-the-title-iii-biennial-collection .unnumbered}

In the table below, provide the number of Title III subgrantees that use
each type of language instruction educational program, as defined in
Section 3301(8).

**Note:** Numbers reflected in 1.6.1 can be duplicative due to
subgrantees' use of more than one type of program. The number for each
type of program should be equal to or less than the total number of
subgrantees in 1.6.4.1.

> **[Table 1.6.1 Definitions:]{.underline}**

1.  **\# Using Program =** Number of subgrantees that reported using a
    specific type of language instruction educational program.
    Subgrantees may use multiple programs. **(a.)** If multiple programs
    are used, count one for each program type used. **(b.)** Consortium
    is always counted as **one if all members used the same type of
    program**. If consortium members used different types of programs,
    count all members using the same type of program as one for each
    type. Do [not]{.underline} count the members of the consortium
    individually as one, unless each member used a different type of
    program (e.g., use the same method of counting as one subgrantee
    using multiple types of programs in **(a.)**)

2.  **Type of Program =** Type of programs described in the subgrantee's
    local plan (as submitted to the State or as implemented) that is
    closest to the descriptions in
    <http://www.ncela.gwu.edu/expert/glossary.html>.

3.  **Other Language =** Name of the language of instruction, other than
    English, used in the program.

4.  **% Language of Instruction =** Average percentages of English and
    the other language used as a language of instruction in the program
    or use the percentage of the most common practice in the State
    (applies **[only]{.underline}** to the first five bilingual program
    types).

5.  **OLOI =** Other Language of Instruction used in the bilingual
    language instruction educational program.

  ----------------------------------------------------------------------------------
  **\# Using  **Type of Program**      **Other Language** **% Language of 
  Program**                                               Instruction**   
  ----------- ------------------------ ------------------ --------------- ----------
                                                          **English**     **OLOI**

              Dual language                                               

              Two-way immersion                                           

              Transitional bilingual                                      

              Developmental bilingual                                     

              Heritage language                                           

              Sheltered English                                           
              instruction                                                 

              Structured English                                          
              immersion                                                   

              Specially designed                                          
              academic instruction                                        
              delivered in English                                        
              (SDAIE)                                                     

              Content-based ESL                                           

              Pull-out ESL                                                

              Other (explain in                                           
              comment box below)                                          
  ----------------------------------------------------------------------------------

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

## 1.6.2 Student Demographic Data {#student-demographic-data .unnumbered}

### 1.6.2.1 Number of LEP Students Who Received Title III Language Instruction Educational Program Services  {#number-of-lep-students-who-received-title-iii-language-instruction-educational-program-services .unnumbered}

In the table below, provide the [unduplicated]{.underline} number of the
number of LEP students who received services in Title III language
instructional education programs.

  ---------------------------------------------------------- ------------
                                                             **\#**

  LEP students who received services in a Title III language 
  instruction educational program in grades K through 12 for 
  this reporting year.                                       
  ---------------------------------------------------------- ------------

Source -- The SEA submits the data in file N/X116 that contains data
group 648, category set A.

**Note:** New data collection for the SY 2006-07 CSPR.

### 1.6.2.2 Most Commonly Spoken Languages in the State  {#most-commonly-spoken-languages-in-the-state .unnumbered}

In the table below, provide the five most commonly spoken languages,
other than English, in the State. The top five languages should be
determined by the highest number of students speaking each of those
languages listed**.**

  ----------------------------------------------- -----------------------
  **Language**                                    **\# LEP Students**

                                                  

                                                   

                                                   

                                                  

                                                  
  ----------------------------------------------- -----------------------

> For additional significant languages please use comment box.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** This table was formerly in section 1.6.3.2 of the SY 2005-06
CSPR.

## 1.6.3 Student Performance Data {#student-performance-data .unnumbered}

This section collects data on LEP student English language proficiency
and LEP academic content performance data (e.g., LEP tested in native
language tables and MFLEP/AYP Grades results table).

### 1.6.3.1 Student English Language Proficiency Testing Status {#student-english-language-proficiency-testing-status .unnumbered}

This section collects data on the number of ALL LEP students and Title
III-served LEP students in the State by testing status for English
language proficiency.

#### 1.6.3.1.1 ALL LEP Student English Language Proficiency Testing Status  {#all-lep-student-english-language-proficiency-testing-status .unnumbered}

In the table below, provide the [unduplicated]{.underline} number of ALL
LEP students in the State by testing status for English language
proficiency. ALL LEP students includes the following students:

-   Newly enrolled and continually enrolled LEP students in the State
    for the year of this report, whether or not they receive services in
    a Title III language Instruction educational program;

-   All students assessed for English language proficiency (ELP) using
    an annual State English Language proficiency (ELP) assessment as
    required under Section 1111(b)(7) of the ESEA in the reporting year
    and who meet the LEP definition in Section 9101 (25).

**[Table 1.6.3.1.1. Definitions:]{.underline}**

-   **Tested/State Annual ELP =** Number of LEP students who took the
    annual State English language proficiency assessment as required
    under Section 1111(b)(7) of the *ESEA* in this reporting year.

-   **Not Tested/State Annual ELP =** Number of LEP students enrolled at
    the time of testing but did not take the annual State English
    language proficiency assessment.

-   **Subtotal =** Sum of "Tested/State Annual ELP" and "Not
    Tested/State Annual ELP" (i.e., the number of LEP students enrolled
    at the time of testing).

-   **LEP/One Data Point =** Number of LEP students who took the annual
    State English language proficiency assessment as required under
    Section 1111(b)(7) for the first time in this reporting year. Note
    that "LEP/One Data Point" is a subset of those students reported as
    Tested on the annual State English Language proficiency assessment.

  ----------------------------------------- -----------------------------
  **ALL LEP Testing Status**                **\#**

  Tested/State annual ELP                    

  Not tested/State annual ELP               

  Subtotal                                  (Auto calculated)

                                             

  LEP/One Data Point                         
  ----------------------------------------- -----------------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

#### 1.6.3.1.2 Title III Student English Language Proficiency Testing Status {#title-iii-student-english-language-proficiency-testing-status .unnumbered}

In the table below, provide the [unduplicated]{.underline} number of
Title III-served LEP students in the State by testing status for English
language proficiency.

**[Table 1.6.3.1.2. Definitions:]{.underline}**

-   **Tested/State Annual ELP =** Number of LEP students in Title III
    language instruction educational programs who took the annual State
    English language proficiency assessment.

-   **Not Tested/State Annual ELP =** Number of LEP students in Title
    III language instruction educational programs enrolled at the time
    of testing but did not take the annual State English language
    proficiency assessment.

-   **Subtotal =** Sum of "Tested/State Annual ELP" and "Not
    Tested/State Annual ELP" (i.e., the number of LEP students in Title
    III language instruction educational programs enrolled at the time
    of testing).

-   **LEP/One Data Point =** Number of LEP students in Title III
    language instructional programs who took the annual State English
    language proficiency assessment for the first time in this reporting
    year. Note that "LEP/One Data Point" is a subset of those students
    reported as Tested on the annual State English Language proficiency
    assessment.

  ----------------------------------------- -----------------------------
  **Title III LEP Testing Status**          **\#**

  Tested/State annual ELP                    

  Not tested/State annual ELP               

  Subtotal                                  (Auto calculated)

                                             

  LEP/One Data Point                         
  ----------------------------------------- -----------------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

#### 1.6.3.2 Student English Language Proficiency Results {#student-english-language-proficiency-results .unnumbered}

This section collects data on the results from the annual State English
language proficiency assessment(s) for LEP students. Before completing
Table 1.6.3.2.2 or 1.6.3.2.3, please indicate your State's use of the
flexibility to apply annual measurable achievement objectives (AMAOs) to
all LEP students.

