OMB No. 1810-0614

Expires June 30, 2003

**CONSOLIDATED STATE PERFORMANCE REPORT**

**for**

**STATE FORMULA GRANT PROGRAMS**

**under the**

**ELEMENTARY AND SECONDARY EDUCATION ACT**

**and**

**GOALS 2000: EDUCATE AMERICA ACT**

For reporting on

![](media/image1.wmf){width="4.458333333333333in"
height="2.986111111111111in"}**School Years 2000-2001 and 2001-2002**

Table of Contents

Background v

General Instructions and Timelines vii

Who Must Report vii

Reporting Periods and Due Dates (Note: Entire report is due annually,
except as otherwise noted.) vii

Section-by-Section Instructions viii

Glossaries viii

Assistance viii

Contacts for Programs Covered by the Consolidated State Performance
Report viii

Submitting Your Report ix

Cover Page for Submission 1

Data Quality Issues 2

Section A

Identifying Low-Performing Schools 3

Section B

Accountability for Student Achievement 5

Section C

ESEA Title I, Parts A, C, D 8

Glossary 21

Section D

Goals 2000, Title III, Support for State and Local Reform 25

Section E

ESEA, Title VI, Innovative Education Program Strategies 28

Section F

ESEA, Title I, §1502, Comprehensive School Reform Demonstration Program
(CSRD) 31

**Section G**

**2000 Appropriations Act, §310, Class-Size Reduction** 37

Section H

ESEA, Title II, Part B, Eisenhower Professional Development Program 40

Glossary for Section H 41

Section I

ESEA, Title III, Technology Literacy Challenge Fund 46

Glossary for Section I 52

Section J

ESEA, Title IV, Safe and Drug-Free Schools and Communities 65

Glossary for Section J 75, 83

**Section K**

**ESEA, Title X, Part J, Subpart 2, Rural Education Achievement
Program** 88

**Section L**

**ESEA, Title I, Part B, Even Start Family Literacy Program** 92

Background

Introduction

This document contains the U.S. Department of Education\'s (ED)
consolidated state performance instrument for state formula grant
programs authorized by the Elementary and Secondary Education Act (ESEA)
and the Goals 2000: Educate America Act. Prepared in consultation with
state officials, it includes all annual program performance reporting
that ED requires of states for school years 2000-2001 and 2001-2002
under **eight** grant programs.

**What Programs Are Covered by this Consolidated Reporting Instrument?**

The following programs are covered by the Consolidated State Performance
Report.

+--------------------+--------------------------------+---------+-----+
| **Statutory        | **Name of Program**            | **Short | **  |
| Reference**        |                                | Name**  | Sec |
|                    |                                |         | tio |
|                    |                                |         | n** |
+--------------------+--------------------------------+---------+-----+
| ESEA, Title I,     | Improving Basic Programs       | Title I | A,  |
| Part A             | Operated by Local Educational  | Basic   | B,  |
|                    | Agencies                       | P       | C   |
|                    |                                | rograms |     |
+--------------------+--------------------------------+---------+-----+
| ESEA, Title I,     | Even Start Family Literacy     | Even    | L   |
| Part B             | Program                        | Start   |     |
+--------------------+--------------------------------+---------+-----+
| ESEA, Title I,     | Education of Migratory         | Migrant | C   |
| Part C             | Children                       | Ed      |     |
|                    |                                | ucation |     |
+--------------------+--------------------------------+---------+-----+
| ESEA, Title I,     | Prevention and Intervention    | N or D  | C   |
| Part D             | Programs for Children and      |         |     |
|                    | Youth Who are Neglected,       |         |     |
|                    | Delinquent, or at Risk of      |         |     |
|                    | Dropping Out                   |         |     |
+--------------------+--------------------------------+---------+-----+
| ESEA, Title I      | Comprehensive School Reform    | CSRD    | F   |
| §1502,             | Demonstration Program          |         |     |
|                    |                                |         |     |
| ESEA Title X, and  |                                |         |     |
|                    |                                |         |     |
| P.L. 105-78        |                                |         |     |
+--------------------+--------------------------------+---------+-----+
| ESEA, Title II,    | Eisenhower Professional        | Eis     | H   |
| Part B             | Development Program            | enhower |     |
+--------------------+--------------------------------+---------+-----+
| ESEA, Title III,   | Technology Literacy Challenge  | TLCF    | I   |
| Part A, Subpt 2    | Fund                           |         |     |
+--------------------+--------------------------------+---------+-----+
| ESEA, Title IV     | Safe and Drug-Free Schools and | SDFSC   | J   |
|                    | Communities                    |         |     |
+--------------------+--------------------------------+---------+-----+
| ESEA, Title VI     | Innovative Education Program   | Title   | E   |
|                    | Strategies                     | VI      |     |
+--------------------+--------------------------------+---------+-----+
| 2000               | Class-Size Reduction           | Class   | G   |
| Appropriations     |                                | Size    |     |
| Act, §310          |                                |         |     |
+--------------------+--------------------------------+---------+-----+
| Goals 2000, Title  | Grants to State and Local      | Goals   | D   |
| III                | Agencies                       | 2000    |     |
+--------------------+--------------------------------+---------+-----+
| ESEA, Title X,     | Rural Education Achievement    | REAP    | K   |
| Part J, Subpt 2    | Program                        |         |     |
+--------------------+--------------------------------+---------+-----+

*NOTE: Many states also receive funds under the McKinney Homeless
Education Program (McKinney Homeless Assistance Act, Title VII, Subtitle
B)**, and the Innovative Education Program Strategies (ESEA, Title
VI),** on the basis of a Consolidated State Plan. However, this
Consolidated State Performance Report does not require reporting under
these programs. This year States are asked to report only on the
un-shaded programs and on school year 20001-2002.*

Why must States Submit Performance Reports?

This document solicits information under individual programs that ED
needs to meet its administrative responsibilities. It also fills an
important purpose of having SEAs report on their implementation of
consolidated state plans.

In identifying information sought through this instrument, ED has been
mindful of its own requirements to present performance information to
Congress, including those under the Government Performance and Results
Act of 1993 (GPRA) and congressional mandates for the national
assessment of ESEA, Title I (section 1501), and evaluation of the
federal impact on reform (ESEA, Title XIV, section 14701) contained in
the 1994 reauthorization of the ESEA. Specifically, this information
will help ED determine the results of the consolidated plans implemented
under the IASA.

This information will also enable ED to determine, among other things,
whether programs are reaching their target populations, the types of
instructional or other services that are provided, the extension of
school-wide programs, and the staffing needs that are being met with
federal assistance.

General Instructions and Timelines

Who Must Report

All SEAs, whether or not they receive funding on the basis of
consolidated state plans, must respond to this *Consolidated State
Performance Report*. Reports are due on December 3, 2001, and December
1, 2002, June 30, 2003 and should reflect data for school year (SY)
2000-2001 and SY 2001-2002, respectively, unless otherwise noted below.

**Reporting Periods and Due Dates**

+-------------------------+-------+-----+---------------+-------------+
| Program Covered         | Se    | Pg  | Report Due    | Period      |
|                         | ction |     | Date          | Covered     |
|                         | of    |     |               |             |
|                         | R     |     |               |             |
|                         | eport |     |               |             |
+-------------------------+-------+-----+---------------+-------------+
| General                 | Se    | **  | Dec. 3, 2001  | SY          |
|                         | ction | [3] |               | 2000-2001   |
|                         | A     | {.m |               |             |
|                         |       | ark |               |             |
|                         |       | }** |               |             |
+-------------------------+-------+-----+---------------+-------------+
|                         |       |     | Dec. 1, 2002  | SY          |
|                         |       |     |               | 2001-2002   |
+-------------------------+-------+-----+---------------+-------------+
| General                 | Se    | **  | Dec. 3, 2001  | SY          |
|                         | ction | [7] |               | 2000-2001   |
|                         | B     | {.m |               |             |
|                         |       | ark |               |             |
|                         |       | }** |               |             |
+-------------------------+-------+-----+---------------+-------------+
|                         |       |     | Dec. 1, 2002  | SY          |
|                         |       |     |               | 2001-2002   |
+-------------------------+-------+-----+---------------+-------------+
| ESEA, Title I-          | Se    | **[ | Dec. 3, 2001  | SY          |
|                         | ction | 11] |               | 2000-2001   |
| Pt. A---Basic Programs, | C     | {.m |               |             |
|                         |       | ark |               |             |
| Pt. C---Migrant         |       | }** |               |             |
| Education               |       |     |               |             |
|                         |       |     |               |             |
| Pt. D---N or D          |       |     |               |             |
+-------------------------+-------+-----+---------------+-------------+
|                         |       |     | Dec. 1, 2002  | SY          |
|                         |       |     |               | 2001-2002   |
+-------------------------+-------+-----+---------------+-------------+
| Goals 2000, Title III   | Se    | **[ | Dec. 3, 2001  | SY          |
|                         | ction | 29] |               | 2000-2001   |
|                         | D     | {.m |               |             |
|                         |       | ark |               |             |
|                         |       | }** |               |             |
+-------------------------+-------+-----+---------------+-------------+
| ESEA Title              | Se    | **[ | Dec. 3, 2001  | SY          |
| VI---Innovative         | ction | 33] |               | 1999-2000   |
| Education Programs      | E     | {.m |               | and         |
|                         |       | ark |               |             |
|                         |       | }** |               | SY          |
|                         |       |     |               | 2000-2001   |
+-------------------------+-------+-----+---------------+-------------+
| ESEA, Title I, §        | Se    | **[ | Dec. 3, 2001  | SY          |
| 1502---CSRD             | ction | 37] |               | 2000-2001   |
|                         | F     | {.m |               |             |
|                         |       | ark |               |             |
|                         |       | }** |               |             |
+-------------------------+-------+-----+---------------+-------------+
|                         |       |     | Dec. 1, 2002  | SY          |
|                         |       |     |               | 2001-2002   |
+-------------------------+-------+-----+---------------+-------------+
| 2000 Appropriations Act | Se    | **[ | Dec. 3, 2001  | SY          |
| §310---Class Size       | ction | 45] |               | 1999-2000   |
| Reduction               | G     | {.m |               | and         |
|                         |       | ark |               |             |
|                         |       | }** |               | SY          |
|                         |       |     |               | 2000-2001   |
+-------------------------+-------+-----+---------------+-------------+
| ESEA, Title II, Part    | Se    | **[ | Dec. 3, 2001  | SY          |
| B---Eisenhower          | ction | 49] |               | 2000-2001   |
|                         | H     | {.m |               |             |
|                         |       | ark |               |             |
|                         |       | }** |               |             |
+-------------------------+-------+-----+---------------+-------------+
|                         |       |     | Dec. 1, 2002  | SY          |
|                         |       |     |               | 2001-2002   |
+-------------------------+-------+-----+---------------+-------------+
| ESEA, Title III, Part   | Se    | **[ | Dec. 3, 2001  | FY 2001\*   |
| A,                      | ction | 57] |               |             |
|                         | I     | {.m |               |             |
| Subpart 2- Technology   |       | ark |               |             |
|                         |       | }** |               |             |
| Literacy Challenge Fund |       |     |               |             |
+-------------------------+-------+-----+---------------+-------------+
|                         |       |     | Dec. 1, 2002  | FY 2002\*   |
+-------------------------+-------+-----+---------------+-------------+
| ESEA, Title IV -- Safe  | Se    | **[ | Dec. 3, 2001  | SY          |
| and Drug-Free Schools   | ction | 77] |               | 2000-2001   |
| and Communities         | J     | {.m |               |             |
|                         |       | ark |               |             |
|                         |       | }** |               |             |
+-------------------------+-------+-----+---------------+-------------+
|                         |       |     | Dec. 1, 2002  | SY          |
|                         |       |     |               | 2001-2002   |
+-------------------------+-------+-----+---------------+-------------+
| ESEA, Title X, Part J,  | Se    | *   | Dec 1, 2002   | SY          |
| Subpt 2\--Rural         | ction | *[1 |               | 2001-2002   |
| Education Achievement   | K     | 01] |               |             |
| Program                 |       | {.m |               |             |
|                         |       | ark |               |             |
|                         |       | }** |               |             |
+-------------------------+-------+-----+---------------+-------------+
| ESEA, Title I, Part     | Se    | *   | Dec. 3, 2001  | SY          |
| B---                    | ction | *[1 |               | 2000-2001   |
|                         | L     | 05] |               |             |
| Even Start              |       | {.m |               |             |
|                         |       | ark |               |             |
|                         |       | }** |               |             |
+-------------------------+-------+-----+---------------+-------------+
|                         |       |     | Dec. 1, 2002  | SY          |
|                         |       |     |               | 2001-2002   |
+-------------------------+-------+-----+---------------+-------------+

\* See special instructions within section I, p. **[59.]{.mark}**

Section-by-Section Instructions

Instructions for each part and, in many cases, for individual items are
provided just before the section or item. They will appear in a box with
a slashed edge, like the following

Glossaries

Because many statutes embed definitions that are distinct to the
program(s) they authorize, we have provided several glossaries located
within the report in the section to which they apply. Look for the
glossaries on the pages listed below. Words in the glossaries are
italicized in the questions/items in the applicable section.

Title I Basic Program, Migrant Education Program and Education

for Neglected or Delinquent Children and Youth pp. **21**

Title II Eisenhower Professional Development Program pp**. 41**

Title III Technology Literacy Challenge Fund pp. 52

Title IV Safe and Drug-Free Schools and Communities pp**. 75, 83**

Assistance

If you need assistance with any item, please call the program office
that administers the program to which the item is related or other
contact as listed below. **For any section of the report, you may call
(202) 401-0113; your request will be forwarded to the appropriate
staff.**

**Contacts for Programs Covered by the *Consolidated State Performance
Report***

  --------------------------------------- -------------------------------
  **Program**                             **Telephone**

  Title I, Part A---Basic Programs        \(202\) 260-0826

  Title I, Part B---Even Start            \(202\) 260-0826

  Title I, Part C---Migrant               \(202\) 260-1164

  Title I, Part D---N or D                \(202\) 260-0826

  Title II---Eisenhower                   \(202\) 260-8228

  Title IV---Safe and Drug-Free           (202)401-3354

  Title VI---Innovative Strategies        \(202\) 260-2551

  CSRD                                    \(202\) 205-4292

  Class-Size Reduction                    \(202\) 260-8228

  TLCF                                    \(202\) 401-1964

  Goals 2000                              \(202\) 401-0039

  REAP                                    \(202\) 401-0039
  --------------------------------------- -------------------------------

**Submitting Your Report**

When you have completed the form, please do the following:

-   Be certain the **name of your state** is clearly visible on every
    page and all attachments.

-   Complete the cover page (p. 1) and have it **signed by an
    authorizing state official**.

-   **Retain a copy** of the completed reporting form and any
    attachments for your files.

-   **Mail** the completed package to the Office of Elementary and
    Secondary Education at the following address:

> Office of Elementary and Secondary Education
>
> U.S. Department of Education
>
> 400 Maryland Ave., SW, Suite, 300
>
> Washington, DC 20202

-   Mark the lower left corner of the envelope:

    "**Attention: Consolidated State Performance Report Enclosed**"

+-------------------------------------------+--------------------------+
|                                           | OMB Number: 1810-0614    |
+-------------------------------------------+--------------------------+
|                                           | Expiration Date: June    |
|                                           | 30, 2003                 |
+-------------------------------------------+--------------------------+
| Consolidated State Performance Report     |                          |
|                                           |                          |
| for                                       |                          |
|                                           |                          |
| State Formula Grant Programs              |                          |
|                                           |                          |
| under the                                 |                          |
|                                           |                          |
| Elementary And Secondary Education Act    |                          |
|                                           |                          |
| and the                                   |                          |
|                                           |                          |
| Goals 2000: Education America Act         |                          |
+-------------------------------------------+--------------------------+
| Name of State Educational Agency (SEA)    |                          |
| Submitting This Report:                   |                          |
+-------------------------------------------+--------------------------+
| Address:                                  |                          |
+-------------------------------------------+--------------------------+
| Person to contact about this report:      |                          |
|                                           |                          |
| Name:                                     |                          |
+-------------------------------------------+--------------------------+
| Telephone:                                |                          |
+-------------------------------------------+--------------------------+
| Fax:                                      |                          |
+-------------------------------------------+--------------------------+
| e-mail:                                   |                          |
+-------------------------------------------+--------------------------+
| Name of Authorizing State Official:       |                          |
| (Print or Type):                          |                          |
+-------------------------------------------+--------------------------+
| Signature Date                            |                          |
+-------------------------------------------+--------------------------+

Data Quality Issues for this Report

In order to accurately aggregate and analyze reported data, ED needs to
understand any difficulties encountered in responding to the requests
for information in this section. **After** completing the rest of this
section, please respond to the following questions, referencing the
table(s)/item(s) to which they apply:

DQ-1. Are there any data that are estimated? Please circle these and
clarify the estimating procedure (*e.g*., "Table Z-7: 126 out of 127
districts reported; 1 district estimated on the basis of last year\'s
numbers.")

DQ-2. Are there any definitions that are different from those provided
in the instructions or glossary? Please identify the term, describe the
difficulty encountered in using the provided definition and provide the
definition that was actually used. (*e.g*., "Tables Z-32 through 47:
State definition of elementary school includes only grades 1-4, not 1-5
as recommended.")

DQ-3. Are there any other deviations from the data requested? Please
describe, referencing the table(s)/item(s).

DQ-4.What technical assistance could ED provide which would improve the
quality of the data you are able to report?

Note: Some anomalies are to be expected in any data collection, and
their disclosure will not be held against the respondent. ED expects all
respondents to fully disclose on this form any deviations, estimations,
or other anomalies, which have arisen in data reported in this section.

A.  

Identifying Low-Performing Schools

A-1. Using 2001-2002 school year assessment data, (or the most recent
school year for which you have data) please list all Title I schools
identified for improvement. Please provide the school name, district,
National Center for Education Statistics (NCES) school ID number [^1]
and the number of years in school improvement.

  ----------------- ----------------- ----------------- -----------------
  **District**      **School Name**   **NCES school ID  **Number of years
                                      number\***        in school
                                                        improvement**

  *Sample District  *Sample School    *0123456789012*   *1999-2000 2*
  A*                Elementary A*                       

  *Sample District  *Sample School    *1234567890123*   *2001-2002 1*
  A*                Elementary B*                       

                                                        

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

1.  Please provide the definition of adequate yearly progress (AYP) used
    to identify schools for improvement for the year of this report.
    Your definition should include the 3 items below. If the State has
    previously submitted its adequate yearly progress definition though
    some other process, such as an Ed-Flex application, and the
    definition has not changed, simply note where it was previously
    submitted.

-   **How is your state's alternate assessment included in your
    definition of adequate yearly progress/accountability system?**

-   **How are all students included in AYP/accountability systems,
    including special education students and limited English proficient
    students?**

-   **Does your definition for AYP/accountability systems apply to Title
    1 schools only or to all schools, including Title 1 schools.**

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

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

B.  

**[Accountability for Student Achievement]{.smallcaps}**

**B-1. Student Achievement Based on Assessments Required by Title I,
Part A**

***Sample Reporting Format for Item B-1 for one subject at one grade
level or grade span:*** [^2]

+------------------------------+------+------+-------+-------+---+-------+
| Student Proficiency in       |      |      |       |       |   |       |
| \_\_\_\_\_\_\_\_\_\_\_\_ for |      |      |       |       |   |       |
| \_\_\_\_\_                   |      |      |       |       |   |       |
| \_\_\_\_\_\_\_\_\_\_\_\_\_\_ |      |      |       |       |   |       |
|                              |      |      |       |       |   |       |
| **(subject) (grade level or  |      |      |       |       |   |       |
| span)**                      |      |      |       |       |   |       |
+------------------------------+------+------+-------+-------+---+-------+
| Name of Assessment:          |      |      |       |       |   |       |
| \_\_\_\_\_\_\_\_\_\_\_\_\_\_ |      |      |       |       |   |       |
| \_\_\_\_\_\_\_\_\_\_\_\_Date |      |      |       |       |   |       |
| of Administration:           |      |      |       |       |   |       |
| \_\_\_\_\_\_\_\_\_\_\_\_\_   |      |      |       |       |   |       |
+------------------------------+------+------+-------+-------+---+-------+
|                              | ***T | ***T | ***N  |       |   |       |
|                              | otal | otal | umber |       |   |       |
|                              | \#   | \#   | of    |       |   |       |
|                              | of   | of   | Stu   |       |   |       |
|                              | Stud | Stud | dents |       |   |       |
|                              | ents | ents | by    |       |   |       |
|                              | enr  | Ass  | P     |       |   |       |
|                              | olle | esse | rofic |       |   |       |
|                              | d*** | d*** | iency |       |   |       |
|                              |      |      | Le    |       |   |       |
|                              |      |      | vel** |       |   |       |
|                              |      |      | *[^3] |       |   |       |
+------------------------------+------+------+-------+-------+---+-------+
|                              |      |      | **    | *     |   | ***A  |
|                              |      |      | *Part | **Pro |   | dvanc |
|                              |      |      | ially | ficie |   | ed*** |
|                              |      |      | pro   | nt*** |   |       |
|                              |      |      | ficie |       |   |       |
|                              |      |      | nt*** |       |   |       |
+------------------------------+------+------+-------+-------+---+-------+
| **Number of students in      |      |      |       |       |   |       |
| special categories\***       |      |      |       |       |   |       |
+------------------------------+------+------+-------+-------+---+-------+
| **Economically disadvantaged |      |      |       |       |   |       |
| students**                   |      |      |       |       |   |       |
+------------------------------+------+------+-------+-------+---+-------+
| **Limited English proficient |      |      |       |       |   |       |
| students**                   |      |      |       |       |   |       |
+------------------------------+------+------+-------+-------+---+-------+
| **Migrant students**         |      |      |       |       |   |       |
+------------------------------+------+------+-------+-------+---+-------+
| **Students with              |      |      |       |       |   |       |
| disabilities**               |      |      |       |       |   |       |
+------------------------------+------+------+-------+-------+---+-------+
| **Number of students, by     |      |      |       |       |   |       |
| school poverty level\***     |      |      |       |       |   |       |
+------------------------------+------+------+-------+-------+---+-------+
| 0-34%                        |      |      |       |       |   |       |
+------------------------------+------+------+-------+-------+---+-------+
| 35-49%                       |      |      |       |       |   |       |
+------------------------------+------+------+-------+-------+---+-------+
| 50-74%                       |      |      |       |       |   |       |
+------------------------------+------+------+-------+-------+---+-------+
| 75-100%                      |      |      |       |       |   |       |
+------------------------------+------+------+-------+-------+---+-------+
| **Number of students, by     |      |      |       |       |   |       |
| race/ethnicity (modify as    |      |      |       |       |   |       |
| relevant)\***                |      |      |       |       |   |       |
+------------------------------+------+------+-------+-------+---+-------+
| **White (not of Hispanic     |      |      |       |       |   |       |
| origin)**                    |      |      |       |       |   |       |
+------------------------------+------+------+-------+-------+---+-------+
| **Black (not of Hispanic     |      |      |       |       |   |       |
| origin)**                    |      |      |       |       |   |       |
+------------------------------+------+------+-------+-------+---+-------+
| **Hispanic**                 |      |      |       |       |   |       |
+------------------------------+------+------+-------+-------+---+-------+
| **American Indian/Alaskan    |      |      |       |       |   |       |
| Native**                     |      |      |       |       |   |       |
+------------------------------+------+------+-------+-------+---+-------+
| **Asian/Pacific Islander**   |      |      |       |       |   |       |
+------------------------------+------+------+-------+-------+---+-------+
| **Other**                    |      |      |       |       |   |       |
+------------------------------+------+------+-------+-------+---+-------+
| **Number of students, by     |      |      |       |       |   |       |
| gender\***                   |      |      |       |       |   |       |
+------------------------------+------+------+-------+-------+---+-------+
| **Male**                     |      |      |       |       |   |       |
+------------------------------+------+------+-------+-------+---+-------+
| **Female**                   |      |      |       |       |   |       |
+------------------------------+------+------+-------+-------+---+-------+
| **Number of students, by     |      |      |       |       |   |       |
| type of school \[Report on   |      |      |       |       |   |       |
| all levels of proficiency as |      |      |       |       |   |       |
| defined by State\]**         |      |      |       |       |   |       |
+------------------------------+------+------+-------+-------+---+-------+
| **Targeted Assistance\*\***  |      |      |       |       |   |       |
+------------------------------+------+------+-------+-------+---+-------+
| **Schoolwide Programs**      |      |      |       |       |   |       |
+------------------------------+------+------+-------+-------+---+-------+
| **All Title I schools**      |      |      |       |       |   |       |
+------------------------------+------+------+-------+-------+---+-------+
| **TOTAL ALL SCHOOLS**        |      |      |       |       |   |       |
+------------------------------+------+------+-------+-------+---+-------+

**\***These sections of the table should include all students in the
state (not just Title I schools) if data are available.

\*\*For data on targeted assistance schools, identify which of the
following best describes the data:

\_\_\_\_ all students in grades assessed in Title I schools

\_\_\_\_ only students currently receiving Title I services

\_\_\_\_ students identified as currently and formerly receiving Title I
services

C.  

ESEA, Title I, Parts A, C, D

Helping Disadvantaged Children Meet High Standards

1.  Title I School and Local Educational Agency (LEA) Accountability
    Information

+------------------------+-------+-----------+-----------+-----------+
| **Table C-1**          |       |           |           |           |
|                        |       |           |           |           |
| **Title I School and   |       |           |           |           |
| Local Educational      |       |           |           |           |
| Agency (LEA)**         |       |           |           |           |
|                        |       |           |           |           |
| **Accountability       |       |           |           |           |
| Information**          |       |           |           |           |
+========================+=======+===========+===========+===========+
|                        | \(1\) | \(2\)     | \(3\)     | \(4\)     |
|                        |       |           |           |           |
|                        | Total | Number    | Number    | Number    |
|                        | n     | meeting   | i         | i         |
|                        | umber | state     | dentified | dentified |
|                        |       | criteria  | for       | as        |
|                        |       | for       | school or | dist      |
|                        |       | adequate  | LEA       | inguished |
|                        |       | yearly    | im        | schools   |
|                        |       | progress  | provement |           |
+------------------------+-------+-----------+-----------+-----------+
| Title I LEAs           |       |           |           |           |
+------------------------+-------+-----------+-----------+-----------+
| ### Title I, Part A,   |       |           |           |           |
|  Schools by Type of Pr |       |           |           |           |
| ogram---*TAS* or *SWP* |       |           |           |           |
+------------------------+-------+-----------+-----------+-----------+
| Title I targeted       |       |           |           |           |
| assistance schools     |       |           |           |           |
+------------------------+-------+-----------+-----------+-----------+
| Title I schoolwide     |       |           |           |           |
| programs               |       |           |           |           |
+------------------------+-------+-----------+-----------+-----------+
| ### Title I, Part A    |       |           |           |           |
| , Schools by Poverty L |       |           |           |           |
| evel---*TAS* and *SWP* |       |           |           |           |
+------------------------+-------+-----------+-----------+-----------+
| Poverty Level: 0-34%   |       |           |           |           |
+------------------------+-------+-----------+-----------+-----------+
| Poverty Level: 35-49%  |       |           |           |           |
+------------------------+-------+-----------+-----------+-----------+
| Poverty Level: 50-74%  |       |           |           |           |
+------------------------+-------+-----------+-----------+-----------+
| Poverty Level: 75-100  |       |           |           |           |
+------------------------+-------+-----------+-----------+-----------+

2.  Student Participation in Title I, Parts A and C

+--------------------+-----------+-----------+-------------+-----------+
| **Table C-2**      |           |           |             |           |
|                    |           |           |             |           |
| **Student          |           |           |             |           |
| Participation in   |           |           |             |           |
| Title I, Parts A   |           |           |             |           |
| and C**            |           |           |             |           |
+--------------------+-----------+-----------+-------------+-----------+
| **Student          | **Title   |           | **Title I,  |           |
| Participation**    | I, Part   |           | Part C**    |           |
|                    | A**       |           |             |           |
+--------------------+-----------+-----------+-------------+-----------+
|                    | Total     | Total     | Number of   | Number of |
|                    | Number of | number of | Migrant     | *Migrant  |
|                    | Students  | students  | Students    | Students* |
|                    | served in | attending | Attending a | Served    |
|                    | *targeted | a         | *Schoolwide | with MEP  |
|                    | a         | *s        | Program* in | Funds in  |
|                    | ssistance | choolwide | which MEP   | Other     |
|                    | schools*  | program*  | Funds are   | than a    |
|                    |           |           | Combined    | *S        |
|                    | *(TAS)*   | *(SWP)*   | with Others | choolwide |
|                    |           |           |             | Program*  |
+--------------------+-----------+-----------+-------------+-----------+
| **By Gender**      |           |           |             |           |
+--------------------+-----------+-----------+-------------+-----------+
| Male               |           |           |             |           |
+--------------------+-----------+-----------+-------------+-----------+
| Female             |           |           |             |           |
+--------------------+-----------+-----------+-------------+-----------+
| **By Special       |           |           |             |           |
| Services or        |           |           |             |           |
| Programs**         |           |           |             |           |
+--------------------+-----------+-----------+-------------+-----------+
| *Students with     |           |           |             |           |
| Disabilities*      |           |           |             |           |
+--------------------+-----------+-----------+-------------+-----------+
| Limited English    |           |           |             |           |
| Proficiency        |           |           |             |           |
+--------------------+-----------+-----------+-------------+-----------+
| *Homeless*         |           |           |             |           |
+--------------------+-----------+-----------+-------------+-----------+
| *Migrant Students* |           |           |             |           |
+--------------------+-----------+-----------+-------------+-----------+
| **By Racial/Ethnic |           |           |             |           |
| Group**            |           |           |             |           |
+--------------------+-----------+-----------+-------------+-----------+
| Amer.              |           |           |             |           |
| Indian/Alaskan     |           |           |             |           |
| Native             |           |           |             |           |
+--------------------+-----------+-----------+-------------+-----------+
| Asian/Pacific      |           |           |             |           |
| Islander           |           |           |             |           |
+--------------------+-----------+-----------+-------------+-----------+
| Black (not of      |           |           |             |           |
| Hispanic origin)   |           |           |             |           |
+--------------------+-----------+-----------+-------------+-----------+
| Hispanic           |           |           |             |           |
+--------------------+-----------+-----------+-------------+-----------+
| White (not of      |           |           |             |           |
| Hispanic origin)   |           |           |             |           |
+--------------------+-----------+-----------+-------------+-----------+
| Other:             |           |           |             |           |
+--------------------+-----------+-----------+-------------+-----------+

3.  Schoolwide programs serving students eligible for the Migrant
    Education Programs.

+------------------------------+-------------------+-------------------+
| **Table C-3**                |                   |                   |
|                              |                   |                   |
| **Schoolwide Programs        |                   |                   |
| Serving Students**           |                   |                   |
|                              |                   |                   |
| **Eligible for the Migrant   |                   |                   |
| Education Programs**         |                   |                   |
+------------------------------+-------------------+-------------------+
|                              | **Number of       | **Number of       |
|                              | *schoolwide*      | *schoolwide*      |
|                              | programs that     | programs that     |
|                              | serve *migrant    | combine MEP       |
|                              | students***       | funds**           |
+------------------------------+-------------------+-------------------+
| Number of *Schoolwide*       |                   |                   |
| Program Sites                |                   |                   |
|                              |                   |                   |
| (*regular term*              |                   |                   |
| [and]{.underline} *summer    |                   |                   |
| term*)                       |                   |                   |
+------------------------------+-------------------+-------------------+

4.  Participation in Title I by Type of Service

+-----------+---------+-----------+-----------+-----------+-----------+
| **Table   |         |           |           |           |           |
| C-4**     |         |           |           |           |           |
|           |         |           |           |           |           |
| **Part    |         |           |           |           |           |
| icipation |         |           |           |           |           |
| in Title  |         |           |           |           |           |
| I by Type |         |           |           |           |           |
| of        |         |           |           |           |           |
| Service** |         |           |           |           |           |
+-----------+---------+-----------+-----------+-----------+-----------+
| **        | **Title |           | **Title   |           | **Title   |
| Program** | I, Part |           | I, Part   |           | I, Pt.    |
|           | A**     |           | C**       |           | D**       |
+-----------+---------+-----------+-----------+-----------+-----------+
|           | *       | **Non     | **Regular | **        | *         |
|           | *Public | -Public** | Term**    | Summer/** | *Sub-part |
|           | *TAS*** |           |           |           | Level 2   |
|           |         |           |           | ***Inters | P         |
|           |         |           |           | ession*** | rograms** |
+-----------+---------+-----------+-----------+-----------+-----------+
|           | *       | **Number  | **Number  | **Number  | **Number  |
|           | *Number | of        | of        | of        | of        |
|           | of      | S         | S         | S         | S         |
|           | Stu     | tudents** | tudents** | tudents** | tudents** |
|           | dents** |           |           |           |           |
+-----------+---------+-----------+-----------+-----------+-----------+
| **Inst    |         |           |           |           |           |
| ructional |         |           |           |           |           |
| S         |         |           |           |           |           |
| ervices** |         |           |           |           |           |
+-----------+---------+-----------+-----------+-----------+-----------+
| Reading   |         |           |           |           |           |
| /Language |         |           |           |           |           |
| Arts      |         |           |           |           |           |
+-----------+---------+-----------+-----------+-----------+-----------+
| English   |         |           |           |           |           |
| for LEP   |         |           |           |           |           |
| children  |         |           |           |           |           |
| (ESL)     |         |           |           |           |           |
+-----------+---------+-----------+-----------+-----------+-----------+
| Ma        |         |           |           |           |           |
| thematics |         |           |           |           |           |
+-----------+---------+-----------+-----------+-----------+-----------+
| Science   |         |           |           |           |           |
+-----------+---------+-----------+-----------+-----------+-----------+
| Social    |         |           |           |           |           |
| Studies   |         |           |           |           |           |
+-----------+---------+-----------+-----------+-----------+-----------+
| Vocation  |         |           |           |           |           |
| al/Career |         |           |           |           |           |
+-----------+---------+-----------+-----------+-----------+-----------+
| Other     |         |           |           |           |           |
| (         |         |           |           |           |           |
| specify): |         |           |           |           |           |
+-----------+---------+-----------+-----------+-----------+-----------+
| **Support |         |           |           |           |           |
| S         |         |           |           |           |           |
| ervices** |         |           |           |           |           |
+-----------+---------+-----------+-----------+-----------+-----------+
| S         |         |           |           |           |           |
| upporting |         |           |           |           |           |
| *Guidance |         |           |           |           |           |
| /         |         |           |           |           |           |
| Advo      |         |           |           |           |           |
| cacy*[^4] |         |           |           |           |           |
+-----------+---------+-----------+-----------+-----------+-----------+
| P         |         |           |           |           |           |
| revention |         |           |           |           |           |
| Education |         |           |           |           |           |
+-----------+---------+-----------+-----------+-----------+-----------+
| Social    |         |           |           |           |           |
| Work,     |         |           |           |           |           |
| Outreach  |         |           |           |           |           |
| or        |         |           |           |           |           |
| *         |         |           |           |           |           |
| Advocacy* |         |           |           |           |           |
+-----------+---------+-----------+-----------+-----------+-----------+
| Health,   |         |           |           |           |           |
| Dental    |         |           |           |           |           |
| and Eye   |         |           |           |           |           |
| Care      |         |           |           |           |           |
+-----------+---------+-----------+-----------+-----------+-----------+
| Trans     |         |           |           |           |           |
| portation |         |           |           |           |           |
+-----------+---------+-----------+-----------+-----------+-----------+
| Other     |         |           |           |           |           |
| (         |         |           |           |           |           |
| specify): |         |           |           |           |           |
+-----------+---------+-----------+-----------+-----------+-----------+

### 

5.  Participation in Title I, Part A and Part C, by Grade

+--------+-------+-------+-------+-------+--------+-------+---------+
| *      |       |       |       |       |        |       |         |
| *Table |       |       |       |       |        |       |         |
| C-5**  |       |       |       |       |        |       |         |
|        |       |       |       |       |        |       |         |
| **P    |       |       |       |       |        |       |         |
| artici |       |       |       |       |        |       |         |
| pation |       |       |       |       |        |       |         |
| in     |       |       |       |       |        |       |         |
| Title  |       |       |       |       |        |       |         |
| I,     |       |       |       |       |        |       |         |
| Parts  |       |       |       |       |        |       |         |
| A and  |       |       |       |       |        |       |         |
| C, by  |       |       |       |       |        |       |         |
| G      |       |       |       |       |        |       |         |
| rade** |       |       |       |       |        |       |         |
+--------+-------+-------+-------+-------+--------+-------+---------+
|        | **    |       |       |       |        | **    |         |
|        | Title |       |       |       |        | Title |         |
|        | I,    |       |       |       |        | I,    |         |
|        | Part  |       |       |       |        | Part  |         |
|        | A**   |       |       |       |        | C**   |         |
+--------+-------+-------+-------+-------+--------+-------+---------+
|        | **P   | **Pub | *     | **    | *      | ***   | **Su    |
|        | ublic | lic** | *Priv | Local | *LEP** | Regul | mmer/** |
|        | *T    |       | ate** | N     |        | ar*** |         |
|        | AS*** | ***S  |       | eglec |        |       | **      |
|        |       | WP*** |       | ted** |        | ***Te | [Inters |
|        |       |       |       |       |        | rm*** | ession] |
|        |       |       |       |       |        |       | {.under |
|        |       |       |       |       |        |       | line}** |
+--------+-------+-------+-------+-------+--------+-------+---------+
| Ages   |       |       |       |       |        |       |         |
| 0-2    |       |       |       |       |        |       |         |
+--------+-------+-------+-------+-------+--------+-------+---------+
| Ages   |       |       |       |       |        |       |         |
| 3-5    |       |       |       |       |        |       |         |
+--------+-------+-------+-------+-------+--------+-------+---------+
| K      |       |       |       |       |        |       |         |
+--------+-------+-------+-------+-------+--------+-------+---------+
| 1      |       |       |       |       |        |       |         |
+--------+-------+-------+-------+-------+--------+-------+---------+
| 2      |       |       |       |       |        |       |         |
+--------+-------+-------+-------+-------+--------+-------+---------+
| 3      |       |       |       |       |        |       |         |
+--------+-------+-------+-------+-------+--------+-------+---------+
| 4      |       |       |       |       |        |       |         |
+--------+-------+-------+-------+-------+--------+-------+---------+
| 5      |       |       |       |       |        |       |         |
+--------+-------+-------+-------+-------+--------+-------+---------+
| 6      |       |       |       |       |        |       |         |
+--------+-------+-------+-------+-------+--------+-------+---------+
| 7      |       |       |       |       |        |       |         |
+--------+-------+-------+-------+-------+--------+-------+---------+
| 8      |       |       |       |       |        |       |         |
+--------+-------+-------+-------+-------+--------+-------+---------+
| 9      |       |       |       |       |        |       |         |
+--------+-------+-------+-------+-------+--------+-------+---------+
| 10     |       |       |       |       |        |       |         |
+--------+-------+-------+-------+-------+--------+-------+---------+
| 11     |       |       |       |       |        |       |         |
+--------+-------+-------+-------+-------+--------+-------+---------+
| 12     |       |       |       |       |        |       |         |
+--------+-------+-------+-------+-------+--------+-------+---------+
| Un     |       |       |       |       |        |       |         |
| graded |       |       |       |       |        |       |         |
+--------+-------+-------+-------+-------+--------+-------+---------+
| O      |       |       |       |       |        |       |         |
| ut-of- |       |       |       |       |        |       |         |
| school |       |       |       |       |        |       |         |
+--------+-------+-------+-------+-------+--------+-------+---------+
| TOTALS |       |       |       |       |        |       |         |
+--------+-------+-------+-------+-------+--------+-------+---------+

6.  Participation in Title I, Part C, under certain special provisions

+-------------------------------------------+-------+--------+--------+
| **Table C-6**                             |       |        |        |
|                                           |       |        |        |
| **Participation in Title I, Part C, under |       |        |        |
| Certain Special Provisions**              |       |        |        |
+-------------------------------------------+-------+--------+--------+
|                                           | ***   | **Sum  | *      |
|                                           | Regul | mer/** | *Total |
|                                           | ar*** |        | se     |
|                                           |       | ***Int | rved** |
|                                           | ***Te | ersess |        |
|                                           | rm*** | ion*** | **(un  |
|                                           |       |        | dup)** |
+-------------------------------------------+-------+--------+--------+
| Count of students served who have a       |       |        |        |
| priority for services under Section 1304  |       |        |        |
| (d) of the ESEA (those whose schooling    |       |        |        |
| has been interrupted and who are failing  |       |        |        |
| or at risk of failing to meet state       |       |        |        |
| standards)                                |       |        |        |
+-------------------------------------------+-------+--------+--------+
| Count of students whose eligibility ended |       |        |        |
| prior to the beginning of the performance |       |        |        |
| period, but for whom services were        |       |        |        |
| continued as allowed under Section 1304   |       |        |        |
| (e) (2) and (3) of the ESEA               |       |        |        |
+-------------------------------------------+-------+--------+--------+

7.  Title I, Part C, count of children [eligible for funding
    purposes]{.underline}

+---------------------------------------------------+------------------+
| ### Table C-7                                     |                  |
|                                                   |                  |
| ### Title I, Part C                               |                  |
| , Count of Children Eligible for Funding Purposes |                  |
+---------------------------------------------------+------------------+
|                                                   | ### Nu           |
|                                                   | mber of Students |
+---------------------------------------------------+------------------+
| 12-Month Count of Students Eligible for Funding   |                  |
| Purposes:                                         |                  |
+---------------------------------------------------+------------------+
| Summer/Intersession Count of Participants         |                  |
| Eligible for Funding Purposes:                    |                  |
+---------------------------------------------------+------------------+

8.  Identify the award process for Title I, Part D, Subpart 2 Local
    Agency Programs for At-Risk Children and Youth.

+---------------------------+------------+------------+---------------+
| **Table C-8**             |            |            |               |
|                           |            |            |               |
| **Participation in Title  |            |            |               |
| I, Part D, Subpart 2      |            |            |               |
| Local Agency Programs     |            |            |               |
| for**                     |            |            |               |
|                           |            |            |               |
| **At-Risk Children and    |            |            |               |
| Youth**                   |            |            |               |
+---------------------------+------------+------------+---------------+
|                           | **Formula  | **C        | **Combination |
|                           | Grant**    | ompetitive | Grant**       |
|                           |            | Grant**    |               |
+---------------------------+------------+------------+---------------+
| Indicate the State        |            |            |               |
| Process Used to Award     |            |            |               |
| Subgrants                 |            |            |               |
+---------------------------+------------+------------+---------------+

9.  Provide the number of school districts receiving funds and students
    receiving services under Part D, Subpart 2.

+---------------------------+-------------------+----------------------+
| Table C-9                 |                   |                      |
|                           |                   |                      |
| School Districts          |                   |                      |
| Receiving Funds and       |                   |                      |
| Students Receiving        |                   |                      |
| Services under Part D,    |                   |                      |
| Subpart 2.                |                   |                      |
+---------------------------+-------------------+----------------------+
|                           | **School          | **Students Receiving |
|                           | Districts         | Dropout Prevention** |
|                           | Receiving Funds** |                      |
+---------------------------+-------------------+----------------------+
| Number Receiving Part D,  |                   |                      |
| Subpart 2 Funds/Services  |                   |                      |
+---------------------------+-------------------+----------------------+

10. State Agency Programs for *Neglected* or Delinquent Children and
    Youth

+-----------------------------+------------+------------+------------+
| **Table C-10**              |            |            |            |
|                             |            |            |            |
| **State Agency Programs     |            |            |            |
| for**                       |            |            |            |
|                             |            |            |            |
| ***Neglected* or Delinquent |            |            |            |
| Children and Youth**        |            |            |            |
+-----------------------------+------------+------------+------------+
|                             | **N        | **De       | **Adult    |
|                             | eglected** | linquent** | Corr       |
|                             |            |            | ectional** |
+-----------------------------+------------+------------+------------+
| Number of Institutions      |            |            |            |
| providing Title I services  |            |            |            |
| during the school year      |            |            |            |
+-----------------------------+------------+------------+------------+
| Number of Participants      |            |            |            |
+-----------------------------+------------+------------+------------+

11. Number of institutions operating institution-wide programs
    authorized by Title I, Part D, Subpart 1, as defined in Section
    1416, "institution-wide projects."