#### 1.6.3.2.1 Application of Title III English Language Proficiency Annual Assessment and AMAOs (formerly 1.6.8 of the Title III Biennial Collection, reformatted) {#application-of-title-iii-english-language-proficiency-annual-assessment-and-amaos-formerly-1.6.8-of-the-title-iii-biennial-collection-reformatted .unnumbered}

In the table below, indicate the State application of the following:

  ------------------------------------------------------ --------- -------
  State applied the Title III English language           □ YES     □ NO
  proficiency assessment to all LEP students in LEAs               
  receiving Title III funds.                                       

  State applied the annual measurable achievement        □ YES     □ NO
  objectives (AMAOs) to ALL LEP students in LEAs                   
  receiving Title III funds.                                       
  ------------------------------------------------------ --------- -------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

#### All LEP English Language Proficiency Results 

Please report information in this section **[ONLY]{.underline}** if the
State checked "Yes" in section 1.6.3.2.1 (row 2), that annual measurable
achievement objectives are applied to all LEP students in LEAs receiving
Title III funds.

Report the results from the annual State English language proficiency
assessment(s) for ALL LEP students in grades K through 12.

**[Table 1.6.3.2.2 Definitions:]{.underline}**

1.  **Making Progress =** Number of LEP students who met the definition
    of "Making Progress" as defined by the State and submitted to OELA
    in the State Consolidated Application (CSA), or as amended.

2.  **No Progress =** Number of LEP students who did not meet the State
    definition of "Making Progress."

3.  **ELP Attainment =** Number of LEP students who attained English
    language proficiency as defined by the State and submitted to OELA
    in the State Consolidated Application (CSA), or as amended.

4.  **Target =** AMAO target for the year as established by the State
    and submitted to OELA in the CSA (September 2003 submission), or as
    amended, for each of "Making Progress" and "Attainment" of ELP.

5.  **Results =** Number and percent of LEP students who met the State
    definition of "Making Progress" and the definition of "Attainment"
    of English language proficiency. Number and percentage of LEP
    students who did not meet either "Making Progress" or "Attainment"
    will be automatically calculated based on the total enrolled LEP
    students in the State.

6.  **Met/Y =** Met the annual target, "Met/N" = did not meet annual
    target. This cell will be automatically populated, based on the
    Target % and the Results %.

  --------------------------- ------------ ------------- ------------- -------------
                              **Target**   **Results**                 **Met**

                              **%**        **\#**        **%**         **Y/N**

  Making progress                                        (Auto         (Auto
                                                         calculated)   calculated)

  No progress                                                           

  ELP attainment                                         (Auto         (Auto
                                                         calculated)   calculated)
  --------------------------- ------------ ------------- ------------- -------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

If a State does [not]{.underline} count "ELP attainment" students as
also "Making Progress", the number for "No Progress" should be the
"Subtotal" in 1.6.3.1.1 minus the number "Making Progress"
[and]{.underline} "Attainment." If a State counts "ELP attainment"
students as also "Making Progress", the number for "No Progress" should
be the "Subtotal" in 1.6.3.1.1 minus "Making Progress".

#### Title III LEP English Language Proficiency Results 

Please report information in this section **[ONLY]{.underline}** if the
State checked "No" in section in 1.6.3.2.1 (row 2), reporting that
annual measurable achievement objectives (AMAOs) are applied to LEP
students served by Title III.

In the table below, provide the results from the annual State English
language proficiency assessment for Title III LEP students who
participated in a Title III language instruction educational program in
grades K through 12.

**[Table 1.6.3.2.3 Definitions:]{.underline}**

1.  **Making Progress =** Number of Title III LEP students who met the
    definition of "Making Progress" as defined by the State and
    submitted to OELA in the State Consolidated Application (CSA), or as
    amended.

2.  **No Progress =** Number of Title III LEP students who did not meet
    the State definition of "Making Progress."

3.  **ELP Attainment =** Number of Title III LEP students who attained
    English language proficiency as defined by the State and submitted
    to OELA in the State Consolidated Application (CSA), or as amended.

4.  **Target =** AMAO target for the year as established by the State
    and submitted to OELA in the CSA (September 2003 submission), or as
    amended, for each of "Making Progress" and "Attainment" of ELP.

5.  **Results =** Number and percent of Title III LEP students who met
    the State definition of "Making Progress" and the definition of
    "Attainment" of English language proficiency. Number and percentage
    of LEP students who did not meet either "Making Progress" or
    "Attainment" will be automatically calculated based on the total
    enrolled Title III LEP students in the State.

6.  **Met/Y =** Met the annual target, "Met/N" **=** did not meet annual
    target. This cell will be automatically populated, based on the
    Target % and the Results %.

  --------------------------- ------------ ------------- ------------- -------------
                              **Target**   **Results**                 **Met**

                              **%**        **\#**        **%**         **Y/N**

  Making progress                                        (Auto         (Auto
                                                         calculated)   calculated)

  No progress                                                           

  ELP attainment                                         (Auto         (Auto
                                                         calculated)   calculated)
  --------------------------- ------------ ------------- ------------- -------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

If a State does [not]{.underline} count "ELP attainment" students as
also "Making Progress", the number for "No Progress" should be the
"Subtotal" in 1.6.3.1.2 minus the number "Making Progress"
[and]{.underline} "Attainment." If a State counts "ELP attainment"
students as also "Making Progress", the number for "No Progress" should
be the "Subtotal" in 1.6.3.1.2 minus "Making Progress".

### 1.6.3.4 LEP Subgroup Academic Content Assessment Results (formerly 3.2.3/MFLEP of the Title III Biennial Collection) {#lep-subgroup-academic-content-assessment-results-formerly-3.2.3mflep-of-the-title-iii-biennial-collection .unnumbered}

This section collects data on the academic content assessment results
for LEP students.

#### 1.6.3.4.1 LEP Subgroup Flexibility {#lep-subgroup-flexibility .unnumbered}

In the table below, report whether the State exercises the LEP
flexibility afforded States through the new regulation for monitored
former LEP (MFLEP), in AYP determination.

  ------------------------ ----------------------- -----------------------
  MFLEP                    □ Yes                   □ No

  ------------------------ ----------------------- -----------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

#### 1.6.3.4.3 Status of Monitored Former LEP Students (MFLEP) (formerly 3.1 of the Title III Biennial Collection, modified) {#status-of-monitored-former-lep-students-mflep-formerly-3.1-of-the-title-iii-biennial-collection-modified .unnumbered}

In the table below, report the [unduplicated]{.underline} count of MFLEP
students in K through 12 for each of the two years monitored during the
SY 2006-2007, which includes both MFLEP students in AYP grades and in
non-AYP grades in row 1 and MFLEP students only in AYP grades in row 2.

> **[Table 1.6.3.4.3 Definitions:]{.underline}**
>
> **1. Monitored Former LEP (MFLEP) includes**:

-   Students that have transitioned into classrooms that are not
    designed for LEP students;

-   Students that are no longer receiving LEP services; and who are
    being monitored for academic content achievement for 2 years after
    transition.

> **2. Total MFLEP =** State aggregated number of all MFLEP students in
> grades K through 12.
>
> **3. MFLEP/AYP Grades =** State aggregated number of MFLEP students in
> grades used for accountability determinations (3 through 8 and once in
> high school). These students may be included in the LEP subgroup AYP
> calculations.