  ----------------------------------------- -----------------------------
  Number of institution-wide projects       

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

12. Staff Information for Title I, Parts A and C

+------------------+----------------+----------------+----------------+
| **Table C-12**   |                |                |                |
|                  |                |                |                |
| **Staff          |                |                |                |
| Information for  |                |                |                |
| Title I, Parts A |                |                |                |
| and C**          |                |                |                |
+------------------+----------------+----------------+----------------+
| **Job            | **Title I      | **Title I,     |                |
| Classification** | *TAS***        | Part C         |                |
|                  |                | (Migrant)**    |                |
|                  | ***FTE***      |                |                |
|                  |                |                |                |
|                  | 1 *FTE* =      |                |                |
|                  | \_\_\_\_ days  |                |                |
+------------------+----------------+----------------+----------------+
|                  |                | ***Regular     | **Summer/**    |
|                  |                | Term***        |                |
|                  |                |                | ***I           |
|                  |                | ***FTE***      | ntersession*** |
|                  |                |                |                |
|                  |                | 1 *FTE* =      | ***FTE***      |
|                  |                | \_\_\_\_ days  |                |
|                  |                |                | 1 *FTE* =      |
|                  |                |                | \_\_\_\_ days  |
+------------------+----------------+----------------+----------------+
| *Administrators* |                |                |                |
|                  |                |                |                |
| (non-clerical)   |                |                |                |
+------------------+----------------+----------------+----------------+
| Teachers         |                |                |                |
+------------------+----------------+----------------+----------------+
| Bilingual        |                |                |                |
| Teachers         |                |                |                |
|                  |                |                |                |
| ( ESL )          |                |                |                |
+------------------+----------------+----------------+----------------+
| Teacher Aides    |                |                |                |
+------------------+----------------+----------------+----------------+
| Staff providing  |                |                |                |
| support services |                |                |                |
| (non-clerical)   |                |                |                |
+------------------+----------------+----------------+----------------+
| Staff providing  |                |                |                |
| support services |                |                |                |
| (clerical)       |                |                |                |
+------------------+----------------+----------------+----------------+
| Recruiters       |                |                |                |
+------------------+----------------+----------------+----------------+
| Records transfer |                |                |                |
+------------------+----------------+----------------+----------------+
| Counselors       |                |                |                |
+------------------+----------------+----------------+----------------+
| Linker/Advocates |                |                |                |
+------------------+----------------+----------------+----------------+
| Other (specify)  |                |                |                |
+------------------+----------------+----------------+----------------+

13. Special Program Project Sites Supported with Title I, Parts A and C,
    Funds

+------------------------------------------+-------------+-------------+
| **Table C-13**                           |             |             |
|                                          |             |             |
| **Special Program Project Sites          |             |             |
| Supported with**                         |             |             |
|                                          |             |             |
| **Title I, Part A, and Title I, Part C,  |             |             |
| Funds**                                  |             |             |
+------------------------------------------+-------------+-------------+
| **Project Sites**                        | **Title I,  | **Title I,  |
|                                          | Part A**    | Part C**    |
+------------------------------------------+-------------+-------------+
| Extended-Time Instructional Programs     |             |             |
+------------------------------------------+-------------+-------------+
| *Regular-Term* Only Project Sites        |             |             |
+------------------------------------------+-------------+-------------+
| *Regular-Term* Extended-Time Project     |             |             |
| Sites                                    |             |             |
+------------------------------------------+-------------+-------------+
| Summer/*Intersession-Term* Only Project  |             |             |
| Sites                                    |             |             |
+------------------------------------------+-------------+-------------+
| Multi-Term Projects                      |             |             |
+------------------------------------------+-------------+-------------+
| LEAs Providing Family Literacy Services  |             |             |
+------------------------------------------+-------------+-------------+
| Total Projects                           |             |             |
+------------------------------------------+-------------+-------------+

D.  

Goals 2000, Title III

Support for State and Local Reform

1.  For each Goals 2000 subgrant awarded, provide the following:

-   Complete list of LEA names receiving Goals 2000 subgrants

-   Goals 2000 subgrant funding amounts for each LEA

-   Goals 2000 subgrant type for each LEA (See instructions above.)

```{=html}
<!-- -->
```
-   Goals 2000 subgrant *consortium* information (See instructions
    above.)

***Sample Reporting Format for Item D-1, Goals 2000 subgrants:***

<table style="width:100%;">
<colgroup>
<col style="width: 12%" />
<col style="width: 16%" />
<col style="width: 10%" />
<col style="width: 11%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 11%" />
<col style="width: 6%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="11"><strong>Goals 2000 Subgrantee Information</strong></td>
</tr>
<tr class="even">
<td><p><strong>NCES</strong></p>
<p><strong>ID Code</strong></p></td>
<td><strong>LEA Name</strong></td>
<td><strong>County</strong></td>
<td><strong>Amount</strong></td>
<td><strong>Local Reform</strong></td>
<td><strong>Prof. Dev.</strong></td>
<td><strong>Presrvc.</strong></td>
<td><strong>Multi-Srvc.</strong></td>
<td><strong>Other</strong></td>
<td><strong>Specify:</strong></td>
<td><em><strong>Consortium</strong></em></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>
<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>
<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>
<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>
<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>
<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>
<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>
<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>
<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>
<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>
<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>
<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>
<td></td>
</tr>
</tbody>
</table>

E.  [ESEA, Title VI]{.smallcaps}

    [Innovative Education Program Strategies]{.smallcaps}

    1.  Participation and Planned Allocation of [State-Level
        Funds]{.underline} under Title VI, Section 6301

+-------------------------------------+----+----+----+----+----+----+
| **State**                           | ** |    |    | *  |    |    |
|                                     | Pu |    |    | *P |    |    |
|                                     | bl |    |    | ri |    |    |
|                                     | ic |    |    | va |    |    |
|                                     | LE |    |    | te |    |    |
|                                     | As |    |    | S  |    |    |
|                                     | ** |    |    | ch |    |    |
|                                     |    |    |    | oo |    |    |
|                                     |    |    |    | ls |    |    |
|                                     |    |    |    | ** |    |    |
+-------------------------------------+----+----+----+----+----+----+
|                                     | *  | ** | ** | *  | ** | ** |
|                                     | *P | Nu | Nu | *P | Nu | Nu |
|                                     | la | mb | mb | la | mb | mb |
|                                     | nn | er | er | nn | er | er |
|                                     | ed | ** | of | ed | ** | of |
|                                     | ** |    | S  | ** |    | S  |
|                                     |    | ** | ta |    | ** | ta |
|                                     | ** | of | ff | ** | of | ff |
|                                     | Al | ** | R  | Al | ** | R  |
|                                     | lo |    | ec | lo |    | ec |
|                                     | ca | ** | ei | ca | ** | ei |
|                                     | ti | St | vi | ti | St | vi |
|                                     | on | ud | ng | on | ud | ng |
|                                     | ** | en | Tr | ** | en | Tr |
|                                     |    | ts | ai |    | ts | ai |
|                                     |    | ** | ni |    | ** | ni |
|                                     |    |    | ng |    |    | ng |
|                                     |    |    | ** |    |    | ** |
+-------------------------------------+----+----+----+----+----+----+
| 1\. Technology related to the       |    |    |    |    |    |    |
| implementation of school-based      |    |    |    |    |    |    |
| reform programs, including          |    |    |    |    |    |    |
| professional development to assist  |    |    |    |    |    |    |
| teachers and other school officials |    |    |    |    |    |    |
| regarding how to use effectively    |    |    |    |    |    |    |
| such equipment and software.        |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+
| 2\. Programs for the acquisition    |    |    |    |    |    |    |
| and use of instructional and        |    |    |    |    |    |    |
| educational materials, including    |    |    |    |    |    |    |
| library services and materials      |    |    |    |    |    |    |
| (including media materials),        |    |    |    |    |    |    |
| assessments, reference materials,   |    |    |    |    |    |    |
| computer software and hardware for  |    |    |    |    |    |    |
| instructional use, and other        |    |    |    |    |    |    |
| curricular materials which are tied |    |    |    |    |    |    |
| to high academic standards and      |    |    |    |    |    |    |
| which will be used to improve       |    |    |    |    |    |    |
| student achievement and which are   |    |    |    |    |    |    |
| part of an overall education reform |    |    |    |    |    |    |
| program;                            |    |    |    |    |    |    |
|                                     |    |    |    |    |    |    |
| a\. Instructional/educational       |    |    |    |    |    |    |
| materials and library/media         |    |    |    |    |    |    |
| services                            |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+
| b\. Computer software and hardware  |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+
| c\. Other curricular materials and  |    |    |    |    |    |    |
| assessments                         |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+
| 3\. Promising education reform      |    |    |    |    |    |    |
| projects, including effective       |    |    |    |    |    |    |
| schools and magnet schools.         |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+
| 4\. Programs to improve the higher  |    |    |    |    |    |    |
| order thinking skills of            |    |    |    |    |    |    |
| disadvantaged elementary and        |    |    |    |    |    |    |
| secondary school students and to    |    |    |    |    |    |    |
| prevent students from dropping out  |    |    |    |    |    |    |
| of school.                          |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+
| 5\. Programs to combat illiteracy   |    |    |    |    |    |    |
| in the student and adult            |    |    |    |    |    |    |
| population, including parent        |    |    |    |    |    |    |
| illiteracy.                         |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+
| 6\. Programs to provide for the     |    |    |    |    |    |    |
| educational needs of gifted and     |    |    |    |    |    |    |
| talented children.                  |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+
| 7\. School reform activities that   |    |    |    |    |    |    |
| are consistent with the Goals 2000: |    |    |    |    |    |    |
| Educate America Act                 |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+
| 8\. School improvement programs or  |    |    |    |    |    |    |
| activities under sections 1116 and  |    |    |    |    |    |    |
| 1117 of ESEA Title I (assessment    |    |    |    |    |    |    |
| and school improvement              |    |    |    |    |    |    |
| initiatives).                       |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+
| -   Administration (Direct and      |    |    |    |    |    |    |
|     Indirect Costs)                 |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+
| -   Technical Assistance            |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+
| 9\. Support for planning,           |    |    |    |    |    |    |
| designing, and initial              |    |    |    |    |    |    |
| implementation of charter schools   |    |    |    |    |    |    |
| as described in ESEA, Title X, Part |    |    |    |    |    |    |
| C                                   |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+
| **Totals**                          |    |    |    |    |    |    |
+-------------------------------------+----+----+----+----+----+----+

1.  Participation and Planned Allocation of [Local-Level
    Funds]{.underline} under Title VI, Section 6301

+--------------------------------------+----+----+----+----+----+----+
| **Local**                            | ** |    |    | *  |    |    |
|                                      | Pu |    |    | *P |    |    |
|                                      | bl |    |    | ri |    |    |
|                                      | ic |    |    | va |    |    |
|                                      | LE |    |    | te |    |    |
|                                      | As |    |    | S  |    |    |
|                                      | ** |    |    | ch |    |    |
|                                      |    |    |    | oo |    |    |
|                                      |    |    |    | ls |    |    |
|                                      |    |    |    | ** |    |    |
+--------------------------------------+----+----+----+----+----+----+
|                                      | *  | ** | ** | *  | ** | ** |
|                                      | *P | Nu | Nu | *P | Nu | Nu |
|                                      | la | mb | mb | la | mb | mb |
|                                      | nn | er | er | nn | er | er |
|                                      | ed | ** | of | ed | ** | of |
|                                      | ** |    | S  | ** |    | S  |
|                                      |    | ** | ta |    | ** | ta |
|                                      | ** | of | ff | ** | of | ff |
|                                      | Al | ** | R  | Al | ** | R  |
|                                      | lo |    | ec | lo |    | ec |
|                                      | ca | ** | ei | ca | ** | ei |
|                                      | ti | St | vi | ti | St | vi |
|                                      | on | ud | ng | on | ud | ng |
|                                      | ** | en | Tr | ** | en | Tr |
|                                      |    | ts | ai |    | ts | ai |
|                                      |    | ** | ni |    | ** | ni |
|                                      |    |    | ng |    |    | ng |
|                                      |    |    | ** |    |    | ** |
+--------------------------------------+----+----+----+----+----+----+
| 1\. Technology related to the        |    |    |    |    |    |    |
| implementation of school-based       |    |    |    |    |    |    |
| reform programs, including           |    |    |    |    |    |    |
| professional development to assist   |    |    |    |    |    |    |
| teachers and other school officials  |    |    |    |    |    |    |
| regarding how to use effectively     |    |    |    |    |    |    |
| such equipment and software.         |    |    |    |    |    |    |
+--------------------------------------+----+----+----+----+----+----+
| 2\. Programs for the acquisition and |    |    |    |    |    |    |
| use of instructional and educational |    |    |    |    |    |    |
| materials, including library         |    |    |    |    |    |    |
| services and materials (including    |    |    |    |    |    |    |
| media materials), assessments,       |    |    |    |    |    |    |
| reference materials, computer        |    |    |    |    |    |    |
| software and hardware for            |    |    |    |    |    |    |
| instructional use, and other         |    |    |    |    |    |    |
| curricular materials which are tied  |    |    |    |    |    |    |
| to high academic standards and which |    |    |    |    |    |    |
| will be used to improve student      |    |    |    |    |    |    |
| achievement and which are part of an |    |    |    |    |    |    |
| overall education reform program;    |    |    |    |    |    |    |
|                                      |    |    |    |    |    |    |
| a\. Instructional/educational        |    |    |    |    |    |    |
| materials and library/media services |    |    |    |    |    |    |
+--------------------------------------+----+----+----+----+----+----+
| b\. Computer software and hardware   |    |    |    |    |    |    |
+--------------------------------------+----+----+----+----+----+----+
| c\. Other curricular materials and   |    |    |    |    |    |    |
| assessments                          |    |    |    |    |    |    |
+--------------------------------------+----+----+----+----+----+----+
| 3\. Promising education reform       |    |    |    |    |    |    |
| projects, including effective        |    |    |    |    |    |    |
| schools and magnet schools.          |    |    |    |    |    |    |
+--------------------------------------+----+----+----+----+----+----+
| 4\. Programs to improve the higher   |    |    |    |    |    |    |
| order thinking skills of             |    |    |    |    |    |    |
| disadvantaged elementary and         |    |    |    |    |    |    |
| secondary school students and to     |    |    |    |    |    |    |
| prevent students from dropping out   |    |    |    |    |    |    |
| of school.                           |    |    |    |    |    |    |
+--------------------------------------+----+----+----+----+----+----+
| 5\. Programs to combat illiteracy in |    |    |    |    |    |    |
| the student and adult population,    |    |    |    |    |    |    |
| including parent illiteracy.         |    |    |    |    |    |    |
+--------------------------------------+----+----+----+----+----+----+
| 6\. Programs to provide for the      |    |    |    |    |    |    |
| educational needs of gifted and      |    |    |    |    |    |    |
| talented children.                   |    |    |    |    |    |    |
+--------------------------------------+----+----+----+----+----+----+
| 7\. School reform activities that    |    |    |    |    |    |    |
| are consistent with the Goals 2000:  |    |    |    |    |    |    |
| Educate America Act                  |    |    |    |    |    |    |
+--------------------------------------+----+----+----+----+----+----+
| 8\. School improvement programs or   |    |    |    |    |    |    |
| activities under sections 1116 and   |    |    |    |    |    |    |
| 1117 of ESEA Title I (assessment and |    |    |    |    |    |    |
| school improvement initiatives).     |    |    |    |    |    |    |
+--------------------------------------+----+----+----+----+----+----+
| 9\. Planning, designing, and initial |    |    |    |    |    |    |
| implementation of charter schools as |    |    |    |    |    |    |
| described in ESEA, Title X, Part C   |    |    |    |    |    |    |
+--------------------------------------+----+----+----+----+----+----+
| 10\. Other (specify)                 |    |    |    |    |    |    |
| \_\_\_\_\_\_\_\_\_\_\_\_             |    |    |    |    |    |    |
| \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |    |    |    |    |    |    |
| \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |    |    |    |    |    |    |
+--------------------------------------+----+----+----+----+----+----+
| -   Administration (Direct and       |    |    |    |    |    |    |
|     Indirect Costs)                  |    |    |    |    |    |    |
+--------------------------------------+----+----+----+----+----+----+
| **Totals**                           |    |    |    |    |    |    |
+--------------------------------------+----+----+----+----+----+----+

F.  

**[Title I, § 1502]{.smallcaps}**

**[Comprehensive School Reform Demonstration Program
(CSRD)]{.smallcaps}**

1.  School Implementation Progress and Continuation Awards to Subgrant
    Recipients

    a.  Provide the specific criteria the SEA used in determining
        whether or not sites made substantial progress as defined under
        the legislation, and therefore qualified for continuation
        funding.

    b.  Describe the extent to which CSRD schools are meeting benchmarks
        and objectives outlined in their subgrant applications or other
        school plans.

    c.  List schools for which CSRD subgrant awards have been
        discontinued. Please indicate reason for discontinuation: (a)
        Failure to meet criteria for substantial progress; (b) School
        elected not to continue reform effort; or (c) Other -- please
        specify. Please summarize how the remaining funds will be
        allocated. **Describe the reasons for discontinued awards, the
        number of schools involved and how the unused funds were
        allocated.**

2.  Achievement Impact

    a.  **School Accountability (Update as needed, the cumulative
        information you provided on all schools in your last report.)**

        Information submitted to the Southwest Educational Development
        Laboratory (SEDL) database indicates which CSRD schools were
        identified as in need of improvement under 1116(c) of the ESEA
        and/or as low-performing according to state accountability
        measures at the time of their award. Are there CSRD schools that
        have been removed from Title I school improvement or state
        low-performing status due to performance gains since the
        inception of CSRD? Are there sites previously not identified
        that have now been added to school improvement status due to
        declining performance? Please include a list of any sites for
        which school improvement status has changed under 1116(c) of the
        ESEA and a list of any sites for which school improvement status
        has changed according to state criteria for low-performing
        schools.

    b.  **Student Performance Data**

        What information does the SEA have to demonstrate the extent to
        which, in CSRD schools, student performance on the State
        assessment in core subjects such as reading and math has
        improved since implementation began? Provide student performance
        data on the percentage of students in individual CSRD schools
        meeting the performance levels on the state assessment. Include
        all of the following:

-   Subject of assessment

-   Proficiency levels

-   Grade level

-   Multiple years of data

-   Description of state assessment system

    The tables on the following page provide a suggested format for
    responding to this item.

***^Sample\ reporting\ format\ for\ question\ F-2b\ for\ one\ subject\ at\ one\ grade^***[^5]

<table>
<colgroup>
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="16"><p><strong>CSRD Student Performance for December, 2000
Report, Covering School Year 1999-2000</strong></p>
<p>Student Proficiency in __________ [Reading/Math] in __________
[Grade]</p></td>
</tr>
<tr class="even">
<td rowspan="2"><strong>School Name</strong></td>
<td rowspan="2"><p><strong>LEA/</strong></p>
<p><strong>District</strong></p></td>
<td rowspan="2"><strong>Award Date</strong></td>
<td rowspan="2"><strong>School Improve-ment Status</strong></td>
<td colspan="4"><p><strong>Percentage of students by Proficiency
Level</strong></p>
<p><strong>1997-1998</strong></p></td>
<td colspan="4"><p><strong>Percentage of students by Proficiency
Level</strong></p>
<p><strong>1998-19998</strong></p></td>
<td colspan="4"><p><strong>Percentage of students by Proficiency
Level</strong></p>
<p><strong>1999-2000</strong></p></td>
</tr>
<tr class="odd">
<td><strong>#1</strong></td>
<td><strong>#2</strong></td>
<td><strong>#3</strong></td>
<td><strong>#4</strong></td>
<td><strong>#1</strong></td>
<td><strong>#2</strong></td>
<td><strong>#3</strong></td>
<td><strong>#4</strong></td>
<td><strong>#1</strong></td>
<td><strong>#2</strong></td>
<td><strong>#3</strong></td>
<td><strong>#4</strong></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>
<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>
<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>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

<table style="width:100%;">
<colgroup>
<col style="width: 11%" />
<col style="width: 11%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="12"><p><strong>CSRD Student Performance for December, 2001
Report, Covering School Year 2000-2001</strong></p>
<p>Student Proficiency in __________ [Reading/Math] in __________ [Grade
Level]</p></td>
</tr>
<tr class="even">
<td rowspan="2"><strong>School Name</strong></td>
<td rowspan="2"><p><strong>LEA/</strong></p>
<p><strong>District</strong></p></td>
<td rowspan="2"><strong>Award Date</strong></td>
<td rowspan="2"><strong>School Improve-ment Status</strong></td>
<td colspan="4"><p><strong>Percentage of Students by Proficiency
Level</strong></p>
<p><strong>1999-2000</strong><a href="#fn1" class="footnote-ref"
id="fnref1" role="doc-noteref"><sup>1</sup></a></p></td>
<td colspan="4"><p><strong>Percentage of Students by Proficiency
Level</strong></p>
<p><strong>2000-2001</strong></p></td>
</tr>
<tr class="odd">
<td><strong>#1</strong></td>
<td><strong>#2</strong></td>
<td><strong>#3</strong></td>
<td><strong>#4</strong></td>
<td><strong>#1</strong></td>
<td><strong>#2</strong></td>
<td><strong>#3</strong></td>
<td><strong>#4</strong></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>
<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>
<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>
<td></td>
<td></td>
</tr>
</tbody>
</table>
<aside id="footnotes" class="footnotes footnotes-end-of-document"
role="doc-endnotes">
<hr />
<ol>
<li id="fn1"><p>In the December, 2001 report, data for 1999-2000 is
required only for new CSRD awards, if any, that have been made after
July 1, 2000.<a href="#fnref1" class="footnote-back"
role="doc-backlink">↩︎</a></p></li>
</ol>
</aside>

1.  Impact on School Reform/School Improvement Program Administration

    a.  Describe the impact of the CSRD program on the nature of
        technical assistance and support provided to schools receiving
        Title I funding in the state, especially schoolwide programs and
        schools identified for school improvement or corrective action.

    b.  How is the SEA integrating the framework of CSRD into other
        state-level standards-based reform programs and activities?
        Examples might include: required use of an external partner or
        model, incorporation of the nine criteria of the CSRD
        legislation in a program grant application or in school
        improvement plans, or use of the CSRD continuum of evidence of
        effectiveness for evaluating proposed school improvement
        programs.

    c.  Describe any other impacts of the CSRD program that the SEA
        judges to be significant with respect to school reform and
        school improvement program administration at the state and
        District levels.

2.  Technical Assistance

Describe primary technical assistance activities in support of CSRD
schools conducted by the SEA and its partners (e.g., regional
educational laboratories, comprehensive centers, education
organizations) over the course of the reporting school year.

3.  Evaluation and Dissemination

    a.  Describe primary findings of the SEA evaluation of CSRD-funded
        activities during the reporting school year.

    b.  Describe SEA activities to disseminate findings from the SEA
        evaluation and other information about effective comprehensive
        reform efforts to CSRD schools, as well as to other schools in
        the state (such as Title I and low-performing schools) that have
        an interest in comprehensive, research-based reform efforts.

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```
G.  :

**[2000 Appropriations Act, §310]{.smallcaps}**

**[Class-Size Reduction (CSR)]{.smallcaps}**

1.  Number of LEAs participating in the Class-Size Reduction Program:

+------------------------------------------------------+---------------+
| Table G-1                                            |               |
+------------------------------------------------------+---------------+
| The number of LEAs in your state that participate in |               |
| the CSR program and are [not]{.underline} part of a  |               |
| consortium                                           |               |
+------------------------------------------------------+---------------+
| The number of LEAs in your state that participate in |               |
| the CSR program through consortia                    |               |
+------------------------------------------------------+---------------+
| The number of LEAs in your state that do not         |               |
| participate in the CSR program                       |               |
+------------------------------------------------------+---------------+
| Total number of LEAs in the state                    |               |
|                                                      |               |
| \[This should equal the sum of the other entries in  |               |
| this table\]                                         |               |
+------------------------------------------------------+---------------+

2.  Program Expenditures:

+------------------------------------------------------+---------------+
| Table G-2                                            |               |
+------------------------------------------------------+---------------+
| Total amount spent on recruiting, hiring, testing    | \$            |
| and training new teachers                            |               |
+------------------------------------------------------+---------------+
| Total amount spent on providing professional         | \$            |
| development to teachers                              |               |
+------------------------------------------------------+---------------+
| Total amount spent on administrative expenses at the | \$            |
| LEA level                                            |               |
+------------------------------------------------------+---------------+
| Total amount carried over or undistributed at the    | \$            |
| SEA level                                            |               |
+------------------------------------------------------+---------------+
| Total CSR allocation for the SEA                     | \$            |
|                                                      |               |
| \[This should equal the sum of the other entries in  |               |
| this table.\]                                        |               |
+------------------------------------------------------+---------------+

3.  Teachers hired with CSR funds:

    a.  Certification Status

  ------------------------------------------------------ ----------------
  Table G-3a                                             

  Total number of fully certified teachers hired in all  
  LEAs with CSR funds                                    
  ------------------------------------------------------ ----------------

b.  Grades targeted

+------------------------------------------------------+---------------+
| Table G-3b                                           |               |
+------------------------------------------------------+---------------+
| Total number of teachers hired for grades K-3        |               |
+------------------------------------------------------+---------------+
| Total number of teachers hired for other grades      |               |
+------------------------------------------------------+---------------+
| Total CSR allocation for the SEA                     |               |
|                                                      |               |
| \[This should equal the entry in Table 3a.\]         |               |
+------------------------------------------------------+---------------+

c.  Types of Teachers Hired

+------------------------------------------------------+---------------+
| Table G-3c                                           |               |
+------------------------------------------------------+---------------+
| Total number of regular teachers hired               |               |
+------------------------------------------------------+---------------+
| Total number of Special Education teachers hired     |               |
+------------------------------------------------------+---------------+
| Total Teachers Hired                                 |               |
|                                                      |               |
| \[This should equal the entry in Table G-3a.\]       |               |
+------------------------------------------------------+---------------+

d.  Status of Teachers Hired

+------------------------------------------------------+---------------+
| Table G-3d                                           |               |
+------------------------------------------------------+---------------+
| Total number of full-time teachers hired             |               |
+------------------------------------------------------+---------------+
| Total number of part-time teachers hired             |               |
+------------------------------------------------------+---------------+
| Total Teachers Hired                                 |               |
|                                                      |               |
| \[This should equal the entry in Table G-3a.\]       |               |
+------------------------------------------------------+---------------+

4.  Statewide class size in grades one through three; please use the
    definition of class size as found in the "Guidance for Class-Size
    Reduction Program."

+--------------------+---------+----------+---------+--------+-------+
| **Table G-4**      |         |          |         |        |       |
|                    |         |          |         |        |       |
| **Statewide Class  |         |          |         |        |       |
| Sizes**            |         |          |         |        |       |
+--------------------+---------+----------+---------+--------+-------+
|                    | Kinde   | Grade 1  | Grade 2 | Grade  | Other |
|                    | rgarten |          |         | 3      | Grad  |
|                    |         |          |         |        | e[^6] |
+--------------------+---------+----------+---------+--------+-------+
| Estimated Class    |         |          |         |        |       |
| Size for 2000 -    |         |          |         |        |       |
| 2001 school year   |         |          |         |        |       |
| [wi                |         |          |         |        |       |
| thout]{.underline} |         |          |         |        |       |
| the use of CSR     |         |          |         |        |       |
| funds              |         |          |         |        |       |
+--------------------+---------+----------+---------+--------+-------+
| Actual Class Size  |         |          |         |        |       |
| for 2000 -- 2001   |         |          |         |        |       |
| school year        |         |          |         |        |       |
| [with]{.underline} |         |          |         |        |       |
| the use of CSR     |         |          |         |        |       |
| funds              |         |          |         |        |       |
+--------------------+---------+----------+---------+--------+-------+

H.  :

**[ESEA, Title II, Part B]{.smallcaps}**

**[Eisenhower Professional Development Program]{.smallcaps}**

1.  LEA Subgrants in the Eisenhower Program

    Identify the number of LEAs in your state by the following
    participation categories:

+-----------------------------------------------------+----------------+
| Table H-1                                           |                |
|                                                     |                |
| LEA Participation in Eisenhower Program             |                |
+-----------------------------------------------------+----------------+
| Category of LEA Participation in Eisenhower Program | Number of LEAs |
+-----------------------------------------------------+----------------+
| Receive Eisenhower subgrants directly/individually  |                |
| (not through *consortia*)                           |                |
+-----------------------------------------------------+----------------+
| Participate in Eisenhower through *consortia*       |                |
+-----------------------------------------------------+----------------+
| Do not participate in Eisenhower                    |                |
+-----------------------------------------------------+----------------+
| Total                                               |                |
+-----------------------------------------------------+----------------+

2.  Use of Eisenhower Funding Through *Schoolwide Programs* under ESEA §
    1114.

    a.  How many schools combine Eisenhower funding into their
        *schoolwide programs*?

        schools

    b.  Of the Eisenhower funding subgranted to LEAs, what is the total
        amount of funding (\$) in the state that schools combined with
        other funds and expended through *schoolwide programs*?

        \$\_\_\_\_\_\_\_ of Eisenhower funding

        H-3 -- 5. Has there been an appreciable difference in the
        numbers of "participations" by

        poverty level, time period of activities or contact hours since
        your last report? If so, describe

        briefly.

3.  Complete the table to indicate the number of *participations*
    categorized by the *poverty level* of the participant's school. (See
    glossary on p. 41 for definition of *participations*.)

+------------------------------+------------+------------+-------------+
| **Table H-3**                |            |            |             |
|                              |            |            |             |
| **Eisenhower                 |            |            |             |
| *Participations* Categorized |            |            |             |
| by *Poverty Level***         |            |            |             |
+------------------------------+------------+------------+-------------+
| **Poverty Level of School of | **Number   | **Number   | **Number of |
| Participant**                | of         | of         | *Part       |
|                              | *Parti     | *Parti     | icipations* |
|                              | cipations* | cipations* | in          |
|                              | in         | in         | Activities  |
|                              | Activities | Activities | supported   |
|                              | supported  | supported  | with the    |
|                              | with the   | with LEA   | SAHE        |
|                              | SEA        | s          | portion of  |
|                              | S          | ubgrants** | the         |
|                              | tate-level |            | program**   |
|                              | set        |            |             |
|                              | asides**   |            |             |
+------------------------------+------------+------------+-------------+
| From schools classified as   |            |            |             |
| low poverty                  |            |            |             |
|                              |            |            |             |
| (*Poverty levels* below 35%) |            |            |             |
+------------------------------+------------+------------+-------------+
| From schools classified as   |            |            |             |
| medium poverty               |            |            |             |
|                              |            |            |             |
| (*Poverty levels* above 35%  |            |            |             |
| below 50%)                   |            |            |             |
+------------------------------+------------+------------+-------------+
| From schools classified as   |            |            |             |
| high poverty                 |            |            |             |
|                              |            |            |             |
| (*Poverty levels* above 50%  |            |            |             |
| below 75%)                   |            |            |             |
+------------------------------+------------+------------+-------------+
| From schools classified as   |            |            |             |
| very high poverty            |            |            |             |
|                              |            |            |             |
| (*Poverty levels* above 75%) |            |            |             |
+------------------------------+------------+------------+-------------+
| TOTAL                        |            |            |             |
+------------------------------+------------+------------+-------------+

4.  Complete the table to indicate the number of *participations*
    categorized by the time period over which activities took place
    (duration). (See glossary on p. 41 for definition of
    *participations*.)

+------------------------------+------------+------------+-------------+
| **Table H-4**                |            |            |             |
|                              |            |            |             |
| **Eisenhower                 |            |            |             |
| *Participations* by Time     |            |            |             |
| Period of Activities**       |            |            |             |
+------------------------------+------------+------------+-------------+
| **Time Period Over Which     | **Number   | **Number   | **Number of |
| Activities Took Place**      | of         | of         | *Part       |
|                              | *Parti     | *Parti     | icipations* |
|                              | cipations* | cipations* | in          |
|                              | in         | in         | Activities  |
|                              | Activities | Activities | supported   |
|                              | supported  | supported  | with the    |
|                              | with the   | with LEA   | *SAHE*      |
|                              | SEA        | s          | portion of  |
|                              | S          | ubgrants** | the         |
|                              | tate-level |            | program**   |
|                              | set        |            |             |
|                              | asides**   |            |             |
+------------------------------+------------+------------+-------------+
| One day or less              |            |            |             |
+------------------------------+------------+------------+-------------+
| More than one day, but       |            |            |             |
| within a single week         |            |            |             |
+------------------------------+------------+------------+-------------+
| More than one week, but      |            |            |             |
| within one month             |            |            |             |
+------------------------------+------------+------------+-------------+
| More than one month, but     |            |            |             |
| less than 3 months           |            |            |             |
+------------------------------+------------+------------+-------------+
| More than 3 months           |            |            |             |
+------------------------------+------------+------------+-------------+

5.  Complete the table to indicate the number of *participations*
    categorized by the number of contact hours of the professional
    development (intensity). (See glossary on p. 51 for definition of
    *participations*.)

+------------------------------+------------+------------+-------------+
| **Table H-5**                |            |            |             |
|                              |            |            |             |
| **Eisenhower                 |            |            |             |
| *Participations* by Contact  |            |            |             |
| Hours**                      |            |            |             |
+------------------------------+------------+------------+-------------+
| **Number of Contact Hours**  | **Number   | **Number   | **Number of |
|                              | of         | of         | *Part       |
|                              | *Parti     | *Parti     | icipations* |
|                              | cipations* | cipations* | in          |
|                              | in         | in         | Activities  |
|                              | Activities | Activities | supported   |
|                              | supported  | supported  | with the    |
|                              | with the   | with LEA   | *SAHE*      |
|                              | SEA        | s          | portion of  |
|                              | S          | ubgrants** | the         |
|                              | tate-level |            | program**   |
|                              | set        |            |             |
|                              | asides**   |            |             |
+------------------------------+------------+------------+-------------+
| Less than 3 hours            |            |            |             |
+------------------------------+------------+------------+-------------+
| Between 3 and 6 hours        |            |            |             |
+------------------------------+------------+------------+-------------+
| Between 7 and 18 hours       |            |            |             |
+------------------------------+------------+------------+-------------+
| Between 19 and 30 hours      |            |            |             |
+------------------------------+------------+------------+-------------+
| Between 31 and 40 hours      |            |            |             |
+------------------------------+------------+------------+-------------+
| Between 41 and 80 hours      |            |            |             |
+------------------------------+------------+------------+-------------+
| More than 80 hours           |            |            |             |
+------------------------------+------------+------------+-------------+

6.  Progress in meeting Professional Development Standards and Targets

    a.  What are the *performance indicators* that the state used during
        program years covered by this report? For each indicator,
        provide data that show whether or not *benchmarks* were achieved
        for the indicator. Include only data since your last Triennial
        submission.

    b.  If *benchmarks* were not achieved, briefly describe your plan
        for mid-course corrections. Include new *baseline data*,
        strategies, *data sources* and benchmarks where needed.

    c.  If the state and local districts have achieved all or a portion
        of their *performance objectives* and *performance indicators*
        and plan to initiate new *performance indicators*, please
        describe and provide *baseline data*, strategies, *data sources*
        and benchmarks

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```
I.  

**[ESEA, Title III]{.smallcaps}**

**[Technology Literacy Challenge Fund (TLCF)]{.smallcaps}**

1.  Reporting Period

    October 1,\_\_\_\_\_\_\_ to September 30,\_\_\_\_\_\_\_

2.  Information on State Goals and Assistance

    a.  [State Plan]{.underline}*.* Please respond to the following
        items regarding the state's plan for educational technology.

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```
i.  Please briefly describe how the state goals for educational
    technology relate to state learning goals and benchmarks.

ii. Please check all the appropriate boxes to indicate substantial
    updates or revisions that have been made to the State technology
    plan (during this reporting period) on which the State's TLCF grant
    is based.

+-----------------------------------------------------------------------+
| **Table I-2a(ii)**                                                    |
|                                                                       |
| **Revisions of State Technology Plan**                                |
+-----------------------------------------------------------------------+
| -   No revisions to the State plan during this reporting period.      |
|                                                                       |
| Date current plan was approved \_\_\_\_\_\_\_\_\_\_\_\_\_\_           |
|                                                                       |
| Plan approved by \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_         |
+-----------------------------------------------------------------------+
| -   Revisions made and approved by State during this reporting period |
|                                                                       |
| Date revisions were approved                                          |
| \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                          |
|                                                                       |
| Plan approved by                                                      |
| \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_      |
|                                                                       |
| Submit electronic copy or provide                                     |
| URL\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                         |
+-----------------------------------------------------------------------+
| -   Plan under revision during this reporting period                  |
|                                                                       |
| Due date for plan approval                                            |
| \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_          |
|                                                                       |
| Plan will be approved by                                              |
| \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_      |
+-----------------------------------------------------------------------+

iii. Please enter information about progress on the educational
     technology goals for your state in the following table. Please list
     each state goal under the national goals to which it is most
     closely related.