  -------------------------------------- --------------------------------
                                         **\#**

  Total MFLEP                            

  MFLEP/AYP grades                       
  -------------------------------------- --------------------------------

Source -- Initially, pre-populated by ED*Facts* file N/X126, which
contains data group 668, category set A. If necessary, it is updated
through manual entry by the SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

#### 1.6.3.4.4 LEP Students in Non-AYP Grades (formerly 2.3 of the Title III Biennial Collection) {#lep-students-in-non-ayp-grades-formerly-2.3-of-the-title-iii-biennial-collection .unnumbered}

In the table below, report the total number of all LEP students in grade
ranges that were not tested for AYP in SY 2006-07.

> **[Table 1.6.3.4.4 Definitions:]{.underline}**

1.  **LEP K-2** = All LEP students in these grades. Do [not]{.underline}
    include pre-K students.

2.  **LEP HS/Non-AYP =** High school students (grades 9 through 12 or 10
    through 12 \[State specific\]) who are in the high school grades
    that are not tested for AYP in the State (e.g., if the State tested
    grade 10 for AYP, then the State should provide the aggregated
    number of LEP students in grades 9, 11 and 12).

3.  **LEP Other Grades =** Number of LEP students enrolled in public
    schools but [not]{.underline} in grades K through 12. Students in
    non-graded grades or grade spans. Do [not]{.underline} report LEP
    students in grades used for NCLB accountability determinations (3
    though 8 and once in high school) in this row.

  --------------------------------- -------------------------------------
  **Grade**                         **\#**

  LEP K-2                           

  LEP HS/Non-AYP                     

  LEP other grades                  
  --------------------------------- -------------------------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

#### 1.6.3.5 Native Language Assessments {#native-language-assessments .unnumbered}

This section collects data on LEP students assessed in their native
language.

#### 1.6.3.5.1 LEP Students Assessed in Native Language (formerly 2.4.1 of the Title III Biennial Collection) {#lep-students-assessed-in-native-language-formerly-2.4.1-of-the-title-iii-biennial-collection .unnumbered}

  ---------------------------------------------------- ---------- --------
  State offers the State mathematics or                □Yes       □ No\*
  reading/language arts content tests in the students'            
  native language(s).                                             

  ---------------------------------------------------- ---------- --------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

\* If "No", proceed to 1.6.3.6.

#### 1.6.3.5.2 Native Language of Mathematics Tests Given (formerly 2.4.2 of the Title III Biennial Collection) {#native-language-of-mathematics-tests-given-formerly-2.4.2-of-the-title-iii-biennial-collection .unnumbered}

In the table below, report the language(s) in which native language
assessments are given at each grade used for NCLB accountability
determinations for mathematics.

  ------------ ----------------------------------------------------------
  **Grade**    **Language**

  3             

  4             

  5             

  6             

  7             

  8             

  HS            
  ------------ ----------------------------------------------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

#### 1.6.3.5.3 Native Language of Reading/Language Arts Tests Given (formerly 2.4.2 of the Title III Biennial Collection) {#native-language-of-readinglanguage-arts-tests-given-formerly-2.4.2-of-the-title-iii-biennial-collection .unnumbered}

In the table below, report the language(s) in which native language
assessments are given at each grade used for NCLB accountability
determinations for reading/language arts.

  ------------ ----------------------------------------------------------
  **Grade**    **Language**

  3             

  4             

  5             

  6             

  7             

  8             

  HS            
  ------------ ----------------------------------------------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

#### 1.6.3.5.4 Native Language Version of State *NCLB* Mathematics Assessment Results (formerly 2.4.3 of the Title III Biennial Collection) {#native-language-version-of-state-nclb-mathematics-assessment-results-formerly-2.4.3-of-the-title-iii-biennial-collection .unnumbered}

In the table below, report the number of LEP students who took a
mathematics assessment in their native language across all grades used
for NCLB accountability determinations (3 through 8 and once in high
school).

> **[Table 1.6.3.5.4 Definitions:]{.underline}**

1.  **\# Tested =** Number of LEP students in grades used for NCLB
    accountability determinations (3 through 8 and once in high school)
    who took the [native language]{.underline} version of the
    mathematics assessment.

2.  **\# At or Above Proficient =** Number of students tested through
    the [native language]{.underline} version of the mathematics
    assessment who scored at or above proficient.

3.  **% Results =** Automatically calculated based on the number who
    scored at or above proficient divided by the number tested.

  -------------------- -------------------- -----------------------------
  **\# Tested**        **\# At or Above     **% Results**
                       Proficient**         

                                            (Auto calculated)
  -------------------- -------------------- -----------------------------

Source -- Initially pre-populated by ED*Facts* file N/X049 that is data
group 272, category set A. If necessary, it is updated through manual
entry by the SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

#### 1.6.3.5.5 Native Language Version of State *NCLB* Reading/Language Arts Assessment Results (formerly 2.4.3 of the Title III Biennial Collection) {#native-language-version-of-state-nclb-readinglanguage-arts-assessment-results-formerly-2.4.3-of-the-title-iii-biennial-collection .unnumbered}

In the table below, report the number of LEP students who took a
reading/language arts assessment in their native language across all
grades used for NCLB accountability determinations (3 through 8 and once
in high school).

> **[Table 1.6.3.5.5 Definitions:]{.underline}**

1.  **\# Tested =** Number of LEP students in grades used for NCLB
    accountability determinations (3 through 8 and once in high school)
    who took the [native language]{.underline} version of the
    reading/language arts assessment.

2.  **\# At or Above Proficient =** Number of students tested through
    the [native language]{.underline} version of the reading/language
    arts assessment who scored at or above proficient.

3.  **% Results =** Automatically calculated based on the number who
    scored at or above proficient divided by the number tested.

  --------------------- --------------------- ----------------------------
  **\# Tested**         **\# At or Above      **% Results**
                        Proficient**          

                                              (Auto calculated)
  --------------------- --------------------- ----------------------------

Source -- Initially pre-populated by ED*Facts* file N/X049 that is data
group 272, category set A. If necessary, it is updated through manual
entry by the SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

#### 1.6.3.6 Title III Served Monitored Former LEP Students {#title-iii-served-monitored-former-lep-students .unnumbered}

This section collects data on the performance of former LEP students.

#### 1.6.3.6.1 Title III Served MFLEP Students by Year Monitored (formerly 3.1 of the Title III Biennial Collection) {#title-iii-served-mflep-students-by-year-monitored-formerly-3.1-of-the-title-iii-biennial-collection .unnumbered}

In the table below, report the unduplicated count of monitored former
LEP students during the two consecutive years of monitoring, which
includes both MFLEP students in AYP grades and in non-AYP grades.

> **[Table 1.6.3.6.1 Definitions:]{.underline}**

1.  **\# Year One =** Number of former LEP students in their first year
    of being monitored.

2.  **\# Year Two =** Number of former LEP students in their second year
    of being monitored.

3.  **Total =** Number of monitored former LEP students in year one and
    year two. This is automatically calculated.

  -------------------- ---------------------- ----------------------------
  **\# Year One**      **\# Year Two**        **Total**

                                              (Auto calculated)
  -------------------- ---------------------- ----------------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

#### 1.6.3.6.2 Monitored Former LEP (MFLEP) Students in AYP Grades Results for Mathematics (formerly 3.2 of the Title III Biennial Collection) {#monitored-former-lep-mflep-students-in-ayp-grades-results-for-mathematics-formerly-3.2-of-the-title-iii-biennial-collection .unnumbered}

In the table below, report the number of monitored former LEP (MFLEP)
students who took the annual mathematics assessment.