+---------------+---+---------------+------------+----------+------------+
| **Table       |   |               |            |          |            |
| I-2a(iii)**   |   |               |            |          |            |
|               |   |               |            |          |            |
| **State Goals |   |               |            |          |            |
| in            |   |               |            |          |            |
| Technology**  |   |               |            |          |            |
+---------------+---+---------------+------------+----------+------------+
| **State       |   | **M           | **Date and | **Date   | *          |
| Goal(s)**     |   | easure/Method | baseline   | and      | *Five-year |
|               |   | of collection | status**   | current  | State goal |
|               |   | and sources** |            | status** | (0         |
|               |   |               |            |          | 9/30/02)** |
+---------------+---+---------------+------------+----------+------------+
| National      |   |               |            |          |            |
| Goal: All     |   |               |            |          |            |
| teachers will |   |               |            |          |            |
| have the      |   |               |            |          |            |
| *training*    |   |               |            |          |            |
| and *support* |   |               |            |          |            |
| they need to  |   |               |            |          |            |
| help all      |   |               |            |          |            |
| students      |   |               |            |          |            |
| learn through |   |               |            |          |            |
| computers and |   |               |            |          |            |
| the           |   |               |            |          |            |
| *information  |   |               |            |          |            |
| superhighway* |   |               |            |          |            |
+---------------+---+---------------+------------+----------+------------+
| *Example:*    | * |               | *1997      | *Due     | *All       |
|               | M |               | census.    | 1999*    | buildings  |
| *Fifty        | a |               | Tw         |          | met goal*  |
| percent of    | n |               | enty-seven |          |            |
| the teachers  | d |               | percent of |          |            |
| in every      | a |               | buildings  |          |            |
| school        | t |               | met goal.* |          |            |
| building in   | o |               |            |          |            |
| the district  | r |               |            |          |            |
| will be       | y |               |            |          |            |
| trained on    | b |               |            |          |            |
| instructional | i |               |            |          |            |
| applications  | a |               |            |          |            |
| of the        | n |               |            |          |            |
| Internet:*    | n |               |            |          |            |
|               | u |               |            |          |            |
|               | a |               |            |          |            |
|               | l |               |            |          |            |
|               | t |               |            |          |            |
|               | e |               |            |          |            |
|               | c |               |            |          |            |
|               | h |               |            |          |            |
|               | n |               |            |          |            |
|               | o |               |            |          |            |
|               | l |               |            |          |            |
|               | o |               |            |          |            |
|               | g |               |            |          |            |
|               | y |               |            |          |            |
|               | c |               |            |          |            |
|               | e |               |            |          |            |
|               | n |               |            |          |            |
|               | s |               |            |          |            |
|               | u |               |            |          |            |
|               | s |               |            |          |            |
|               | . |               |            |          |            |
|               | R |               |            |          |            |
|               | e |               |            |          |            |
|               | p |               |            |          |            |
|               | o |               |            |          |            |
|               | r |               |            |          |            |
|               | t |               |            |          |            |
|               | e |               |            |          |            |
|               | d |               |            |          |            |
|               | b |               |            |          |            |
|               | y |               |            |          |            |
|               | b |               |            |          |            |
|               | u |               |            |          |            |
|               | i |               |            |          |            |
|               | l |               |            |          |            |
|               | d |               |            |          |            |
|               | i |               |            |          |            |
|               | n |               |            |          |            |
|               | g |               |            |          |            |
|               | p |               |            |          |            |
|               | r |               |            |          |            |
|               | i |               |            |          |            |
|               | n |               |            |          |            |
|               | c |               |            |          |            |
|               | i |               |            |          |            |
|               | p |               |            |          |            |
|               | a |               |            |          |            |
|               | l |               |            |          |            |
|               | s |               |            |          |            |
|               | . |               |            |          |            |
|               | * |               |            |          |            |
+---------------+---+---------------+------------+----------+------------+
|               |   |               |            |          |            |
+---------------+---+---------------+------------+----------+------------+
|               |   |               |            |          |            |
+---------------+---+---------------+------------+----------+------------+
| All teachers  |   |               |            |          |            |
| and students  |   |               |            |          |            |
| will have     |   |               |            |          |            |
| modern        |   |               |            |          |            |
| computers in  |   |               |            |          |            |
| their         |   |               |            |          |            |
| *classrooms*. |   |               |            |          |            |
+---------------+---+---------------+------------+----------+------------+
|               |   |               |            |          |            |
+---------------+---+---------------+------------+----------+------------+
|               |   |               |            |          |            |
+---------------+---+---------------+------------+----------+------------+
| Every         |   |               |            |          |            |
| *classroom*   |   |               |            |          |            |
| will be       |   |               |            |          |            |
| connected to  |   |               |            |          |            |
| the           |   |               |            |          |            |
| *information  |   |               |            |          |            |
| superhighway* |   |               |            |          |            |
+---------------+---+---------------+------------+----------+------------+
|               |   |               |            |          |            |
+---------------+---+---------------+------------+----------+------------+
|               |   |               |            |          |            |
+---------------+---+---------------+------------+----------+------------+
| Effective and |   |               |            |          |            |
| engaging      |   |               |            |          |            |
| software and  |   |               |            |          |            |
| on-line       |   |               |            |          |            |
| resources     |   |               |            |          |            |
| will be an    |   |               |            |          |            |
| integral part |   |               |            |          |            |
| of every      |   |               |            |          |            |
| school        |   |               |            |          |            |
| curriculum.   |   |               |            |          |            |
+---------------+---+---------------+------------+----------+------------+
|               |   |               |            |          |            |
+---------------+---+---------------+------------+----------+------------+
|               |   |               |            |          |            |
+---------------+---+---------------+------------+----------+------------+

a.  [Financial Plan]{.underline}*.*

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```
i.  Provide information in the table below regarding the state's
    strategies for financing educational technology.

+--------------+-----------+---------+-------------+------------------+
| **Table      |           |         |             |                  |
| I-2c(i)**    |           |         |             |                  |
|              |           |         |             |                  |
| **Strategies |           |         |             |                  |
| for          |           |         |             |                  |
| Financing    |           |         |             |                  |
| Educational  |           |         |             |                  |
| Technology** |           |         |             |                  |
+--------------+-----------+---------+-------------+------------------+
| **(1)**      | **(2)**   | **(3)** | **(4)**     | **(5)**          |
|              |           |         |             |                  |
| **Source**   | *         | *       | **Status**  | **Purpose and    |
|              | *Amount** | *Period |             | Restrictions**   |
|              |           | avai    |             |                  |
|              |           | lable** |             |                  |
+--------------+-----------+---------+-------------+------------------+
| *Example:*   | *\$30     | *10/97  | *Year 1 of  | *Direct funding  |
|              | ,000,000* | --      | 2*[^7]      | to LEAs for      |
| *State Law   |           | 9/99*   |             | te               |
| 3350*        |           |         |             | chnology-related |
|              |           |         |             | activities*      |
| *Technology  |           |         |             |                  |
| Enhancement* |           |         |             |                  |
+--------------+-----------+---------+-------------+------------------+
| *Example:*   | *\$0*     | *Begin  | *Proposed   | *To establish an |
|              |           | 7/99*   | and         | Education Trust  |
| *House Bill  |           |         | P           | Fund*            |
| 4000*        |           |         | ending*[^8] |                  |
+--------------+-----------+---------+-------------+------------------+
| *Example:*   | *\$1      | *7/99   | *Commitment | *Upgrade donated |
|              | ,000,000* | --      | made*[^9]   | equipment to     |
| *Intel       |           | 7/00*   |             | network-ready,   |
| Corp.*       |           |         |             | multi-media      |
|              |           |         |             | machines for     |
|              |           |         |             | classrooms*      |
+--------------+-----------+---------+-------------+------------------+
| *Example:*   | *\$7,     | *10/95  | *Year 3 of  | *Wiring for      |
|              | 5000,000* | --      | 3*          | schools and      |
| *Public      |           | 9/98*   |             | classrooms*      |
| Utility      |           |         |             |                  |
| Commission*  |           |         |             |                  |
+--------------+-----------+---------+-------------+------------------+
|              |           |         |             |                  |
+--------------+-----------+---------+-------------+------------------+
|              |           |         |             |                  |
+--------------+-----------+---------+-------------+------------------+
|              |           |         |             |                  |
+--------------+-----------+---------+-------------+------------------+
|              |           |         |             |                  |
+--------------+-----------+---------+-------------+------------------+

ii. List any non-monetary state-level *support* below:

    a.  [Technical Assistance]{.underline}. Please check all the
        appropriate boxes to indicate the technical assistance offered
        to LEAs during this reporting period. .

+----------------+-----+----------------------+---+--------------------+
| **Table I-2c** |     |                      |   |                    |
|                |     |                      |   |                    |
| **Technical    |     |                      |   |                    |
| Assistance**   |     |                      |   |                    |
+----------------+-----+----------------------+---+--------------------+
|                |     |                      |   |                    |
+----------------+-----+----------------------+---+--------------------+
|                | The |                      |   |                    |
|                | R   |                      |   |                    |
|                | eci |                      |   |                    |
|                | pie |                      |   |                    |
|                | nts |                      |   |                    |
|                | of  |                      |   |                    |
|                | TA: |                      |   |                    |
+----------------+-----+----------------------+---+--------------------+
|                | -   |                      |   |                    |
|                |     |                      |   |                    |
|                | All |                      |   |                    |
|                |     |                      |   |                    |
|                |   L |                      |   |                    |
|                | EAs |                      |   |                    |
|                |     |                      |   |                    |
|                | `   |                      |   |                    |
|                | ``{ |                      |   |                    |
|                | =ht |                      |   |                    |
|                | ml} |                      |   |                    |
|                | <!  |                      |   |                    |
|                | --  |                      |   |                    |
|                | --> |                      |   |                    |
|                | ``` |                      |   |                    |
|                | -   |                      |   |                    |
|                |     |                      |   |                    |
|                | Sub |                      |   |                    |
|                | set |                      |   |                    |
|                |     |                      |   |                    |
|                |  of |                      |   |                    |
|                |     |                      |   |                    |
|                |   L |                      |   |                    |
|                | EAs |                      |   |                    |
|                |     |                      |   |                    |
|                | `   |                      |   |                    |
|                | ``{ |                      |   |                    |
|                | =ht |                      |   |                    |
|                | ml} |                      |   |                    |
|                | <!  |                      |   |                    |
|                | --  |                      |   |                    |
|                | --> |                      |   |                    |
|                | ``` |                      |   |                    |
|                | -   |                      |   |                    |
|                |   H |                      |   |                    |
|                | igh |                      |   |                    |
|                |     |                      |   |                    |
|                |   p |                      |   |                    |
|                | ove |                      |   |                    |
|                | rty |                      |   |                    |
|                |     |                      |   |                    |
|                |     |                      |   |                    |
|                | dis |                      |   |                    |
|                | tri |                      |   |                    |
|                | cts |                      |   |                    |
|                |     |                      |   |                    |
|                | -   |                      |   |                    |
|                |   H |                      |   |                    |
|                | igh |                      |   |                    |
|                |     |                      |   |                    |
|                |   n |                      |   |                    |
|                | eed |                      |   |                    |
|                |     |                      |   |                    |
|                |     |                      |   |                    |
|                | dis |                      |   |                    |
|                | tri |                      |   |                    |
|                | cts |                      |   |                    |
|                |     |                      |   |                    |
|                | -   |                      |   |                    |
|                |  Lo |                      |   |                    |
|                | w-p |                      |   |                    |
|                | erf |                      |   |                    |
|                | orm |                      |   |                    |
|                | ing |                      |   |                    |
|                |     |                      |   |                    |
|                |     |                      |   |                    |
|                | dis |                      |   |                    |
|                | tri |                      |   |                    |
|                | cts |                      |   |                    |
|                |     |                      |   |                    |
|                | -   |                      |   |                    |
|                |     |                      |   |                    |
|                | Dis |                      |   |                    |
|                | tri |                      |   |                    |
|                | cts |                      |   |                    |
|                |     |                      |   |                    |
|                |   w |                      |   |                    |
|                | ith |                      |   |                    |
|                |     |                      |   |                    |
|                |  lo |                      |   |                    |
|                | w-p |                      |   |                    |
|                | erf |                      |   |                    |
|                | orm |                      |   |                    |
|                | ing |                      |   |                    |
|                |     |                      |   |                    |
|                |   s |                      |   |                    |
|                | cho |                      |   |                    |
|                | ols |                      |   |                    |
|                |     |                      |   |                    |
|                | `   |                      |   |                    |
|                | ``{ |                      |   |                    |
|                | =ht |                      |   |                    |
|                | ml} |                      |   |                    |
|                | <!  |                      |   |                    |
|                | --  |                      |   |                    |
|                | --> |                      |   |                    |
|                | ``` |                      |   |                    |
|                | -   |                      |   |                    |
|                |     |                      |   |                    |
|                | Dis |                      |   |                    |
|                | tri |                      |   |                    |
|                | cts |                      |   |                    |
|                |     |                      |   |                    |
|                |     |                      |   |                    |
|                | not |                      |   |                    |
|                |     |                      |   |                    |
|                |   p |                      |   |                    |
|                | rev |                      |   |                    |
|                | iou |                      |   |                    |
|                | sly |                      |   |                    |
|                |     |                      |   |                    |
|                |     |                      |   |                    |
|                | fun |                      |   |                    |
|                | ded |                      |   |                    |
|                |     |                      |   |                    |
|                | `   |                      |   |                    |
|                | ``{ |                      |   |                    |
|                | =ht |                      |   |                    |
|                | ml} |                      |   |                    |
|                | <!  |                      |   |                    |
|                | --  |                      |   |                    |
|                | --> |                      |   |                    |
|                | ``` |                      |   |                    |
|                | -   |                      |   |                    |
|                |  Di |                      |   |                    |
|                | str |                      |   |                    |
|                | ict |                      |   |                    |
|                |     |                      |   |                    |
|                |   S |                      |   |                    |
|                | ize |                      |   |                    |
|                |     |                      |   |                    |
|                |  (e |                      |   |                    |
|                | .g. |                      |   |                    |
|                |     |                      |   |                    |
|                |  sm |                      |   |                    |
|                | all |                      |   |                    |
|                |     |                      |   |                    |
|                |   d |                      |   |                    |
|                | ist |                      |   |                    |
|                | ric |                      |   |                    |
|                | ts) |                      |   |                    |
|                |     |                      |   |                    |
|                | -   |                      |   |                    |
|                |   G |                      |   |                    |
|                | eog |                      |   |                    |
|                | rap |                      |   |                    |
|                | hic |                      |   |                    |
|                |     |                      |   |                    |
|                |   a |                      |   |                    |
|                | rea |                      |   |                    |
|                |     |                      |   |                    |
|                |     |                      |   |                    |
|                | (e. |                      |   |                    |
|                | g., |                      |   |                    |
|                |     |                      |   |                    |
|                |   r |                      |   |                    |
|                | egi |                      |   |                    |
|                | on, |                      |   |                    |
|                |     |                      |   |                    |
|                |     |                      |   |                    |
|                | urb |                      |   |                    |
|                | an, |                      |   |                    |
|                |     |                      |   |                    |
|                |     |                      |   |                    |
|                | rur |                      |   |                    |
|                | al) |                      |   |                    |
|                |     |                      |   |                    |
|                | -   |                      |   |                    |
|                |     |                      |   |                    |
|                | Oth |                      |   |                    |
|                | er, |                      |   |                    |
|                |     |                      |   |                    |
|                |     |                      |   |                    |
|                | ple |                      |   |                    |
|                | ase |                      |   |                    |
|                |     |                      |   |                    |
|                |   s |                      |   |                    |
|                | pec |                      |   |                    |
|                | ify |                      |   |                    |
|                | :\_ |                      |   |                    |
|                | \_\ |                      |   |                    |
|                | _\_ |                      |   |                    |
|                | \_\ |                      |   |                    |
|                | _\_ |                      |   |                    |
|                | \_\ |                      |   |                    |
|                | _\_ |                      |   |                    |
|                | \_\ |                      |   |                    |
|                | _\_ |                      |   |                    |
|                | \_\ |                      |   |                    |
|                | _\_ |                      |   |                    |
+----------------+-----+----------------------+---+--------------------+
|                |     |                      |   |                    |
+----------------+-----+----------------------+---+--------------------+
|                |     |                      |   |                    |
+----------------+-----+----------------------+---+--------------------+
| Information    |     | Personalized         | T |                    |
| resources      |     | technical assistance | h |                    |
|                |     |                      | e |                    |
|                |     |                      | p |                    |
|                |     |                      | r |                    |
|                |     |                      | o |                    |
|                |     |                      | v |                    |
|                |     |                      | i |                    |
|                |     |                      | d |                    |
|                |     |                      | e |                    |
|                |     |                      | r |                    |
|                |     |                      | ( |                    |
|                |     |                      | s |                    |
|                |     |                      | ) |                    |
|                |     |                      | o |                    |
|                |     |                      | f |                    |
|                |     |                      | T |                    |
|                |     |                      | A |                    |
|                |     |                      |   |                    |
|                |     |                      | ( |                    |
|                |     |                      | s |                    |
|                |     |                      | p |                    |
|                |     |                      | o |                    |
|                |     |                      | n |                    |
|                |     |                      | s |                    |
|                |     |                      | o |                    |
|                |     |                      | r |                    |
|                |     |                      | e |                    |
|                |     |                      | d |                    |
|                |     |                      | b |                    |
|                |     |                      | y |                    |
|                |     |                      | t |                    |
|                |     |                      | h |                    |
|                |     |                      | e |                    |
|                |     |                      | S |                    |
|                |     |                      | E |                    |
|                |     |                      | A |                    |
|                |     |                      | ) |                    |
+----------------+-----+----------------------+---+--------------------+
| -   Web-based  |     | -   State-wide       | - |                    |
|     materials  |     |     conference,      |   |                    |
|                |     |     regional         |   |                    |
| -   Email      |     |     briefings to     |   |                    |
|                |     |     discuss          | S |                    |
|   distribution |     |     competition      | E |                    |
|     list or    |     |     requirements     | A |                    |
|     listserv   |     |                      |   |                    |
|                |     | -   Training session | ` |                    |
| -   Sample     |     |     for grant        | ` |                    |
|     technology |     |     writing          | ` |                    |
|     plans      |     |                      | { |                    |
|                |     | -   Training         | = |                    |
| -   Sample     |     |     sessions for     | h |                    |
|     successful |     |     developing       | t |                    |
|     proposals  |     |     technology plans | m |                    |
|                |     |                      | l |                    |
| -   Selection  |     | -   Feedback on      | } |                    |
|     of         |     |     district         | < |                    |
|                |     |     technology plans | ! |                    |
|  best-practice |     |                      | - |                    |
|     examples   |     | ```{=html}           | - |                    |
|                |     | <!-- -->             |   |                    |
| -   Other,     |     | ```                  | - |                    |
|     please     |     | -   Assistance with  | - |                    |
|     specify    |     |     developing       | > |                    |
|     \_\_       |     |     evaluation plans | ` |                    |
| \_\_\_\_\_\_\_ |     |                      | ` |                    |
|                |     | -   District visits  | ` |                    |
|                |     |                      | - |                    |
|                |     | -   Telephone/email  |   |                    |
|                |     |     help lines       |   |                    |
|                |     |                      |   |                    |
|                |     | -   Other, please    | I |                    |
|                |     |     specify          | n |                    |
|                |     |                      | t |                    |
|                |     |   \_\_\_\_\_\_\_\_\_ | e |                    |
|                |     |                      | r |                    |
|                |     |                      | m |                    |
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|                |     |                      | d |                    |
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|                |     |                      | \ |                    |
|                |     |                      | _ |                    |
|                |     |                      | \ |                    |
|                |     |                      | _ |                    |
|                |     |                      | \ |                    |
|                |     |                      | _ |                    |
|                |     |                      | \ |                    |
|                |     |                      | _ |                    |
|                |     |                      | \ |                    |
|                |     |                      | _ |                    |
|                |     |                      | \ |                    |
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|                |     |                      | \ |                    |
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|                |     |                      | _ |                    |
|                |     |                      | \ |                    |
|                |     |                      | _ |                    |
+----------------+-----+----------------------+---+--------------------+

a.  [State Evaluations]{.underline}. Submit the report of each
    state-sponsored evaluation conducted that includes consideration of
    the TLCF.

```{=html}
<!-- -->
```
1.  Information on State TLCF Subgrant Competition

    a.  [Targeting Assistance]{.underline}*.* Please respond to the
        following items regarding high-poverty and greatest need of
        technology.

```{=html}
<!-- -->
```
i.  Please indicate the measure(s) the State used to determine the
    greatest need for educational technology and to determine numbers or
    percentages of children in poverty. (Please check all that apply.)

+------------------------------------+---------------------------------+
| **Table I-3a(i)**                  |                                 |
|                                    |                                 |
| **TLCF Subgrant---Measures of      |                                 |
| Poverty and Need**                 |                                 |
+------------------------------------+---------------------------------+
| High Poverty:                      | Greatest Need for Technology:   |
+------------------------------------+---------------------------------+
| -   None established               | -   None established            |
|                                    |                                 |
| -   Free/Reduced lunch data        | -   Student to modern computer  |
|                                    |     ratio                       |
| ```{=html}                         |                                 |
| <!-- -->                           | ```{=html}                      |
| ```                                | <!-- -->                        |
| -   AFDC                           | ```                             |
|                                    | -   Classrooms connected to the |
| -   Census data                    |     Internet                    |
|                                    |                                 |
| -   Other, please                  | -   Technology proficient       |
|     s                              |     teachers                    |
| pecify\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |                                 |
|                                    | ```{=html}                      |
| What is your basis for comparison? | <!-- -->                        |
|                                    | ```                             |
| -   State average                  | -   Other, please               |
|                                    |                                 |
| -   State goal                     | specify\_\_\_\_\_\_\_\_\_\_\_\_ |
|                                    |                                 |
| ```{=html}                         | What is your basis for          |
| <!-- -->                           | comparison?                     |
| ```                                |                                 |
| -   Other, please                  | -   State average               |
|     spe                            |                                 |
| cify\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | ```{=html}                      |
|                                    | <!-- -->                        |
|                                    | ```                             |
|                                    | -   State goal                  |
|                                    |                                 |
|                                    | ```{=html}                      |
|                                    | <!-- -->                        |
|                                    | ```                             |
|                                    | -   Other, please               |
|                                    |     sp                          |
|                                    | ecify\_\_\_\_\_\_\_\_\_\_\_\_\_ |
+------------------------------------+---------------------------------+

> Please provide the definition of high poverty as used in your State
> for TLCF awards in this reporting period:
>
> Please provide the definition of high technology need as used in your
> State for TLCF awards in this reporting period:
>
> ii\. Indicate how the State used the information about poverty and
> need for technology to target the TLCF subgrant competition during
> this reporting period. (Please check all that apply.)
>
> Did your State have more than one TLCF competition?

-   Yes

-   No

> Name of competition(s): \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Did your State apply the same criteria for poverty and technology need
> to all competitions?

-   Yes

-   No

> Please check all the appropriate boxes to indicate priorities for each
> subgrant competition for this reporting period.