> **[Table 1.6.3.6.2 Definitions:]{.underline}**

1.  **\# Tested =** State-aggregated number of MFLEP students who were
    tested in mathematics for AYP.

2.  **\# At or Above Proficient =** State-aggregated number of MFLEP
    students who scored at or above proficient on the State annual
    mathematics assessment.

3.  **% Results =** Automatically calculated based on number who scored
    at or above proficient divided by the number tested.

4.  **\# Below proficient =** State-aggregated number of MFLEP students
    in grades used for NCLB accountability determinations (3 through 8
    and once in high school) who did not score proficient on the State
    *NCLB* mathematics assessment. This will be automatically
    calculated.

  ----------------- ----------------- ----------------- -----------------
  **\# Tested**     **\# At or Above  **% Results**     **\# Below
                    Proficient**                        Proficient**

                                      (Auto calculated) (Auto calculated)
  ----------------- ----------------- ----------------- -----------------

The number tested should be the same or near the total in 1.6.3.4.3 row
2, if not explain the difference in the comment box below.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

#### 1.6.3.6.3 Monitored Former LEP (MFLEP) Students in AYP Grades Results for Reading/Language Arts (formerly 3.2 of the Title III Biennial Collection) {#monitored-former-lep-mflep-students-in-ayp-grades-results-for-readinglanguage-arts-formerly-3.2-of-the-title-iii-biennial-collection .unnumbered}

In the table below, provide the number of monitored former LEP (MFLEP)
students who took the annual reading/language arts assessment.

> **[Table 1.6.3.6.3 Definitions:]{.underline}**

1.  **\# Tested =** State-aggregated number of MFLEP students who were
    tested in reading/language arts for AYP.

2.  **\# At or Above Proficient =** State-aggregated number of MFLEP
    students who scored at or above proficient on the State annual
    reading/language arts assessment.

3.  **% Results =** Automatically calculated based on number who scored
    at or above proficient divided by the total number tested.

4.  **\# Below proficient =** State-aggregated number MFLEP students in
    grades used for NCLB accountability determinations (3 through 8 and
    once in high school) who did not score proficient on the State
    annual reading/language arts assessment. This will be automatically
    calculated.

  ----------------- ----------------- ----------------- -----------------
  **\# Tested**     **\# At or Above  **% Results**     **\# Below
                    Proficient**                        Proficient**

                                      (Auto calculated) ((Auto
                                                        calculated)
  ----------------- ----------------- ----------------- -----------------

The number tested should be the same or near the total in 1.6.3.4.3 row
2, if not explain the difference in the comment box below.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

## 1.6.4 Title III Subgrantees {#title-iii-subgrantees .unnumbered}

This section collects data on the performance of Title III subgrantees.

### 1.6.4.1 Title III Subgrantee Performance (formerly 4.1 of the Title III Biennial Collection) {#title-iii-subgrantee-performance-formerly-4.1-of-the-title-iii-biennial-collection .unnumbered}

In the table below, report the number of Title III subgrantees meeting
the criteria described in the table. Use the same method of counting
consortia as in 1.6.1 (consortia regardless of number of members is only
counted as one). Do [not]{.underline} leave items blank. If there are
zero subgrantees who met the condition described, put a zero in the
number (#) column. Do [not]{.underline} double count subgrantees by
category. The total of the \# met all three AMAOs + \# met 2 AMAOs
only + \# Met one AMAO only + \# Met zero AMAOs=total \# of subgrantees
for the year.

**Note:** Do [not]{.underline} include number of subgrants made under
Section 3114(d)(1) reserved funds for education programs and activities
for immigrant children and youth. (Report Section 3114(d)(1) subgrants
in 1.6.5.1 ONLY.)

+---------------------------------------------------------------+------+
|                                                               | **   |
|                                                               | \#** |
+---------------------------------------------------------------+------+
| Total number of subgrantees for the year                      |      |
+---------------------------------------------------------------+------+
|                                                               |      |
+---------------------------------------------------------------+------+
| Number of subgrantees that met all three Title III AMAOs      |      |
+---------------------------------------------------------------+------+
|                                                               |      |
+---------------------------------------------------------------+------+
| Number of subgrantees that met only 2 AMAOs                   |      |
+---------------------------------------------------------------+------+
| > Number of subgrantees that met AMAOs of Making Progress and |      |
| > ELP Attainment                                              |      |
+---------------------------------------------------------------+------+
| > Number of subgrantees that met AMAOs of Making Progress and |      |
| > AYP                                                         |      |
+---------------------------------------------------------------+------+
| > Number of subgrantees that met AMAOs of ELP Attainment and  |      |
| > AYP                                                         |      |
+---------------------------------------------------------------+------+
|                                                               |      |
+---------------------------------------------------------------+------+
| Number of subgrantees that met only 1 AMAO                    |      |
+---------------------------------------------------------------+------+
| > Number of subgrantees that met AMAO of Making Progress      |      |
+---------------------------------------------------------------+------+
| > Number of subgrantees that met AMAO of Attainment of ELP    |      |
+---------------------------------------------------------------+------+
| > Number of subgrantees that met AMAO AYP                     |      |
+---------------------------------------------------------------+------+
|                                                               |      |
+---------------------------------------------------------------+------+
| Number of subgrantees that did not meet any AMAOs             |      |
+---------------------------------------------------------------+------+
|                                                               |      |
+---------------------------------------------------------------+------+
| Number of subgrantees that did not meet AMAOs for two         |      |
| consecutive years                                             |      |
+---------------------------------------------------------------+------+
| Number of subgrantees with an improvement plan for not        |      |
| meeting Title III AMAOs                                       |      |
+---------------------------------------------------------------+------+
| Number of subgrantees who have not met Title III AMAOs for    |      |
| four consecutive years (beginning in SY 2007-08)              |      |
+---------------------------------------------------------------+------+

Source -- Manual entry by SEA into the online collection tool.

**Note:** This table was formerly in section 1.6.10 of the SY 2005-06
CSPR.

### 1.6.4.2 State Accountability (formerly 4.2 of the Title III Biennial Collection) {#state-accountability-formerly-4.2-of-the-title-iii-biennial-collection .unnumbered}

In the table below, indicate whether the State met [all]{.underline}
three Title III AMAOs. **Note:** Meeting all three Title III AMAOs means
meeting [each]{.underline} State-set target for [each]{.underline}
objective: Making Progress, Attaining Proficiency, and Making AYP for
the LEP subgroup.

  ------------------------------------------------------- -------- ------
  State met [all]{.underline} three Title III AMAOs       □ Yes    □ No

  ------------------------------------------------------- -------- ------

Source -- Manual entry by SEA into the online collection tool.

**Note:** This table was formerly in section 1.6.10 of the SY 2005-06
CSPR.

### 1.6.4.3 Termination of Title III Language Instruction Educational Programs (formerly 6.1 of the Title III Biennial Collection) {#termination-of-title-iii-language-instruction-educational-programs-formerly-6.1-of-the-title-iii-biennial-collection .unnumbered}

  --------------------------------------------------------- ------ ------
  Any Title III language instruction educational programs   □Yes   □ No
  [or]{.underline} programs and activities for immigrant           
  children and youth terminated for failure to reach               
  program goals.                                                   

  If yes, provide the number of language instruction               
  educational programs [or]{.underline} programs and               
  activities for immigrant children and youth terminated.          
  --------------------------------------------------------- ------ ------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

## 1.6.5 Education Programs and Activities for Immigrant Students (formerly 5.1 of the Title III Biennial Collection) {#education-programs-and-activities-for-immigrant-students-formerly-5.1-of-the-title-iii-biennial-collection .unnumbered}

This section collects data on education programs and activities for
immigrant students.

### 1.6.5.1 Immigrant Students  {#immigrant-students .unnumbered}

In the table below, report the [unduplicated]{.underline} number of
immigrant students enrolled in the State and in qualifying educational
programs under Section 3114(d)(1).

> **[Table 1.6.5.1 Definitions:]{.underline}**

1.  **Immigrant Students Enrolled =** Number of students who meet the
    definition of immigrant children and youth in Section 3301(6) and
    enrolled in the elementary or secondary schools in the State.

2.  **Students in 3114(d)(1) Program =** Number of immigrant students
    who participated in programs for immigrant children and youth funded
    under Section 3114(d)(1), using the funds reserved for immigrant
    education programs/activities. This number should not include
    immigrant students who receive services in Title III LIEPs under
    Sections 3114(a) & 3115(a) ONLY.

3.  **3114(d)(1) Subgrants =** Number of subgrants made in the State
    under Section 3114(d)(1), with the funds reserved for immigrant
    education programs/activities. Do [not]{.underline} include Title
    III LIEP subgrants made under Sections 3114(a) & 3115(a) that have
    immigrant students enrolled in them.

  ----------------------- ------------------------ -----------------------
  **\# Immigrant Students **\# Students in         **\# of 3114(d)(1)
  Enrolled**              3114(d)(1) Program**     Subgrants**

                                                   
  ----------------------- ------------------------ -----------------------

If state reports zero (0) students in programs or zero (0) subgrants,
explain in comment box below.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

Source --Initially, the first column of the table is pre-populated by
ED*Facts* file N/X045 that contains data group 519, grand total. The
second and third columns are manual entry by the SEA.

**Note:** This table was formerly in section 1.6.4 of the SY 2005-06
CSPR.

### 1.6.5.2 Distribution of Immigrant Funds (formerly 5.3 of the Title III Biennial Collection, reformatted) {#distribution-of-immigrant-funds-formerly-5.3-of-the-title-iii-biennial-collection-reformatted .unnumbered}

In the table below, report how the State distributes the funds reserved
for the education of immigrant children and youth to subgrantees.

  ---------------------------------------- --------------- ---------------
  Subgrant award cycle                     □ Annual        □ Multi-year

  Type of subgrant awarded                 □ Competitive   □ Formula
  ---------------------------------------- --------------- ---------------

If the State checked more than one item in each category, explain in the
comment box.

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

## 1.6.6 Teacher Information and Professional Development {#teacher-information-and-professional-development .unnumbered}

This section collects data on teachers in Title III language instruction
education programs.

### 1.6.6.1 Teacher Information (formerly 7.1 of the Title III Biennial Collection, modified)  {#teacher-information-formerly-7.1-of-the-title-iii-biennial-collection-modified .unnumbered}

In the table below, report the number of teachers who are working in the
Title III language instruction educational programs as defined in
Section 3301(8) and reported in 1.6.1 (Types of language instruction
educational programs).

**Note:** Section 3301(8) -- The term 'Language instruction educational
program' means an instruction course -- (A) in which a limited English
proficient child is placed for the purpose of developing and attaining
English proficiency, while meeting challenging State academic content
and student academic achievement standards, as required by Section
1111(b)(1); and (B) that may make instructional use of both English and
a child's native language to enable the child to develop and attain
English proficiency and may include the participation of English
proficient children if such course is designed to enable all
participating children to become proficient in English and a second
language.

  --------------------------------------------------------- -------------
                                                            **\#**

  Number of all certified/licensed teachers currently       
  working in Title III language instruction educational     
  programs.                                                 

  Number of all certified/licensed/endorsed ESL/BE teachers 
  in the state currently working with LEP students (e.g.,   
  ESL/BE teachers for ALL LEP students), if the State has   
  such requirements. [Or]{.underline} number of teachers    
  with professional development points or course work in    
  ESL/BE, if the State does not require such                
  certification/licensure/endorsement.                      

  Estimate number of [**additional**]{.underline}           
  certified/licensed teachers that will be needed for Title 
  III language instruction educational programs in the next 
  5 years\*.                                                
  --------------------------------------------------------- -------------

Explain in the comment box below if there is a zero for any item in the
table above.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

\* This number should be the total [additional]{.underline} teachers
needed for the next 5 years, not the number needed for each year**.** Do
[not]{.underline} include the number of teachers [currently]{.underline}
working in Title III English language instruction educational programs.

### 1.6.6.2 Professional Development (PD) Activities of Subgrantees Related to the Teaching and Learning of LEP Students (formerly 7.4 of the Title III Biennial Collection) {#professional-development-pd-activities-of-subgrantees-related-to-the-teaching-and-learning-of-lep-students-formerly-7.4-of-the-title-iii-biennial-collection .unnumbered}

In the table below, provide the number of professional development
activities that specifically address [only]{.underline} the teaching of
LEP students or are related to the learning of LEP students. These
professional development activities must meet the requirements of the
Title III subgrantee required activities.

> **[Table 1.6.6.2 Definitions:]{.underline}**

1.  **Types of Professional Development Activity =** Subgrantee
    activities for professional development required under Title III.

2.  **#Subgrantees =** Number of subgrantees who conducted each type of
    professional development activity. A subgrantee may conduct more
    than one professional development activity. (Use the same method of
    counting subgrantees, including consortia, as in 1.6.1.1 and
    1.6.4.1.)

3.  **Total Number of Participants =** Number of teachers,
    administrators and other personnel who participated in each type of
    the professional development (PD) activities reported.

4.  **Total =** Number of all participants in PD activities.

  ------------------------------------------ --------------- -------------- ---
  **Type of Professional Development         **\#                           
  Activity**                                 Subgrantees**                  

                                                                            

  Instructional strategies for LEP students                                  

  Understanding and implementation of                                        
  assessment of LEP students                                                

  Understanding and implementation of ELP                                    
  standards and academic content standards                                  
  for LEP students                                                          

  Alignment of the curriculum in language                                    
  instruction educational programs to ELP                                   
  standards                                                                 

  Subject matter knowledge for teachers                                      

  Other (Explain in comment box)                                            

  **Participant Information**                \# Subgrantees  \#             
                                                             Participants   

  PD provided to content classroom teachers                                 

  PD provided to LEP classroom teachers                                     

  PD provided to principals                                                 

  PD provided to administrators/other than                                  
  principals                                                                

  PD provided to other school                                               
  personnel/non-administrative                                              

  PD provided to community-based                                            
  organization personnel                                                    

  Total                                                      (Auto          
                                                             calculated)    
  ------------------------------------------ --------------- -------------- ---

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

## 1.6.7 State Subgrant Activities  {#state-subgrant-activities .unnumbered}

This section collects data on State grant activities.

### 1.6.7.1 State Subgrant Process {#state-subgrant-process .unnumbered}

In the table below, report the time between when the State receives the
Title III allocation from ED, normally on July 1 of each year for the
upcoming school year, and the time when the State distributes these
funds to subgrantees for the [intended school year]{.underline}.

> **[Table 1.6.7.1 Definitions:]{.underline}**

1.  **Date State Received Allocation =** Annual date the State receives
    the Title III allocation from US Department of Education (ED).

2.  **Date Funds Available to Subgrantees =** Annual date that Title III
    funds are available to approved subgrantees.