+-----------------------------------+-----------------------------------+
| **Table I-3a(ii)**                |                                   |
|                                   |                                   |
| **TLCF Subgrant Priorities**      |                                   |
+-----------------------------------+-----------------------------------+
| High Poverty                      | Greatest Need for Technology      |
+-----------------------------------+-----------------------------------+
| -   Eligibility criterion (e.g.,  | -   Eligibility criterion (e.g.,  |
|     only districts meeting high   |     only districts meeting high   |
|     poverty were eligible to      |     need were eligible to apply)  |
|     apply)                        |                                   |
|                                   | ```{=html}                        |
| ```{=html}                        | <!-- -->                          |
| <!-- -->                          | ```                               |
| ```                               | -   Points awarded in competition |
| -   Points awarded in competition |                                   |
|                                   | ```{=html}                        |
| -   Percent of funds set-aside    | <!-- -->                          |
|     for high poverty only         | ```                               |
|                                   | -   Percent of funds set-aside    |
| -   Award amount determined by    |     for high need for technology  |
|     poverty                       |                                   |
|                                   | ```{=html}                        |
| -   Not applied for this          | <!-- -->                          |
|     competition                   | ```                               |
|                                   | -   Award amount determined by    |
| -   Other, please                 |     high need for technology      |
|     specify\_\_\_\_\_\_\_\_\_\_   |                                   |
|                                   | -   Not applied for this          |
|                                   |     competition.                  |
|                                   |                                   |
|                                   | -   Other, please                 |
|                                   |     specify\_\_\_\_\_\_\_\_\_\_   |
+-----------------------------------+-----------------------------------+

a.  [Strategy]{.underline}*.*

+--------------+-------------------+-----------------+-----------------+
| **Table      |                   |                 |                 |
| I-3b**       |                   |                 |                 |
|              |                   |                 |                 |
| **TLCF       |                   |                 |                 |
| Subgrant     |                   |                 |                 |
| Strategy**   |                   |                 |                 |
+--------------+-------------------+-----------------+-----------------+
| **Geographic | **Limits on       | **Limits on     | **Preferences   |
| Dis          | awards:**         | Uses of         | in addition to  |
| tribution:** |                   | Funds:**        | high poverty    |
|              |                   |                 | and high need   |
|              |                   |                 | for             |
|              |                   |                 | technology:**   |
+--------------+-------------------+-----------------+-----------------+
| -            | -   None          | -   No Priority | -   Districts   |
|   State-wide |     Established   |     Established |     with low    |
|              |                   |                 |     student     |
|  competition | -   Award Amount: | -               |     performance |
|              |     minimum       |    Professional |                 |
| -   Regional |     amount:       |     Development | ```{=html}      |
|              |                   |                 | <!-- -->        |
|  competition | > \$\_\_\_\_\     | Percent         | ```             |
|              | _\_\_\_\_\_\_\_\_ | \_\_\_\_\_\_    | -   Other,      |
| ```{=html}   |                   |                 |     please      |
| <!-- -->     | maximum amount:   | -   Hardware    |     specify:    |
| ```          | \$\_\_\_\_\       |     Limit       |                 |
| -   Urban    | _\_\_\_\_\_\_\_\_ |                 | \               |
|              |                   | Percent         | _\_\_\_\_\_\_\_ |
|    set-aside | -   Award Amount  | \_\_\_\_\_\_\_  |                 |
|              |     Tied to       |                 |                 |
| ```{=html}   |     District Size | -   Wiring and  |                 |
| <!-- -->     |                   |                 |                 |
| ```          | -   Award Amount  |    Connectivity |                 |
| -   Rural    |     Tied to Other |                 |                 |
|              |     Criteria,     | Percent         |                 |
|    set-aside |     please        | \               |                 |
|              |     describe      | _\_\_\_\_\_\_\_ |                 |
| -   Other,   |     criteria      |                 |                 |
|     please   |                   | -   Software    |                 |
|     specify: | ```{=html}        |     and Online  |                 |
|              | <!-- -->          |     Resources   |                 |
| \_\_\_\_\_\_ | ```               |                 |                 |
| \_\_\_\_\_\_ | -   Districts Not | Percent         |                 |
|              |     Previously    | \               |                 |
|              |     Funded        | _\_\_\_\_\_\_\_ |                 |
|              |                   |                 |                 |
|              | -   Duration:     | -   Other,      |                 |
|              |     Term of       |     please      |                 |
|              |     Award,        |                 |                 |
|              |     specify       |    specify\_\_\ |                 |
|              |     number of     | _\_\_\_\_\_\_\_ |                 |
|              |     months\_\     |     Percent\_\  |                 |
|              | _\_\_\_\_\_\_\_\_ | _\_\_\_\_\_\_\_ |                 |
+--------------+-------------------+-----------------+-----------------+

> Please provide a rationale for the selection of the above priorities,
> e.g., statewide models, technology use in middle schools, etc.

a.  [Subgrant Awards]{.underline}*.* Complete the table below for all
    TLCF subgrants:

+-----------+------+--------+---------+-------+-----------+----------+
| **Table   |      |        |         |       |           |          |
| I-3c**    |      |        |         |       |           |          |
|           |      |        |         |       |           |          |
| **TLCF    |      |        |         |       |           |          |
| Subgrant  |      |        |         |       |           |          |
| Awards**  |      |        |         |       |           |          |
+-----------+------+--------+---------+-------+-----------+----------+
| **(1)**   | **(  | *      | **(4)** | **    | **(6)**   | **(7)**  |
|           | 2)** | *(3)** |         | (5)** |           |          |
| **Name of |      |        | *       |       | **I       | **       |
| Sub       | **   | **     | *Consor | **    | dentified | Received |
| grantee** | NCES | Amount | tium?** | Ident | by State  | a TLCF   |
|           | Dist | A      |         | ified | as having | subgrant |
|           | rict | warded |         | by    | the       | in the   |
|           | Co   | for    |         | State | greatest  | previous |
|           | de** | one    |         | as    | need for  | fiscal   |
|           |      | fiscal |         | High  | tec       | year?**  |
|           |      | year** |         | Pover | hnology** |          |
|           |      |        |         | ty?** |           |          |
+-----------+------+--------+---------+-------+-----------+----------+
| *         | *111 | *\$20  | *yes*   | *yes* | *yes*     | *yes*    |
| Example:* | 111* | 0,000* |         |       |           |          |
|           |      |        |         |       |           |          |
| *School   |      |        |         |       |           |          |
| District  |      |        |         |       |           |          |
| A*        |      |        |         |       |           |          |
+-----------+------+--------+---------+-------+-----------+----------+
| *         | *222 |        | *Yes*   | *No*  | *No*      | *No*     |
| Example:* | 222* |        |         |       |           |          |
|           |      |        |         |       |           |          |
| *School   |      |        |         |       |           |          |
| District  |      |        |         |       |           |          |
| B*        |      |        |         |       |           |          |
+-----------+------+--------+---------+-------+-----------+----------+
| *         | *333 |        | *Yes*   | *Yes* | *Yes*     | *No*     |
| Example:* | 333* |        |         |       |           |          |
|           |      |        |         |       |           |          |
| *School   |      |        |         |       |           |          |
| District  |      |        |         |       |           |          |
| C*        |      |        |         |       |           |          |
+-----------+------+--------+---------+-------+-----------+----------+
| *         | *999 | *\$7   | *No*    | *Yes* | *No*      | *No*     |
| Example:* | 999* | 5,000* |         |       |           |          |
|           |      |        |         |       |           |          |
| *School   |      |        |         |       |           |          |
| District  |      |        |         |       |           |          |
| X*        |      |        |         |       |           |          |
+-----------+------+--------+---------+-------+-----------+----------+
|           |      |        |         |       |           |          |
+-----------+------+--------+---------+-------+-----------+----------+
|           |      |        |         |       |           |          |
+-----------+------+--------+---------+-------+-----------+----------+

b.  Expand on any noteworthy features of the state's subgrantees that
    are not otherwise captured in this report.

```{=html}
<!-- -->
```
1.  Summary Information On TLCF Subgrants:

    a.  LEA Administrative Data.

Subgrantee name \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ NCES district
code\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Amount of TLCF award\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Reporting period of
award \_\_\_\_\_\_\_\_\_\_\_\_\_\_

b.  [LEA Technology Plan]{.underline}*.* Please enter information about
    progress on the educational technology goals for the grant recipient
    in 4a. Please list each grant recipient's goal(s) under the national
    goal to which it is most closely related.

+--------------+-------------+-------------+------+---------+--------+
| **TABLE      |             |             |      |         |        |
| I-4b**       |             |             |      |         |        |
|              |             |             |      |         |        |
| *            |             |             |      |         |        |
| *Educational |             |             |      |         |        |
| Technology   |             |             |      |         |        |
| Goals for    |             |             |      |         |        |
| the Grant    |             |             |      |         |        |
| Recipient**  |             |             |      |         |        |
+--------------+-------------+-------------+------+---------+--------+
| **National   | **Grant     | **Mea       | **   | **Date  | **Fiv  |
| Goal**       | Recipient   | sure/Method | Date | and**   | e-year |
|              | Goal(s)**   | of          | a    |         | Grant  |
| **or Other   |             | collection  | nd** | **      | Rec    |
| Goal**       |             | and         |      | current | ipient |
|              |             | source**    | **   | s       | Goal** |
|              |             |             | base | tatus** |        |
|              |             |             | line |         | **     |
|              |             |             | stat | **(09/3 | (09/30 |
|              |             |             | us** | 0/99)** | /02)** |
+--------------+-------------+-------------+------+---------+--------+
| All teachers | *EXAMPLE:   | *Mandatory  | *    | *Due    | *All   |
| will have    | Fifty       | biannual    | 1997 | 1999.*  | bui    |
| the training | percent of  | technology  | cen  |         | ldings |
| and support  | the         | census.     | sus. |         | meet   |
| they need to | teachers in | Reported by | Twen |         | goal.* |
| help all     | every       | building    | ty-s |         |        |
| students     | school      | p           | even |         |        |
| learn        | building in | rincipals.* | per  |         |        |
| through      | the         |             | cent |         |        |
| computers    | district    |             | of   |         |        |
| and the      | will be     |             | b    |         |        |
| information  | trained on  |             | uild |         |        |
| s            | in          |             | ings |         |        |
| uperhighway. | structional |             | met  |         |        |
|              | a           |             | go   |         |        |
|              | pplications |             | al.* |         |        |
|              | of the      |             |      |         |        |
|              | Internet.*  |             |      |         |        |
+--------------+-------------+-------------+------+---------+--------+
|              |             |             |      |         |        |
+--------------+-------------+-------------+------+---------+--------+
|              |             |             |      |         |        |
+--------------+-------------+-------------+------+---------+--------+
|              |             |             |      |         |        |
+--------------+-------------+-------------+------+---------+--------+
| All teachers |             |             |      |         |        |
| and students |             |             |      |         |        |
| will have    |             |             |      |         |        |
| modern       |             |             |      |         |        |
| computers in |             |             |      |         |        |
| their        |             |             |      |         |        |
| classrooms.  |             |             |      |         |        |
+--------------+-------------+-------------+------+---------+--------+
|              |             |             |      |         |        |
+--------------+-------------+-------------+------+---------+--------+
|              |             |             |      |         |        |
+--------------+-------------+-------------+------+---------+--------+
| Every        |             |             |      |         |        |
| classroom    |             |             |      |         |        |
| will be      |             |             |      |         |        |
| connected to |             |             |      |         |        |
| the          |             |             |      |         |        |
| information  |             |             |      |         |        |
| s            |             |             |      |         |        |
| uperhighway. |             |             |      |         |        |
+--------------+-------------+-------------+------+---------+--------+
|              |             |             |      |         |        |
+--------------+-------------+-------------+------+---------+--------+
|              |             |             |      |         |        |
+--------------+-------------+-------------+------+---------+--------+
| Effective    |             |             |      |         |        |
| and engaging |             |             |      |         |        |
| software and |             |             |      |         |        |
| on-line      |             |             |      |         |        |
| resources    |             |             |      |         |        |
| will be an   |             |             |      |         |        |
| integral     |             |             |      |         |        |
| part of      |             |             |      |         |        |
| every school |             |             |      |         |        |
| curriculum.  |             |             |      |         |        |
+--------------+-------------+-------------+------+---------+--------+
|              |             |             |      |         |        |
+--------------+-------------+-------------+------+---------+--------+
|              |             |             |      |         |        |
+--------------+-------------+-------------+------+---------+--------+
| Please list  |             |             |      |         |        |
| other grant  |             |             |      |         |        |
| recipient    |             |             |      |         |        |
| goal(s) that |             |             |      |         |        |
| are not      |             |             |      |         |        |
| closely      |             |             |      |         |        |
| related to   |             |             |      |         |        |
| the four     |             |             |      |         |        |
| national     |             |             |      |         |        |
| pillars.     |             |             |      |         |        |
+--------------+-------------+-------------+------+---------+--------+
|              |             |             |      |         |        |
+--------------+-------------+-------------+------+---------+--------+
|              |             |             |      |         |        |
+--------------+-------------+-------------+------+---------+--------+

c.  [Subgrantee Learning Goals]{.underline}*.* How do the subgrantee\'s
    educational technology goals support the subgrantee\'s learning
    goals?

d.  [Partnerships]{.underline}. Please indicate which of the following
    entities have helped the grant recipient accomplish its goals during
    this reporting period. Answers should be limited to partnerships in
    which TLCF has a part. An example would be: an agreement with the
    public library to purchase additional site licenses for the
    databases that the middle school teachers and students use most
    often for research so that teachers and students can access the
    databases from school or home. (Please check all that apply.)

+--------------------------------------------+---------+---------------+
| **TABLE I-4d**                             |         |               |
|                                            |         |               |
| **Partnerships**                           |         |               |
+--------------------------------------------+---------+---------------+
| **Entity**                                 | **      | **Other       |
|                                            | Funds** | Services      |
|                                            |         | and/or        |
|                                            |         | Resources**   |
+--------------------------------------------+---------+---------------+
| State educational agency                   |         |               |
+--------------------------------------------+---------+---------------+
| Other State agency (e.g., Department of    |         |               |
| Labor)                                     |         |               |
+--------------------------------------------+---------+---------------+
| Other local public agency (e.g., library   |         |               |
| system)                                    |         |               |
+--------------------------------------------+---------+---------------+
| Business/industry                          |         |               |
+--------------------------------------------+---------+---------------+
| Foundation or other non-profit             |         |               |
| organization                               |         |               |
+--------------------------------------------+---------+---------------+
| Institution of higher education            |         |               |
+--------------------------------------------+---------+---------------+
| Intermediate Agencies (i.e, regional       |         |               |
| services, training centers, etc.)          |         |               |
+--------------------------------------------+---------+---------------+
| Other Federal Sources                      |         |               |
+--------------------------------------------+---------+---------------+
| Other (Please                              |         |               |
| specify\_\_\                               |         |               |
| _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_) |         |               |
+--------------------------------------------+---------+---------------+

e.  [Use of Funds]{.underline}. Please check all the appropriate boxes
    to indicate how the district used the TLCF subgrant award during
    this reporting period. Percentages must total 100%.

+----------------+---------------------------------+-------------------+
| **TABLE I-4e** |                                 |                   |
|                |                                 |                   |
| **Use of       |                                 |                   |
| Funds**        |                                 |                   |
+----------------+---------------------------------+-------------------+
|                |                                 | **Estimated       |
|                |                                 | Percentage**      |
+----------------+---------------------------------+-------------------+
| \(1\) Use of   | -   Professional Development:   |                   |
| Funds:         |     Focus on                    |                   |
|                |                                 |                   |
|                | technology use and skill        |                   |
+----------------+---------------------------------+-------------------+
|                | -   Professional Development:   |                   |
|                |     Focus on                    |                   |
|                |                                 |                   |
|                | integrating technology for      |                   |
|                | instruction                     |                   |
+----------------+---------------------------------+-------------------+
|                | -   Maintenance and Technical   |                   |
|                |     Support                     |                   |
+----------------+---------------------------------+-------------------+
|                | -   Hardware\_\_\_\_\_          |                   |
+----------------+---------------------------------+-------------------+
|                | -   Connectivity: Wiring and    |                   |
|                |     Infrastrucure               |                   |
+----------------+---------------------------------+-------------------+
|                | -   Connectivity: Costs for     |                   |
|                |     Services                    |                   |
+----------------+---------------------------------+-------------------+
|                | -   Software and Online         |                   |
|                |     Resources                   |                   |
+----------------+---------------------------------+-------------------+
|                | -   Distance Learning           |                   |
|                |     (telecourses, web PD)       |                   |
+----------------+---------------------------------+-------------------+
|                | -   Evaluating Impact           |                   |
+----------------+---------------------------------+-------------------+
|                | -   Administration and          |                   |
|                |     operation                   |                   |
+----------------+---------------------------------+-------------------+
|                | -   Other: Please specify:      |                   |
|                |                                 |                   |
|                |  \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |                   |
+----------------+---------------------------------+-------------------+
| \(2\) Grade    | -   All                         |                   |
| Levels Most    |                                 |                   |
| Affected:      |                                 |                   |
+----------------+---------------------------------+-------------------+
|                | -   Elementary                  |                   |
+----------------+---------------------------------+-------------------+
|                | -   Middle                      |                   |
+----------------+---------------------------------+-------------------+
|                | -   Secondary                   |                   |
+----------------+---------------------------------+-------------------+
| \(3\) Subject  | -   All                         |                   |
| Areas Most     |                                 |                   |
| Affected:      |                                 |                   |
+----------------+---------------------------------+-------------------+
|                | -   Reading and Language Arts   |                   |
+----------------+---------------------------------+-------------------+
|                | -   Mathematics                 |                   |
+----------------+---------------------------------+-------------------+
|                | -   Science                     |                   |
+----------------+---------------------------------+-------------------+
|                | -   Social Studies              |                   |
+----------------+---------------------------------+-------------------+
|                | -   Other, Please specify:      |                   |
|                |                                 |                   |
|                |  \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |                   |
+----------------+---------------------------------+-------------------+

a.  [Technology Goals]{.underline}*.* Indicate the subgrantee\'s
    progress toward each of the 4 pillars for educational technology as
    a result of **funding from ALL sources (federal, state, and
    local)**.

> Under COMMENT, provide a narrative of the progress the subgrantee has
> made toward the four pillars as a result of the **funds awarded
> through the TLCF**.
>
> i\. All teachers in the nation will have the *training* and *support*
> they need to help students learn using computers and the *information
> superhighway*.
>
> **1 2 3 4 5**
>
> Range:
>
> 1 = No members of *teaching workforce* participating in ongoing
> *training* & receiving *support*
>
> 3 = Half of the *teaching workforce* participating in ongoing
> *training* & receiving *support*
>
> 5 = Entire *teaching workforce* participating in ongoing *training* &
> receiving *support*
>
> COMMENT:
>
> ii\. All teachers and students will have *modern multi-media
> computers* in their *classrooms*.
>
> **1 2 3 4 5**
>
> Range:
>
> 1 = All *classrooms* with a student to *multi-media computers* ratio
> greater than 21:1
>
> 3 = All *classrooms* with a student to *multi-media computers* ratio
> of 13:1
>
> 5 = All *classrooms* with a student to *multi-media computers* ratio
> at or less than 5:1
>
> COMMENT:
>
> iii\. Every *classroom* will be connected to the *information
> superhighway*.
>
> **1 2 3 4 5**
>
> Range:
>
> 1 = Less than 14% of *classrooms* connected to the *information
> superhighway*
>
> 3 = 55% of *classrooms* connected to the *information superhighway*
>
> 5 = All *classrooms* connected to the *information superhighway*

COMMENT:

> iv\. Effective and engaging software and on-line learning resources
> will be an integral part of every school's curriculum.
>
> **1 2 3 4 5**
>
> Range:
>
> 1 = Effective and engaging software and on-line learning resources not
> in use in any *core content areas*
>
> 3 = Effective and engaging software and online learning resources in
> use in half of the content areas
>
> 5 = Effective software and on-line learning resources in use in all
> *core content areas*

COMMENT:

b.  [Evaluation]{.underline}*.* What were the three major impacts TLCF
    funds had on teaching and learning? What evidence of this impact do
    you have?

```{=html}
<!-- -->
```
J.  **[ESEA, Title IV]{.smallcaps}**

    **[Safe and Drug-Free Schools and Communities Act]{.smallcaps}**

    1.  Provide information on program effectiveness by attaching the
        following three pieces of information to this form:

        a.  ESEA, Section 4112, requires that states develop measurable
            goals and objectives for drug and violence prevention.

> \(1\) [Attach a copy]{.underline} of your SEA's measurable goals and
> objectives for the reporting year.
>
> **OR**
>
> \(2\) If your SEA\'s goals and objectives have not changed since last
> provided to ED, check the box below rather than attaching a copy to
> this form.

-   Our SEA\'s goals and objectives have not changed since last provided
    to ED.

    a.  Section 4117 requires that each state report the state's
        progress toward attaining its goals for drug and violence
        prevention.

        [Attach a description]{.underline} of your state's progress
        during the reporting year toward attaining its SEA's measurable
        goals and objectives, including any outcome data and measures of
        effectiveness that your state has collected.