3.  **\# of Days/\$\$ Distribution =** Average number of days for States
    receiving Title III funds to make subgrants to subgrantees beginning
    from July 1 of each year, except under conditions where funds are
    being withheld.

Example: State received SY 2006-07 funds July 1, 2006, and then made
these funds available to subgrantees on August 1, 2006, for SY 2006-07
programs. Then the "# of days/\$\$ Distribution" is 30 days.

  ----------------------- ------------------------- ---------------------
  **Date State Received   **Date Funds Available to **\# of Days/\$\$
  Allocation**            Subgrantees**             Distribution**

                                                    
  ----------------------- ------------------------- ---------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

### 1.6.7.2 Steps To Shorten the Distribution of Title III Funds to Subgrantees {#steps-to-shorten-the-distribution-of-title-iii-funds-to-subgrantees .unnumbered}

In the comment box below, describe how your State can shorten the
process of distributing Title III funds to subgrantees.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

# 1.7 PERSISTENTLY DANGEROUS SCHOOLS  {#persistently-dangerous-schools .unnumbered}

In the table below, provide the number of schools identified as
persistently dangerous, as determined by the State, by the start of the
school year. For further guidance on persistently dangerous schools,
refer to section B "Identifying Persistently Dangerous Schools" in the
Unsafe School Choice Option Non-Regulatory Guidance, available at:
http://www.ed.gov/policy/elsec/guid/unsafeschoolchoice.pdf.

+---------------------------------------------+------------------------+
| > Persistently Dangerous Schools            | \[1.7.\]               |
+---------------------------------------------+------------------------+

Source -- Manual entry by SEA into the online collection tool.

#  {#section-4 .unnumbered}

# 1.8 GRADUATION RATES AND DROPOUT RATES {#graduation-rates-and-dropout-rates .unnumbered}

This section collects graduation and dropout rates.

## 1.8.1 Graduation Rates {#graduation-rates .unnumbered}

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 **previous school year** (SY 2005-06). Below the table are FAQs
about the data collected in this table.

  --------------------------------------------------- -------------------
  **Student Group**                                   **Graduation Rate**

  All students                                         

  American Indian or Alaska Native                     

  Asian or Pacific Islander                            

  Black, non-Hispanic                                  

  Hispanic                                             

  White, non-Hispanic                                  

  Children with disabilities (*IDEA*)                  

  Limited English proficient                           

  Economically disadvantaged                           

  Migratory students                                   

  Male                                                 

  Female                                               
  --------------------------------------------------- -------------------

Source -- Initially, pre-populated by EDFacts file N/X041 that is data
group 563, category sets A, B, C, D, E, and F. If necessary, it is
updated through manual entry by the SEA into the online collection tool.
If the SEA has additional racial/ethnic groups or combinations of
racial/ethnic groups in its accountability plan under *NCLB*, the SEA
will report the above data for those groups through the online CSPR
collection tool.

**FAQs on graduation rates:**

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

    -   The percentage of students, measured from the beginning of high
        school, who graduate from public high school with a regular
        diploma (not including a GED or any other diploma not fully
        aligned with the State's academic standards) in the standard
        number of years; or,

    -   Another more accurate definition developed by the State and
        approved by the Secretary in the State plan that more accurately
        measures the rate of students who graduate from high school with
        a regular diploma; and

    -   Avoids counting a dropout as a transfer.

b.  *What if the data collection system is not in place for the
    collection of graduate rates?* For those States that are reporting
    transitional graduation rate data and are working to put into place
    data collection systems that will allow the State to calculate the
    graduation rate in accordance with Section 200.19 for all the
    required subgroups, please provide a detailed progress report on the
    status of those efforts.

## 1.8.2 Dropout Rates {#dropout-rates .unnumbered}

In the table below, provide the dropout rates calculated using the
annual event school dropout rate for students leaving a school in a
single year determined in accordance with the National Center for
Education Statistic's (NCES) Common Core of Data (CCD) for the
**previous school year** (SY 2005-06). Below the table is a FAQ about
the data collected in this table.

  ---------------------------------------------------- ------------------
  **Student Group**                                    **Dropout Rate**

  All students                                          

  American Indian or Alaska Native                      

  Asian or Pacific Islander                             

  Black, non-Hispanic                                   

  Hispanic                                              

  White, non-Hispanic                                   

  Children with disabilities (*IDEA*)                   

  Limited English proficient                            

  Economically disadvantaged                            

  Migratory students                                    

  Male                                                  

  Female                                                
  ---------------------------------------------------- ------------------

Source -- Manual entry by SEA into the online collection tool.

**FAQ on dropout rates:**

*What is a dropout?* A dropout is an individual who: 1) was enrolled in
school at some time during the previous school year; and 2) was not
enrolled at the beginning of the current school year; and 3) has not
graduated from high school or completed a State- or district-approved
educational program; and 4) does not meet any of the following
exclusionary conditions: a) transfer to another public school district,
private school, or State- or district-approved educational program
(including correctional or health facility programs); b) temporary
absence due to suspension or school-excused illness; or c) death.

# 1.9 EDUCATION FOR HOMELESS CHILDREN AND YOUTHS PROGRAM  {#education-for-homeless-children-and-youths-program .unnumbered}

This section collects data on homeless children and youths and the
McKinney-Vento grant program.

In the table below, provide the following information about the number
of LEAs in the State who reported data on homeless children and youths
and the McKinney-Vento program. The totals will be will be automatically
calculated.

  -------------------------- -------------------- -----------------------
                             **\#**               **\# LEAs Reporting
                                                  Data**

  LEAs without subgrants                          

  LEAs with subgrants                             

  Total                      (Auto calculated)    (Auto calculated)
  -------------------------- -------------------- -----------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** This table was formerly section 1.9.1.2 of the SY 2005-06
CSPR.

## 1.9.1 All LEAs (with and without McKinney-Vento subgrants) {#all-leas-with-and-without-mckinney-vento-subgrants .unnumbered}

The following questions collect data on homeless children and youths in
the State.

### 1.9.1.1 Homeless Children And Youths {#homeless-children-and-youths .unnumbered}

In the table below, provide the number of homeless children and youths
by grade level enrolled in public school at any time during the regular
school year. The totals will be automatically calculated:

  -----------------------------------------------------------------------
  **Age/Grade**   **\# of Homeless            **\# of Homeless
                  Children/Youths             Children/Youths
                  [Enrolled]{.underline} in   [Enrolled]{.underline} in
                  Public School in LEAs       Public School in LEAs
                  [Without]{.underline}       [With]{.underline}
                  Subgrants**                 Subgrants**
  --------------- --------------------------- ---------------------------
  Age 3 through 5                             
  (not                                        
  Kindergarten)                               

  K                                           

  1                                           

  2                                           

  3                                           

  4                                           

  5                                           

  6                                           

  7                                           

  8                                           

  9                                           

  10                                          

  11                                          

  12                                          

  Ungraded                                    

  Total           (Auto calculated)           ((Auto calculated) d)
  -----------------------------------------------------------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** This table was formerly section 1.9.1.3 of the SY 2005-06
CSPR.

### 1.9.1.2 Primary Nighttime Residence of Homeless Children and Youths {#primary-nighttime-residence-of-homeless-children-and-youths .unnumbered}

In the table below, provide the number of homeless children and youths
by primary nighttime residence enrolled in public school at any time
during the regular school year. The primary nighttime residence should
be the student's nighttime residence when he/she was identified as
homeless. The totals will be automatically calculated.