> Please focus your description primarily on data assessing the outcomes
> or effectiveness of prevention programs.
>
> You may also include any additional information your state wishes to
> provide to present a more complete picture of its progress in
> attaining its measurable goals and objectives or to assist in
> interpreting the information reported in this form (e.g.,
> implementation data---sometimes called "process" data---such as
> services provided or materials developed.)

b.  [Attach a brief description]{.underline} of one or more projects,
    programs, approaches, strategies or components implemented during
    the reporting year that you consider to be exemplary. Please also
    include a description of the project's outcome data and any other
    evidence that serves as the basis for your assessment of the
    project's quality.

```{=html}
<!-- -->
```
1.  *SDFSCA* funding and applications for "greatest needs" funds

    a.  In making funding decisions for the reporting year, what factors
        did your *SEA* use to determine which *LEA*s had the greatest
        need for additional resources? For each of the factors listed
        below, check either "Yes" or "No" as appropriate for your state
        to indicate whether or not it was used to make these funding
        decisions for the reporting year.

+----+-----------------------------------------------------+-----+-----+
|    | **Table J-2a**                                      | *   | **N |
|    |                                                     | *Ye | o** |
|    | **Factors Used in Identifying LEAs with Greatest    | s** |     |
|    | Need**                                              |     |     |
+----+-----------------------------------------------------+-----+-----+
| a  | Rates of alcohol and *drug* use among youth         |     |     |
| \. |                                                     |     |     |
+----+-----------------------------------------------------+-----+-----+
| b  | Rates of violent or criminal victimization of youth |     |     |
| \. |                                                     |     |     |
+----+-----------------------------------------------------+-----+-----+
| c  | Rates of arrest and conviction of youth for         |     |     |
| \. | violent, alcohol, or other drug-related crime \-\-- |     |     |
|    | including any crime specifically involving          |     |     |
|    | possession or use of alcohol or some other *drug*   |     |     |
|    | (*e.g*., public drunkenness, driving while          |     |     |
|    | impaired), or any crime committed while using       |     |     |
|    | alcohol or some other *drug*                        |     |     |
+----+-----------------------------------------------------+-----+-----+
| d  | Extent of illegal gang activity                     |     |     |
| \. |                                                     |     |     |
+----+-----------------------------------------------------+-----+-----+
| e  | Incidence of violence and vandalism in school       |     |     |
| \. |                                                     |     |     |
+----+-----------------------------------------------------+-----+-----+
| f  | Rates of youth participation (voluntary and         |     |     |
| \. | involuntary) in *drug*/                             |     |     |
|    |                                                     |     |     |
|    | alcohol treatment or rehabilitation programs        |     |     |
+----+-----------------------------------------------------+-----+-----+
| g  | Rates of referral of youth to juvenile court        |     |     |
| \. |                                                     |     |     |
+----+-----------------------------------------------------+-----+-----+
| h  | Rates of *student* expulsions and suspensions from  |     |     |
| \. | schools and referrals to *alternative education     |     |     |
|    | programs*                                           |     |     |
+----+-----------------------------------------------------+-----+-----+
| i  | Incidence of reported child abuse and domestic      |     |     |
| \. | violence                                            |     |     |
+----+-----------------------------------------------------+-----+-----+
| j  | Rates of school dropout and absences                |     |     |
| \. |                                                     |     |     |
+----+-----------------------------------------------------+-----+-----+
| k  | Level of district poverty (*e.g.*, percentage of    |     |     |
| \. | students receiving free or reduced-price lunches)   |     |     |
+----+-----------------------------------------------------+-----+-----+
| l  | Local implementation of research based approaches   |     |     |
| \. |                                                     |     |     |
+----+-----------------------------------------------------+-----+-----+
| m  | Other\--PLEASE SPECIFY:                             |     |     |
| \. |                                                     |     |     |
+----+-----------------------------------------------------+-----+-----+

b.  What criteria did your *SEA* use to review and approve *LEA*
    applications for the reporting *school year* *SDFSCA* funds? Please
    check either "Yes" or "No" for each option listed below to indicate
    whether or not you used each of these criteria.

+---+------------------------------------------------------+-----+-----+
|   | ### Table J-2b                                       | *   | **N |
|   |                                                      | *Ye | o** |
|   | ###                                                  | s** |     |
|   | Criteria Used to Review and Approve LEA Applications |     |     |
+---+------------------------------------------------------+-----+-----+
| a | Demonstrated success in meeting *LEA* measurable     |     |     |
| \ | goals and objectives                                 |     |     |
| . |                                                      |     |     |
+---+------------------------------------------------------+-----+-----+
| b | Outcome data and other measures of effectiveness     |     |     |
| \ |                                                      |     |     |
| . |                                                      |     |     |
+---+------------------------------------------------------+-----+-----+
| c | Continuation of previously approved projects         |     |     |
| \ |                                                      |     |     |
| . |                                                      |     |     |
+---+------------------------------------------------------+-----+-----+
| d | Recommendation of peer reviewers                     |     |     |
| \ |                                                      |     |     |
| . |                                                      |     |     |
+---+------------------------------------------------------+-----+-----+
| e | *LEA* needs assessment                               |     |     |
| \ |                                                      |     |     |
| . |                                                      |     |     |
+---+------------------------------------------------------+-----+-----+
| f | Application conforms to the law                      |     |     |
| \ |                                                      |     |     |
| . |                                                      |     |     |
+---+------------------------------------------------------+-----+-----+
| g | Project is based on research or a model of proven    |     |     |
| \ | effectiveness                                        |     |     |
| . |                                                      |     |     |
+---+------------------------------------------------------+-----+-----+
| h | Other\--PLEASE SPECIFY:                              |     |     |
| \ |                                                      |     |     |
| . |                                                      |     |     |
+---+------------------------------------------------------+-----+-----+

2.  The report definition of an *elementary* *school* is "a school
    composed of any span of grades not above Grade 6." Does this
    definition match your state's school system structure?

Yes

No PLEASE DESCRIBE THE DIFFERENCE:

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

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

3.  The report definition of a *middle school* is "a separately
    organized and administered school intermediate between *elementary*
    and *senior high schools*, which might also be called a junior high
    school, usually including Grades 7, 8, and 9; Grades 7 and 8; or
    Grades 6, 7, and 8." Does this definition match your state's school
    system structure?

Yes

No PLEASE DESCRIBE THE DIFFERENCE:

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

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

4.  The report definition of a *senior high school* is "a school
    offering the final years of school work necessary for graduation,
    usually including Grades 10, 11, and 12; or Grades 9, 10, 11, and
    12." Does this definition match your state's school system
    structure?

Yes

No PLEASE DESCRIBE THE DIFFERENCE:

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

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

J-6-8. During the reporting *school year*, how many public schools in
your state provided *prevention services/activities* to students,
categorized by *elementary schools*, *middle schools*, and *senior high
schools*? Please count only those schools at which these services were
funded in whole or in part by *SDFSCA*.

  ------------------------------ ----------------------------------------
                                 Number of [schools]{.underline}
                                 providing *prevention
                                 services/activities* funded in whole or
                                 in part with SDFSCA funds

  6\. Public *elementary         
  schools*                       

  7\. Public *middle schools*    

  8\. Public *senior high        
  schools*                       
  ------------------------------ ----------------------------------------

J-6a -- 8a. Of the *students* enrolled in these public schools, how many
*students* received services that were funded in whole or in part by
SDFSCA?

  ------------------------------ ----------------------------------------
                                 Number of *[students]{.underline}*
                                 within those schools receiving
                                 *prevention services* funded in whole or
                                 in part with SDFSCA funds

  6a. Public *elementary school  
  students*                      

  7a. Public *middle school      
  students*                      

  8a. Public *senior high school 
  students*                      
  ------------------------------ ----------------------------------------

9.  **During the reporting school year, did your state provide any
    *SDFSCA* funding to *local educational agencies* (*LEAs*) through
    *consortia, intermediate educational agencies* (IEAs), or other
    district cooperatives in addition to providing *SDFSCA* funding to
    individual *LEAs*?**

Yes \> SKIP TO QUESTION 13

No

10. During the reporting *school year*, did your state provide *SDFSCA*
    funding [only]{.underline} to individual *LEAs* and
    [not]{.underline} through *consortia, IEAs*, or cooperatives?

Yes

No \> Please contact Robert Alexander at 202-401-3354.

We need to clarify your funding methods.

**J-11 -- 12. During the reporting *school year,* how many *LEAs*
received *SDFSCA* funds individually or did not receive *SDFSCA*
funds?**

+------------------------------------------------------+---------------+
|                                                      | **Number of   |
|                                                      | *LEAs***      |
+------------------------------------------------------+---------------+
| 11\. *LEAs* that received *SDFSCA* funds             |               |
| individually for the reporting *school year*         |               |
+------------------------------------------------------+---------------+
| 12\. *LEAs* that did [not]{.underline} receive       |               |
| *SDFSCA* funds                                       |               |
+------------------------------------------------------+---------------+
| ###  TOTAL *LEAs*                                    |               |
+------------------------------------------------------+---------------+

**Total Number of LEAs in your State:**

  -----------------------------------------------------------------------
  **NOTE: Please be certain that your answers to Question 11 and Question
  12 sum to the [total]{.underline} number of *LEAs* in your state.**

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

> **J-11a - 12a. During the reporting *school year*, how many *students*
> (Grades K-12) were enrolled in LEAs that received SDFSCA funds
> individually or did not receive SDFSCA funds?**

+--------------------------------------------+-------------------------+
|                                            | **Number of *Students*  |
|                                            | (K -- 12) enrolled in   |
|                                            | those *LEAs***          |
|                                            |                         |
|                                            | **(Base answer on       |
|                                            | October 1 *enrollment*  |
|                                            | date)**                 |
+--------------------------------------------+-------------------------+
| 11a. Students in *LEAs* that received      |                         |
| *SDFSCA* funds individually for the        |                         |
| reporting *school year*                    |                         |
+--------------------------------------------+-------------------------+
| 12a. Students in *LEAs* that did           |                         |
| [not]{.underline} receive *SDFSCA* funds   |                         |
+--------------------------------------------+-------------------------+

**SKIP TO QUESTION J-18.**

**J-13 -- 15. During the reporting *school year, how many LEAs***
received SDFSCA funds?

  ---------------------------------------------------- ------------------
                                                       **Number of LEAs**

  **13.** *LEAs* that received *SDFSCA* funds through  
  *consortia*, Intermediate Education Agencies, or     
  other district cooperatives                          

  **14.** *LEAs* that received *SDFSCA* funds          
  individually for the reporting *school year*         

  **15.** *LEAs* that did [not]{.underline} receive    
  *SDFSCA* funds                                       
  ---------------------------------------------------- ------------------

**Total Number of *LEAs* in your State:**

  -----------------------------------------------------------------------
  **NOTE: Please be certain that your answers to Question 13, Question
  14, and Question 15 sum to the [total]{.underline} number of *LEAs* in
  your state.**

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

**J-13a -- 15a. During the reporting school year, how many students were
enrolled in LEAs that received *SDFSCA* funds?**

+-------------------------------------+--------------------------------+
|                                     | **Number of *Students* (K --   |
|                                     | 12) enrolled in those *LEAs*** |
|                                     |                                |
|                                     | **(Base answer on October 1    |
|                                     | *enrollment* date)**           |
+-------------------------------------+--------------------------------+
| 13a. Students in *LEAs* that        |                                |
| received *SDFSCA* funds through     |                                |
| *consortia*, *IEAs*, or other       |                                |
| district cooperatives               |                                |
+-------------------------------------+--------------------------------+
| 14a. Students in *LEAs* that        |                                |
| received *SDFSCA* funds             |                                |
| individually for the reporting      |                                |
| *school year*                       |                                |
+-------------------------------------+--------------------------------+
| 15a. Students in *LEAs* that did    |                                |
| [not]{.underline} receive *SDFSCA*  |                                |
| funds                               |                                |
+-------------------------------------+--------------------------------+

16. Deleted

17. Deleted

18. During the reporting *school year*, how many of your state's *LEAs*
    provided:

+---------+---------------------------------------+-------------------+
|         | **Service/Activity**                  | **Number of       |
|         |                                       | *LEAs* Providing  |
|         |                                       | S                 |
|         |                                       | ervice/Activity** |
+---------+---------------------------------------+-------------------+
| a\.     | *After-school or before-school        |                   |
|         | programs*                             |                   |
+---------+---------------------------------------+-------------------+
| b\.     | *Alternative education programs*      |                   |
+---------+---------------------------------------+-------------------+
| c\.     | *Community service projects*          |                   |
+---------+---------------------------------------+-------------------+
| d\.     | *Conflict resolution*/peer mediation  |                   |
+---------+---------------------------------------+-------------------+
| e\.     | *Curriculum acquisition or            |                   |
|         | development*                          |                   |
+---------+---------------------------------------+-------------------+
| f\.     | *Drug prevention instruction*         |                   |
+---------+---------------------------------------+-------------------+
| g\.     | *Parent education/involvement*        |                   |
+---------+---------------------------------------+-------------------+
| h\.     | *Security equipment*                  |                   |
+---------+---------------------------------------+-------------------+
| i\.     | *Security personnel*                  |                   |
+---------+---------------------------------------+-------------------+
| j\.     | *Services for out-of-school youth*    |                   |
|         | (school age)                          |                   |
+---------+---------------------------------------+-------------------+
| k\.     | *Special, one-time events*            |                   |
+---------+---------------------------------------+-------------------+
| l\.     | *Student support services* (*e.g*.,   |                   |
|         | *student* assistance programs,        |                   |
|         | counseling, mentoring, identification |                   |
|         | and referral)                         |                   |
+---------+---------------------------------------+-------------------+
| m\.     | *Teacher/staff training*              |                   |
+---------+---------------------------------------+-------------------+
| n\.     | *Violence prevention instruction*     |                   |
+---------+---------------------------------------+-------------------+
| o\.     | Other                                 |                   |
|         |                                       |                   |
|         | PLEASE SPECIFY:                       |                   |
+---------+---------------------------------------+-------------------+

19. During the reporting *school year*, how many *SDFSCA*-funded *LEAs*
    in your state involved community agencies or organizations in their
    *SDFSCA*-funded drug and violence *prevention*
    *services/activities*?

    Number of *LEAs*

> **J-19a. Among those *LEAs* identified in Question 19, how many
> districts involved schools and [one or more]{.underline} community
> agencies or organizations in:**

  ------ ------------------------------------------- ---------------------
         **Type of Community Involvement**           **Number of *LEAs***

  a      Joint service delivery, including referrals 

  b      *Teacher/staff training*                    

  c      Public awareness activities                 

  d      Fundraising                                 
  ------ ------------------------------------------- ---------------------

20. During the reporting *school year*, how many *SDFSCA*-funded *LEAs*
    in your state had *students* participating in designing, delivering,
    or critiquing drug or violence prevention programming?

> \_\_\_\_\_\_\_ Number of *LEAs*

-   Please select one of following time periods which [most
    closely]{.underline} matches your state's definition of *school
    year*:

> \_\_\_\_\_\_\_ 12 months (*i.e.,* 365 days a year)
>
> \_\_\_\_\_\_\_ 11 months (*i.e*., August/September through May/June
> plus summer school)
>
> \_\_\_\_\_\_\_ 10 months or less (*e.g*., 180 days or equivalent
> number of hours)

-   Please select one of the following options which [most
    closely]{.underline} matches your state's definition of a school
    day:

> \_\_\_\_\_\_\_ 24 hours per day
>
> \_\_\_\_\_\_\_ student day **[including]{.underline}**
> before/after-school student activities
>
> \_\_\_\_\_\_\_ student day **[excluding]{.underline}**
> before/after-school student activities
>
> \_\_\_\_\_\_\_ no state definition or locally determined

**J-21 -- 23. Data on *incidents* at *elementary schools* and victims
and *offenders* reported in those *incidents***

  ------ -------------------------------------- ------------- ---------------
  Line                                          Number of     Number of
                                                *Incidents*   Victims or
                                                              *Offenders*

  21a    Indicate the number of *incidents*                   
         that occurred on the property of                     
         *elementary schools* during the                      
         reporting year?                                      

  21b    Indicate the total number of victims                 
         (unduplicated count) involved in the                 
         *incidents* reported in [line                        
         21a]{.underline} by the following                    
         categories:                                          

         *Students*                                           

         *School personnel*                                   

         *Non-school personnel*                               

         Unknown                                              

         Total number of victims                              

  22     Indicate the number of *offenders*                   
         involved in the incidents reported in                
         [line 21a]{.underline} that fall into                
         the following categories:                            

         *Students*                                           

         *Non-Student*s                                       

         Unknown                                              

         Total number of *offenders*                          

  23     Of the *incidents* that occurred on                  
         *school property* (reported in [line                 
         21a]{.underline}), how many were                     
         *weapons-related* *incidents*? (Note:                
         *Weapons-related* *incidents* are a                  
         subset of all *incidents* that                       
         occurred.)                                           
  ------ -------------------------------------- ------------- ---------------

J-24 -- 26. Data on incidents at middle schools and victims and
offenders reported in those incidents

  ------ -------------------------------------- ------------- ---------------
  Line                                          Number of     Number of
                                                *Incidents*   Victims or
                                                              *Offenders*

  24a    Indicate the number of *incidents*                   
         that occurred on the property of                     
         *middle schools* during the reporting                
         year?                                                

  24b    Indicate the total number of victims                 
         (unduplicated count) involved in the                 
         *incidents* reported in [line                        
         24a]{.underline} by the following                    
         categories:                                          

         *Students*                                           

         *School personnel*                                   

         *Non-school personnel*                               

         Unknown                                              

         Total number of victims                              

  25     Indicate the number of *offenders*                   
         involved in the incidents reported in                
         [line 24a]{.underline} that fall into                
         the following categories:                            

         *Students*                                           

         *Non-Student*s                                       

         Unknown                                              

         Total number of *offenders*                          

  26     Of the *incidents* that occurred on                  
         *school property* (reported in [line                 
         24a]{.underline}), how many were                     
         *weapons-related* *incidents*? (Note:                
         *Weapons-related* *incidents* are a                  
         subset of all *incidents* that                       
         occurred.)                                           
  ------ -------------------------------------- ------------- ---------------

**J-27 -- 29. Data on *incidents* at *high schools* and victims and
*offenders* reported in those *incidents***

  ------ -------------------------------------- ------------ ---------------
  Line                                          Number of    Number of
                                                Incidents    Victims or
                                                             Offenders

  27a    Indicate the number of *incidents*                  
         that occurred on the property of *high              
         schools* during the reporting year?                 

  27b    Indicate the total number of victims                
         (unduplicated count) involved in the                
         *incidents* reported in [line                       
         27a]{.underline} by the following                   
         categories:                                         

         *Students*                                          

         *School personnel*                                  

         *Non-school personnel*                              

         Unknown                                             

         Total number of victims                             

  28:    Indicate the number of *offenders*                  
         involved in the incidents reported in               
         [line 27a]{.underline} that fall into               
         the following categories                            

         *Students*                                          

         *Non-Student*s                                      

         Unknown                                             

         Total number of *offenders*                         

  29     Of the *incidents* that occurred on                 
         *school property* (reported in [line                
         27a]{.underline}), how many were                    
         *weapons-related* *incidents*? (Note:               
         *Weapons-related* *incidents* are a                 
         subset of all *incidents* that                      
         occurred.)                                          
  ------ -------------------------------------- ------------ ---------------

30. During the reporting *school year*, how many of your state's
    *elementary schools* reported the following numbers of incidents.
    Include all *[incidents]{.underline}*, both *weapons-related* and
    non-*weapons-related*. Count each school only once. If no school is
    in a category, enter "0."

  ----- ------------------------------------------------- ---------------
        ***Incidents***                                   **Number of
                                                          Schools**

  a\.   No *incidents*                                    

  b\.   Between 1 and 5 *incidents*                       

  c\.   Between 6 and 10 *incidents*                      

  d\.   Between 11 and 24 *incidents*                     

  e\.   25 or more *incidents*                            

  f\.   Schools not reporting (missing data)              

  g\.   Total number of *elementary schoo*ls              
  ----- ------------------------------------------------- ---------------

  -----------------------------------------------------------------------
  **NOTE: Your answers to items 30 a-f should sum to the response in 30
  g, the total number of *elementary schools* operating in your state.**

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

31. Among those *elementary schools* that reported one or more
    *incidents* during the reporting *school year (*reported in Question
    30 b-e), how many of them reported the following numbers of
    *weapons-related incidents*. (Do not include schools that reported
    "no *incidents*" or were missing data in Question 30. Count each
    school only once. If no school is in a category, enter "0."

+-----+------------------------------------------------+---------------+
|     | ***Weapons-related incidents***                | **Number of   |
|     |                                                | Schools**     |
+-----+------------------------------------------------+---------------+
| a   | No *weapons-related* *incidents*               |               |
| .[^ |                                                |               |
| 10] |                                                |               |
+-----+------------------------------------------------+---------------+
| b\. | Between 1 and 5 *weapons-related* *incidents*  |               |
+-----+------------------------------------------------+---------------+
| c\. | Between 6 and 10 *weapons-related* *incidents* |               |
+-----+------------------------------------------------+---------------+
| d\. | Between 11 and 24 *weapons-related*            |               |
|     | *incidents*                                    |               |
+-----+------------------------------------------------+---------------+
| e\. | 25 or more *weapons-related* *incidents*       |               |
+-----+------------------------------------------------+---------------+
| f.[ | Schools not reporting (missing data)           |               |
| ^11 |                                                |               |
| ]\* |                                                |               |
+-----+------------------------------------------------+---------------+
| g\. | > Total number of *elementary schools*         |               |
|     | > reporting one or more *incidents*            |               |
+-----+------------------------------------------------+---------------+

> **NOTE: Your answers to items 31 a-f should sum to the response in
> 31g, the total number of *elementary schools* reporting one or more
> incidents in Question 30b-e.**

32. During the reporting *school year*, how many of your state's *middle
    schools* reported the following. Include all
    *[incidents]{.underline}*, both *weapons-related* and
    non-*weapons-related*. Count each school only once. If no school is
    in a category, enter "0."