  ----------------------------- ----------------------- --------------------
                                **\# of Homeless        **\# of Homeless
                                Children/Youths - LEAs  Children/Youths -
                                W[ithout]{.underline}   LEAs
                                Subgrants**             [With]{.underline}
                                                        Subgrants**

  Shelters, transitional                                
  housing, awaiting foster care                         

  Doubled-up (e.g., living with                         
  another family)                                       

  Unsheltered (e.g., cars,                              
  parks, campgrounds, temporary                         
  trailer, or abandoned                                 
  buildings)                                            

  Hotels/Motels                                         

  Total                         ((Auto calculated)      (Auto calculated)
  ----------------------------- ----------------------- --------------------

Source -- Manual entry by SEA into the online collection too

**Note:** This table was formerly section 1.9.1.4 of the SY 2005-06
CSPR.

## 1.9.2 LEAs with McKinney-Vento Subgrants {#leas-with-mckinney-vento-subgrants .unnumbered}

The following sections collect data on LEAs with McKinney-Vento
subgrants.

### 1.9.2.1 Homeless Children and Youths Served by McKinney-Vento Subgrants {#homeless-children-and-youths-served-by-mckinney-vento-subgrants .unnumbered}

In the table below, provide the number of homeless children and youths
by grade level who were served by McKinney-Vento subgrants during the
regular school year. The total will be automatically calculated.

  ----------------------- -----------------------------------------------
  **Age/Grade**           **\# Homeless Children/Youths Served by
                          Subgrants**

  Age 3 through 5 (not    
  Kindergarten)           

  K                       

  1                       

  2                       

  3                       

  4                       

  5                       

  6                       

  7                       

  8                       

  9                       

  10                      

  11                      

  12                      

  Ungraded                

  Total                   (Auto calculated)
  ----------------------- -----------------------------------------------

Source -- Initially, pre-populated by ED*Facts* file N/X043 that is data
group 560, category set A. If necessary, it is updated through manual
entry by the SEA into the online collection tool.

### 1.9.2.2 Subpopulations of Homeless Students Served {#subpopulations-of-homeless-students-served .unnumbered}

In the table below, please provide the following information about the
homeless students served during the regular school year.

  -------------------------------- --------------------------------------
                                   **\# Homeless Students Served**

  Unaccompanied youth              

  Migratory children/youth         

  Children with disabilities       
  (*IDEA*)                         

  Limit English proficient         
  students                         
  -------------------------------- --------------------------------------

Source -- Initially, pre-populated by ED*Facts* file N/X043 that is data
group 560, category sets B, C, D, and E. If necessary, it is updated
through manual entry by the SEA into the online collection tool.

**Note:** This table was formerly sections 1.9.2.3, 1.9.2.4, and 1.9.2.5
of the

SY 2005-06 CSPR. For the SY 2006-07 CSPR, the data collection has been
changed to show the total number of students served.

### 1.9.2.3 Educational Support Services Provided by Subgrantees {#educational-support-services-provided-by-subgrantees .unnumbered}

In the table below, provide the number of subgrantee programs that
provided the following educational support services with McKinney-Vento
funds.

+---------------------------------------------+------------------------+
|                                             | **\# McKinney-Vento    |
|                                             | Subgrantees That       |
|                                             | Offer**                |
+---------------------------------------------+------------------------+
| 1.  Tutoring or other instructional support |                        |
+---------------------------------------------+------------------------+
| 2.  Expedited evaluations                   |                        |
+---------------------------------------------+------------------------+
| 3.  Staff professional development and      |                        |
|     awareness                               |                        |
+---------------------------------------------+------------------------+
| 4.  Referrals for medical, dental, and      |                        |
|     other health services                   |                        |
+---------------------------------------------+------------------------+
| 5.  Transportation                          |                        |
+---------------------------------------------+------------------------+
| 6.  Early childhood programs                |                        |
+---------------------------------------------+------------------------+
| 7.  Assistance with participation in school |                        |
|     programs                                |                        |
+---------------------------------------------+------------------------+
| 8.  Before-, after-school, mentoring,       |                        |
|     summer programs                         |                        |
+---------------------------------------------+------------------------+
| 9.  Obtaining or transferring records       |                        |
|     necessary for enrollment                |                        |
+---------------------------------------------+------------------------+
| 10. Parent education related to rights and  |                        |
|     resources for children                  |                        |
+---------------------------------------------+------------------------+
| 11. Coordination between schools and        |                        |
|     agencies                                |                        |
+---------------------------------------------+------------------------+
| 12. Counseling                              |                        |
+---------------------------------------------+------------------------+
| 13. Addressing needs related to domestic    |                        |
|     violence                                |                        |
+---------------------------------------------+------------------------+
| 14. Clothing to meet a school requirement   |                        |
+---------------------------------------------+------------------------+
| 15. School supplies                         |                        |
+---------------------------------------------+------------------------+
| 16. Referral to other programs and services |                        |
+---------------------------------------------+------------------------+
| 17. Emergency assistance related to school  |                        |
|     attendance                              |                        |
+---------------------------------------------+------------------------+
| 18. Other (optional)                        |                        |
+---------------------------------------------+------------------------+
| 19. Other (optional)                        |                        |
+---------------------------------------------+------------------------+
| 20. Other (optional)                        |                        |
+---------------------------------------------+------------------------+

Source -- Manual entry by SEA into the online collection tool.

**Note:** This table was formerly section 1.9.2.6 of the SY 2005-06
CSPR.

### 1.9.2.4 Barriers to the Education of Homeless Children and Youths {#barriers-to-the-education-of-homeless-children-and-youths .unnumbered}

In the table below, provide the number of subgrantees that reported the
following barriers to the enrollment and success of homeless children
and youths.

+------------------------------------------+---------------------------+
|                                          | **\# Subgrantees          |
|                                          | Reporting**               |
+------------------------------------------+---------------------------+
| 1.  Eligibility for homeless services    |                           |
+------------------------------------------+---------------------------+
| 2.  School selection                     |                           |
+------------------------------------------+---------------------------+
| 3.  Transportation                       |                           |
+------------------------------------------+---------------------------+
| 4.  School records                       |                           |
+------------------------------------------+---------------------------+
| 5.  Immunizations                        |                           |
+------------------------------------------+---------------------------+
| 6.  Other medical records                |                           |
+------------------------------------------+---------------------------+
| 7.  Other barriers                       |                           |
+------------------------------------------+---------------------------+

Source -- Manual entry by SEA into the online collection tool.

**Note:** This table was formerly section 1.9.2.7 of the SY 2005-06
CSPR. Immunizations and Other Medical Records have been changed to two
separate data collections for the SY 2006-07 CSPR.

### 1.9.2.5 Academic Progress of Homeless Students {#academic-progress-of-homeless-students .unnumbered}

The following questions collect data on the academic achievement of
homeless children and youths served by McKinney-Vento subgrants.

#### 1.9.2.5.1 Reading Assessment {#reading-assessment .unnumbered}

In the table below, provide the number of homeless children and youths
served who were tested on the State *NCLB* reading/language arts
assessment and the number of those tested who scored at or above
proficient. Provide data for grades 9 through 12 only for those grades
tested for *NCLB*.

  ------------- ---------------------------- ----------------------------
  **Grade**     **\# Homeless                **\# Homeless
                Children/Youths Served by    Children/Youths Served by
                McKinney-Vento Taking        McKinney-Vento Who Scored At
                Reading Assessment Test**    or Above Proficient**

  3                                          

  4                                          

  5                                          

  6                                          

  7                                          

  8                                          

  High School                                
  ------------- ---------------------------- ----------------------------

Source -- Initially, pre-populated by ED*Facts* file N/X076, N/X077, or
N/X078 that are data group 584, category set G. If necessary, it is
updated through manual entry by the SEA into the online collection tool.

**Note:** This table was formerly part of section 1.9.2.9 of the SY
2005-06 CSPR. Grades 9 through 12 have been changed to High School for
the SY 2006-07 CSPR.

#### 1.9.2.5.2 Mathematics Assessment {#mathematics-assessment .unnumbered}

This section is similar to 1.9.2.5.1. The only difference is that this
section collects data on the State *NCLB* mathematics assessment.

Source -- Similar to 1.9.2.5.1 but the file specification is N/X075 that
is data group 583, category set G.

**Note:** This table was formerly part of section 1.9.2.9 of the SY
2005-06 CSPR. Grades 9 through 12 have been changed to High School for
the SY 2006-07 CSPR.

# 1.10 MIGRANT CHILD COUNTS {#migrant-child-counts .unnumbered}

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 reporting period of September 1, 2006
through August 31, 2007. This section also collects a report on the
procedures used by States to produce true, accurate, 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 section 1.10.3.4 *Quality Control
Processes*.

Please note that 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:

*How is "out-of-school" defined?* Out-of-school means youth 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, 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.

*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.)

## 1.10.1 Category 1 Child Count {#category-1-child-count .unnumbered}

In the table below, enter the [unduplicated]{.underline} 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 reporting period of September 1, 2006
through August 31, 2007. 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 reporting
period only once in the highest age/grade that he/she attained during
the reporting period. The unduplicated statewide total count is
calculated automatically.

Do [not]{.underline} 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**                   **12-Month Count of Eligible Migrant
                                  Children Who Can be Counted for Funding
                                  Purposes**

  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)
  ------------------------------- ---------------------------------------

Source -- Initially, pre-populated by ED*Facts* file N/X121 that is data
group 634, Subtotal 1. If necessary, it is updated through manual entry
by the SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

### 1.10.1.1 Category 1 Child Count Increases/Decreases {#category-1-child-count-increasesdecreases .unnumbered}

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

The response is limited to 8,000 characters.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

## 1.10.2 Category 2 Child Count {#category-2-child-count .unnumbered}

In the table below, enter by age/grade the [unduplicated]{.underline}
statewide number of **eligible** migrant children age 3 through 21 who,
within 3 years of making a qualifying move, were [served]{.underline}
for one or more days in a MEP-funded project conducted during either the
[summer term or during intersession periods]{.underline} that occurred
within the reporting period of September 1, 2006 through August 31,
2007. Count a child who moved from one age/grade level to another during
the reporting period only once in the highest age/grade that he/she
attained during the reporting 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]{.underline} 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**                  **Summer/Intersession Count of Eligible
                                 Migrant Children Who Are Participants
                                 and Who Can Be Counted for Funding
                                 Purposes**

  Age 3 through 5 (no            
  Kindergarten)                  

  K                              

  1                              

  2                              

  3                              

  4                              

  5                              

  6                              

  7                              

  8                              

  9                              

  10                             

  11                             

  12                             

  Ungraded                       

  Out-of-school                  

  Total                          (Auto-calculated)
  ------------------------------ ----------------------------------------

Source -- Initially, pre-populated by ED*Facts* file N/X122 that is data
group 635, Subtotal 1. If necessary, it is updated through manual entry
by the SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

### 1.10.2.1 Category 2 Child Count Increases/Decreases {#category-2-child-count-increasesdecreases .unnumbered}

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.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

## 1.10.3 Child Count Calculation and Validation Procedures {#child-count-calculation-and-validation-procedures .unnumbered}

The following question requests information on the State's MEP child
count calculation and validation procedures.

### 1.10.3.1 Student Information System {#student-information-system .unnumbered}

In the space below, respond to the following questions: What system(s)
did your State use to compile and generate the Category 1 and Category 2
child count for this reporting period (e.g., NGS, MIS 2000, COEStar,
manual system)? Were child counts for the last reporting period
generated using the same system(s)? [If the State's Category 2 count was
generated using a different system from the Category 1 count, please
identify each system.]{.underline}

The response is limited to 8,000 characters.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

### 1.10.3.2 Data Collection and Management Procedures  {#data-collection-and-management-procedures .unnumbered}

In the space below, respond to the following questions: How was the
child count data collected? What data were collected? What activities
were conducted to collect the data? When were the data collected for use
in the student information system? [If the data for the State's Category
2 count were collected and maintained differently from the Category 1
count, please describe each set of procedures.]{.underline}

The response is limited to 8,000 characters.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

In the space below, describe how the child count data are inputted,
updated, and then organized by the student information system for child
count purposes at the State level.

The response is limited to 8,000 characters.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

[If the data for the State's Category 2 count were collected and
maintained differently from the Category 1 count, please describe each
set of procedures.]{.underline}

The response is limited to 8,000 characters.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

### 1.10.3.3 Methods Used To Count Children {#methods-used-to-count-children .unnumbered}

In the space below, respond to the following question: How was each
child count calculated? Please describe the compilation process and edit
functions that are built into your student information system(s)
specifically to produce an accurate child count. In particular, describe
how your system includes and counts only:

-   children who were between age 3 through 21;

-   children who met the program eligibility criteria (e.g., were within
    3 years of a last qualifying move, had a qualifying activity);

-   children who were resident in your State for at least 1 day during
    the eligibility period (September 1 through August 31);

-   children who---in the case of Category 2---received a MEP-funded
    service during the summer or intersession term; and

-   children once per age/grade level for each child count category.

The response is limited to 8,000 characters.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

[If your State's Category 2 count was generated using a different system
from the Category 1 count, please describe each system
separately.]{.underline} The response is limited to 8,000 characters.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

### 1.10.3.4 Quality Control Processes {#quality-control-processes .unnumbered}

In the space below, respond to the following question: What steps are
taken to ensure your State properly determines and verifies the
eligibility of each child included in the child counts for the reporting
period of September 1 through August 31 before that child's data are
included in the student information system(s)?

The response is limited to 8,000 characters.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

In the space below, describe specifically the procedures used and the
results of any re-interview processes used by the SEA during the
reporting period to test the accuracy of the State's MEP eligibility
determinations. In this description, please include the number of
eligibility determinations sampled, the number for which a test was
completed, and the number found eligible.

The response is limited to 8,000 characters.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

In the space below, respond to the following question: Throughout the
year, what steps are taken by staff to check that child count data are
inputted and updated accurately (and---for systems that merge
data---consolidated accurately)?

The response is limited to 8,000 characters.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

In the space below, respond to the following question: What final steps
are taken by State staff to verify the child counts produced by your
student information system(s) are accurate counts of children in
Category 1 and Category 2 prior to their submission to ED?

The response is limited to 8,000 characters.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

Describe those corrective actions or improvements that will be made by
the SEA to improve the accuracy of its MEP eligibility determinations in
light of the prospective re-interviewing results.

The response is limited to 8,000 characters.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

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.

The response is limited to 8,000 characters.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

Source -- Manual entry by SEA into the online collection tool.

**Note:** New data collection for the SY 2006-07 CSPR.

[^1]: The school 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>.

[^2]: The 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>.

[^3]: Adapted from OESE/OII policy letter of August 2004. The policy
    letter may be found on the Department's Web page at:
    <http://www.ed.gov/policy/elsec/guid/stateletters/choice/choice081804.html>.