  ----- ------------------------------------------------- ---------------
        ***Incidents***                                   **Number of
                                                          Schools**

  a\.   No *incidents*                                    

  b\.   Between 1 and 5 *incidents*                       

  c\.   Between 6 and 10 *incidents*                      

  d\.   Between 11 and 24 *incidents*                     

  e\.   25 or more *incidents*                            

  f\.   Schools not reporting (missing data)              

  g\.   Total number of *middle schools*                  
  ----- ------------------------------------------------- ---------------

  -----------------------------------------------------------------------
  **NOTE: Your answers to items 32 a-f should sum to the response in 32
  g, the total number of *middle schools* operating in your state.**

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

33. Among those *middle schools* that reported one or more *incidents*
    during the reporting *school year (*reported in Question 30 b-e),
    how many of them reported the following. (Do not include schools
    that reported "no incidents" or were missing data in Question 30.
    Count each school only once. If no school is in a category, enter
    "0."

+-----+-------------------------------------------------+--------------+
|     | ***Weapons-related incidents***                 | **Number of  |
|     |                                                 | Schools**    |
+-----+-------------------------------------------------+--------------+
| a   | No *weapons-related* *incidents*                |              |
| .[^ |                                                 |              |
| 12] |                                                 |              |
+-----+-------------------------------------------------+--------------+
| b\. | Between 1 and 5 *weapons-related* *incidents*   |              |
+-----+-------------------------------------------------+--------------+
| c\. | Between 6 and 10 *weapons-related* *incidents*  |              |
+-----+-------------------------------------------------+--------------+
| d\. | Between 11 and 24 *weapons-related* *incidents* |              |
+-----+-------------------------------------------------+--------------+
| e\. | 25 or more *weapons-related* *incidents*        |              |
+-----+-------------------------------------------------+--------------+
| f.[ | Schools not reporting (missing data)            |              |
| ^13 |                                                 |              |
| ]\* |                                                 |              |
+-----+-------------------------------------------------+--------------+
| g\. | > Total number of *middle schools* reporting    |              |
|     | > one or more *incidents*                       |              |
+-----+-------------------------------------------------+--------------+

> **NOTE: Your answers to items 33 a-f should sum to the response in
> 33g, the total number of *middle schools* reporting one or more
> incidents in Question 32b-e.**

34. During the reporting *school year*, how many of your state's *high
    schools* reported the following. Include all
    *[incidents]{.underline}*, both *weapons-related* and
    non-*weapons-related*. Count each school only once. If no school is
    in a category, enter "0."

  ------ -------------------------------------------------- --------------
         ***Incidents***                                    **Number of
                                                            Schools**

  a\.    No *incidents*                                     

  b\.    Between 1 and 5 *incidents*                        

  c\.    Between 6 and 10 *incidents*                       

  d\.    Between 11 and 24 *incidents*                      

  e\.    25 or more *incidents*                             

  f\.    Schools not reporting (missing data)               

  g\.    Total number of *high schools*                     
  ------ -------------------------------------------------- --------------

  -----------------------------------------------------------------------
  **NOTE: Your answers to items 34 a-f should sum to the response in 34
  g, the total number of *high schools* operating in your state.**

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

35. Among those *high schools* that reported one or more *incidents*
    during the reporting *school year (*reported in Question 30 b-e),
    how many of them reported the following. (Do not include schools
    that reported "no incidents" or were missing data in Question 30.
    Count each school only once. If no school is in a category, enter
    "0."

+-----+-------------------------------------------------+--------------+
|     | ***Weapons-related incidents***                 | **Number of  |
|     |                                                 | Schools**    |
+-----+-------------------------------------------------+--------------+
| a   | No *weapons-related* *incidents*                |              |
| .[^ |                                                 |              |
| 14] |                                                 |              |
+-----+-------------------------------------------------+--------------+
| b\. | Between 1 and 5 *weapons-related* *incidents*   |              |
+-----+-------------------------------------------------+--------------+
| c\. | Between 6 and 10 *weapons-related* *incidents*  |              |
+-----+-------------------------------------------------+--------------+
| d\. | Between 11 and 24 *weapons-related* *incidents* |              |
+-----+-------------------------------------------------+--------------+
| e\. | 25 or more *weapons-related* *incidents*        |              |
+-----+-------------------------------------------------+--------------+
| f.[ | Schools not reporting (missing data)            |              |
| ^15 |                                                 |              |
| ]\* |                                                 |              |
+-----+-------------------------------------------------+--------------+
| g\. | > Total number of *high schools* reporting one  |              |
|     | > or more *incidents*                           |              |
+-----+-------------------------------------------------+--------------+

NOTE: Your answers to items 35 a-f should sum to the response in 35g,
the total number of high schools reporting one or more incidents in
Question 34b-e.

**J 36 -- J 59. These items from last year's Consolidated Report are
being replaced by the following instruction.**

60. 

Provide the following information related to implementing the Principles
of Effectiveness

a.  With regard to LEA implementation of the Principles, what has
    occurred in your state between the last report and the end of this
    reporting year (please check all that apply)

-   No LEAs have had difficulties with implementing the Principles.

-   Some LEAs have had difficulties with implementing the Principles.

-   Some LEAs have requested technical assistance with implementing the
    Principles from the SEA office or other sources.

-   Many LEAs have requested technical assistance with implementing the
    Principles from the SEA office or other sources.

-   Even with technical assistance, some LEAs have had significant
    difficulties with implementing the Principles.

-   Even with technical assistance, many LEAs have had significant
    difficulties with implementing the Principles.

-   The SEA office has had to work with one or more LEAs to resolve
    issues related to their compliance with the Principles.

    a.  What have been the most serious concerns or difficulties for
        LEAs in implementing the Principles? (PLEASE ATTACH ADDITIONAL
        SHEETS IF NECESSARY)

    b.  How many LEAs are still experiencing these serious concerns or
        difficulties, as of the end of the reporting year?

        Number of LEAs

    c.  Please briefly describe the types of technical assistance your
        office has provided (or arranged for other sources to provide)
        to LEAs in implementing the Principles, and any other activities
        your agency has conducted related to implementation of the
        Principles.

    d.  Please describe any difficulties your office has had in
        providing technical assistance to LEAs in implementing the
        Principles, or in arranging for others sources to provide this
        technical assistance.

    e.  What types of technical assistance would you like from the U.S.
        Department of Education with regard to implementation of the
        Principles?

    f.  Please list one or more districts in your state whose efforts to
        implement the Principles of Effectiveness have been particularly
        well designed and executed, and that you believe can serve as a
        model for other LEAs. Please provide the district name and
        contact information.

61. Please provide the name, position, and address and telephone numbers
    of the individual who completed this report.

Name:

Position:

Telephone Number:

Area Code Phone Number

Fax Number:

Area Code Phone Number

Email:

Agency Name:

Mailing Address: [\_\_\_]{.underline}

Street Address

City State ZIP Code

K.  

**ESEA, Title X, Part J, Subpart 2**

**[Rural Education]{.smallcaps}**

**[Achievement Program (REAP)]{.smallcaps}**

1.  REAP Participation

    a.  How many districts were eligible to participate in REAP?
        \_\_\_\_\_\_

    b.  How many districts participated in REAP? \_\_\_\_\_\_

2.  Funds Combined under REAP

    a.  How many districts included as "applicable funding" for REAP
        purposes:

```{=html}
<!-- -->
```
1)  Title II funds \_\_\_\_\_\_

2)  Title IV funds \_\_\_\_\_\_

3)  Title VI funds, other than Class-Size Reduction \_\_\_\_\_\_

4)  Class-Size Reduction funds \_\_\_\_\_\_

    a.  What was the total amount of funding allocated to participating
        districts under each program?

```{=html}
<!-- -->
```
1)  Title II \$ \_\_\_\_\_\_\_\_\_

2)  Title IV \$ \_\_\_\_\_\_\_\_\_

3)  Title VI, other than Class-Size Reduction \$ \_\_\_\_\_\_\_\_\_

4)  Class-Size Reduction \$ \_\_\_\_\_\_\_\_\_

    a.  Of the total amount of funding allocated to participating
        districts under each of the following programs, what amounts did
        they include, in the aggregate, as "applicable funding" for REAP
        purposes?

```{=html}
<!-- -->
```
1)  Title II \$ \_\_\_\_\_\_\_\_

2)  Title IV \$ \_\_\_\_\_\_\_\_

3)  Title VI other than Class-Size Reduction \$ \_\_\_\_\_\_\_\_

4)  Class-Size Reduction \$ \_\_\_\_\_\_\_\_

    1.  How REAP Funds Were Used

        a.  How many districts used funds combined under REAP for each
            of these?

```{=html}
<!-- -->
```
1)  Targeted assistance programs under Title I of the ESEA \_\_\_\_\_\_

2)  Title I schoolwide programs \_\_\_\_\_\_

3)  Professional development under section 2210(b) of the ESEA
    \_\_\_\_\_\_

4)  Technology-related activities under section 3134 of the ESEA
    \_\_\_\_\_\_

5)  Drug- and violence-prevention under section 4116 of the ESEA
    \_\_\_\_\_\_

    a.  What amount of funds combined under REAP was used statewide by
        participating districts for each of these?

```{=html}
<!-- -->
```
1)  Targeted assistance programs under Title I of the ESEA
    \$\_\_\_\_\_\_

2)  Title I schoolwide programs \$\_\_\_\_\_\_

3)  Professional development under section 2210(b) of the ESEA
    \$\_\_\_\_\_\_

4)  Technology-related activities under section 3134 of the ESEA
    \$\_\_\_\_\_\_

5)  Drug- and violence-prevention under section 4116 of the ESEA
    \$\_\_\_\_\_\_

    1.  Assessments Used

        a.  Are Title I standards, assessments, and criteria for
            adequate yearly progress the measures used to gauge the
            progress of students served by districts participating in
            REAP?

            Yes \_\_\_\_\_ No\_\_\_\_\_\_

> If not, please describe the assessments and criteria used to measure
> student progress:
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

b.  Are the same assessments and criteria for student progress used by
    all districts participating in REAP?

    Yes\_\_\_\_\_ No\_\_\_\_\_

> If not, please describe the assessments and criteria used to measure
> student progress:
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

2.  Assessment Results

> Provide a brief summary that indicates (1) the total number of
> districts participating in REAP, disaggregated by the number of years
> of participation and (2) the number of districts in each of the
> disaggregated groups whose students met the criteria for student
> progress.

a.  For districts that have participated in REAP for one year:

```{=html}
<!-- -->
```
(1) How many districts are ending their first year of participation in
    REAP? \_\_\_\_\_\_

(2) Of these, how many districts failed to report achievement data in
    the first year of participation? \_\_\_\_\_

(3) What steps has the SEA taken to acquire the missing achievement
    data?
    \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

    a.  For districts that have participated in REAP for two years:

```{=html}
<!-- -->
```
(1) How many districts are ending their second year of participation in
    REAP? \_\_\_\_\_

(2) In how many of these districts did students not meet the criteria
    for student progress compared to their prior year's performance?
    \_\_\_\_\_

(3) In how many of these districts was there no change in student
    performance compared to the prior year? \_\_\_\_\_

    a.  For districts that have participated in REAP for three years:

```{=html}
<!-- -->
```
(1) How many districts are ending their third year of participation in
    REAP? \_\_\_\_\_

(2) In how many of these districts did students meet the criteria for
    student progress compared to their first year's performance?
    \_\_\_\_\_

(3) In how many of these districts did students not meet the criteria
    for student progress compared to their prior year's performance?
    \_\_\_\_\_

(4) In how many of these districts was there no change in student
    performance compared to the prior year? \_\_\_\_\_

(5) How many of these districts failed to report achievement data in the
    first or third year of participation? \_\_\_\_\_

(6) What steps has the SEA taken to acquire the missing achievement
    data?
    \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

    a.  For participating districts that changed their assessments:

```{=html}
<!-- -->
```
(1) How many districts changed assessments in the second or third year
    of their participation in REAP? \_\_\_\_\_\_\_

(2) For these districts, how will the SEA compare achievement results?
    What are the criteria for judging student progress?
    \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

```{=html}
<!-- -->
```
L.  

**ESEA, Title I, Part B**

**[Even Start Family Literacy Program]{.smallcaps}**

Program and Participant Characteristics

For items L-1 through L-4, provide data only if it differs from that
provided in your previous report.

1.  Federally funded Even Start subgrants in your state

    a.  Give the number of federally funded Even Start subgrants in your
        state: \_\_\_\_\_

    b.  Attach a list of subgrantees with contact information and
        addresses

2.  Numbers of Even Start families served

    a.  Number of families served \_\_\_\_\_

    b.  Total number of adults participating \_\_\_\_\_

    c.  Total number of adults who are English language learners
        \_\_\_\_\_

    d.  Total number of children participating \_\_\_\_\_

3.  Size of Even Start federal share for subgrants

    a.  Average amount of subgrant award \_\_\_\_\_\_

    b.  Range of subgrant awards from \_\_\_\_\_\_\_\_\_\_\_ to
        \_\_\_\_\_\_\_\_\_\_

4.  Even Start allocation reserved for state administration and
    technical assistance

    a\. Give the percent of the State's Even Start allocation that is
    reserved for state administration and technical assistance
    \_\_\_\_\_\_

5.  Average number of hours of instruction offered per month

    a.  Adult Education \_\_\_\_\_

    b.  Early Childhood Education (0-2) \_\_\_\_\_

    c.  Early Childhood Education (3-4) \_\_\_\_\_

    d.  Early Childhood Education (5 and older) \_\_\_\_\_

    e.  Parenting Education \_\_\_\_\_

6.  Average number of hours of participation per month

    a.  Adult Education \_\_\_\_

    b.  Early Childhood Education (0-2) \_\_\_\_

    c.  Early Childhood Education (3-4) \_\_\_\_

    d.  Early Childhood Education (5 and older) \_\_\_\_

    e.  Parenting Education \_\_\_\_

For items L-7 and L-8, provide data only if it differs from that
provided in your last report.

7.  Characteristics of newly enrolled families [at the time of
    enrollment]{.underline}

    a.  Percent of newly enrolled families at or below the Federal
        Poverty Level \_\_\_\_\_

    b.  Percent of newly enrolled adult participants without a high
        school

        diploma or GED \_\_\_\_\_

    c.  Percent of newly enrolled adult participants who have not gone
        beyond

        the 9th grade \_\_\_\_\_

8.  Percent of newly enrolled families enrolled in each program year
    that remain in the program

    a.  Less than three months \_\_\_\_\_

    b.  From 4 to 6 months \_\_\_\_\_

    c.  From 7 to 12 month \_\_\_\_\_

    d.  More than 12 month \_\_\_\_\_

> **Project Performance**:

9.  Describe how the State used its performance indicators developed
    under section 1210 of the Even Start Statute to monitor, evaluate,
    and improve programs in the State.

10. Using the format of the table below, describe the State\'s progress
    toward meeting its performance indicators developed under
    Section 1210. Include all state indicators, as developed under
    Section 1210 of the Even Start law, including both required and
    optional indicators. Provide any targets set, measures used and
    results measured for each indicator, as well as an assessment and
    explanation of progress. For indicators with no set targets or
    standards, provide a descriptive assessment of progress. For
    indicators with more than one year of available data, please note
    the data in the results column, and include trend information in
    your assessment of progress. Where data are not yet available,
    indicate that in the result column.

+-----------+------------+---------+--------+-----------+------------+
| **In      | **Target   | **Me    | **Re   | **A       | **E        |
| dicator** | or         | asure** | sult** | ssessment | xplanation |
|           | standard** |         |        | of        | of         |
| *Name of  |            | *Meas   | *Data  | P         | Progress** |
| required  | *D         | urement | for    | rogress** |            |
| or        | escription | tool to | the    |           | *D         |
| optional  | of target  | be used | c      | *Status   | escription |
| i         | or         | to      | urrent | of        | of why     |
| ndicator* | standard   | assess  | rep    | progress  | results    |
|           | set by     | p       | orting | on this   | were       |
|           | state of   | rogress | year;  | in        | obtained*  |
|           | desired    | for     | trend  | dicator:* |            |
|           | p          | ind     | data   |           |            |
|           | erformance | icator* | if     | *(1)      |            |
|           | on         |         | avai   | Target    |            |
|           | indicator* |         | lable* | met*      |            |
|           |            |         |        |           |            |
|           |            |         |        | *(2)      |            |
|           |            |         |        | Target    |            |
|           |            |         |        | not met*  |            |
+-----------+------------+---------+--------+-----------+------------+
| EXAMPLE:  | EXAMPLE:   | E       | EX     | EXAMPLE:  | EXAMPLE:   |
|           |            | XAMPLE: | AMPLE: |           |            |
| Adult     | 75% of     |         |        | Target    | I          |
| ac        | adult      | Partic  | 19     | not met,  | nformation |
| hievement | learners   | ipation | 99-00: | but       | on         |
| in        | will make  | rates;  | 45%    | positive  | par        |
| reading,  | a grade    | re      |        | movement  | ticipation |
| writing,  | level gain | tention | 20     | toward    | showed     |
| English   | over a     |         | 00-01: | target.   | that only  |
| language  | program    | Tests   | 50%    |           | 50% of     |
| acq       | year       | of      |        |           | adult      |
| uisition, |            | Adult   |        |           | pa         |
| problem   |            | Basic   |        |           | rticipants |
| solving & |            | Ed      |        |           | stayed in  |
| numeracy  |            | ucation |        |           | the        |
|           |            | (TABE)  |        |           | program    |
|           |            |         |        |           | for 12     |
|           |            |         |        |           | months.    |
|           |            |         |        |           | Pa         |
|           |            |         |        |           | rticipants |
|           |            |         |        |           | who        |
|           |            |         |        |           | remained   |
|           |            |         |        |           | in the     |
|           |            |         |        |           | program    |
|           |            |         |        |           | for at     |
|           |            |         |        |           | least one  |
|           |            |         |        |           | full       |
|           |            |         |        |           | program    |
|           |            |         |        |           | year were  |
|           |            |         |        |           | more       |
|           |            |         |        |           | likely to  |
|           |            |         |        |           | meet the   |
|           |            |         |        |           | target.    |
+-----------+------------+---------+--------+-----------+------------+
|           |            |         |        |           |            |
+-----------+------------+---------+--------+-----------+------------+
|           |            |         |        |           |            |
+-----------+------------+---------+--------+-----------+------------+

[^1]: \* Instructions for locating NCES school numbers:

    The NCES school ID number consists of two parts: A district number
    and a school number.

    [www.nces.ed.gov](http://www.nces.ed.gov/)

    Click on Global Ed Locator

    Type the name of the school district in the box next to "District
    Search" under the heading "The School/District Locator"

    Click on District Search

    Click on the name of the school district (in the gray box) under
    "School District Name"

    Click on "[schools]{.underline}" (Locate the sentence that reads
    "For schools in the district, please click here:
    [schools]{.underline}").

    Click on name of the school

    Both the district and school ID numbers are listed under the heading
    "School District Information."

[^2]: This format is provided for illustrative purposes only. States
    with their own reporting formats are encouraged to use them. The
    Department will not be aggregating results across the States since
    they reflect different standards and assessments.

[^3]: For achievement by type of school and for all schools (last 4
    lines), the State should report on [all]{.underline} of the
    proficiency the proficient and advanced levels it uses, which must
    be [at least]{.underline} three levels. For disaggregation
    categories, the State may should report by each proficiency level or
    may combine some on the proficient and advanced levels. See
    instructions.

[^4]: Note : For Title I, Part A, "Supporting Guidance" is to include
    Social Work

[^5]: Use a different chart or table for each academic subject and each
    grade.

[^6]: \* Under an approved plan

[^7]: In the performance report for the **next** year, the State would
    report this item again but change the status to "year 2 of 2."

[^8]: In the performance report for the **next** year, the State would
    report this item again but change the status to either "defeated" or
    "enacted." If enacted, the source would be a state law and other
    columns would possibly change, too.

[^9]: In the two performance reports in the future that parallel the
    period of availability for this item, the State would report this
    item again but change the status to "year 1 of 1."

[^10]: \* Schools that reported one or more *incidents* but had no
    *weapons-related incidents*.

[^11]: \*\* Schools that reported one or more *incidents* but were
    unable to report whether they had *weapons-related incidents*.

[^12]: \* Schools that reported one or more *incidents* but had no
    *weapons-related incidents*.

[^13]: \*\* Schools that reported one or more *incidents* but were
    unable to report whether they had *weapons-related incidents*.

[^14]: \* Schools that reported one or more *incidents* but had no
    *weapons-related incidents*.

[^15]: \*\* Schools that reported one or more *incidents* but were
    unable to report whether they had *weapons-related incidents*.