CONSOLIDATED STATE PERFORMANCE REPORT 

PART II

For reporting on 

School Year 2013-14

PART II DUE FEBRUARY 13, 2015

5PM EST

The Consolidated State Performance Report (CSPR) is the required annual reporting tool for 

each State, the Bureau of Indian Education, District of Columbia, and Puerto Rico as authorized 

under Section 9303 of the Elementary and Secondary Education Act (ESEA), as amended. The 

CSPR consists of two parts. Part I of the CSPR collects data related to the five ESEA goals 

established in the approved June 2002 Consolidated State Application, information required for 

the Annual State Report to the Secretary, as described in section 1111(h)(4) of ESEA, and data 

required under McKinney-Vento Homeless Program. Part II of the CSPR collects information 

related to state activities and outcomes of specific ESEA programs needed for the programs’ 

GPRA indicators or other assessment and reporting requirements.

Paperwork Burden Statement

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a 

collection of information unless such collection displays a valid OMB control number. The valid OMB 

control number for this information collection is 1810-0614 (expires 7/31/15). The time required to 

complete this information collection for Part I and Part II combined is estimated to average 30.84

hours per response, including the time to review instructions, search existing data resources, gather 

the data needed, and complete and review the information collection. If you have any comments 

concerning the accuracy of the time estimate(s) or suggestions for improving this form, 

please write to: U.S. Department of Education, Washington, D.C. 20202-4537. If you have 

comments or concerns regarding the status of your individual submission of this form, write 

directly to: Office of Elementary and Secondary Education, U.S. Department of Education, 400 

Maryland Avenue, S.W., Washington, D.C. 20202. 
2

Table of Contents

Page

2.1 IMPROVING BASIC PROGRAMS OPERATED BY LOCAL EDUCATIONAL AGENCIES 

(TITLE I, PART A)....................................................................................................................................... 3

2.1.1 Student Achievement in Schools with Title I, Part A Programs................................... 3

2.1.2 Title I, Part A Student Participation.............................................................................. 4

2.1.3 Staff Information for Title I, Part A Targeted Assistance Programs (TAS).................. 7

2.1.4 Parental Involvement Reservation Under Title I, Part A

2.3 EDUCATION OF MIGRANT CHILDREN (TITLE I, PART C) ................................................. 9

2.3.1 Population Data ......................................................................................................... 10

2.3.2 Academic Status........................................................................................................ 23

2.3.3 MEP Participation Data.............................................................................................. 24

2.3.4 School Data

2.3.5. MEP Project Data ...................................................................................................... 32

2.3.6. MEP Personnel Data ................................................................................................. 34

2.4 PREVENTION AND INTERVENTION PROGRAMS FOR CHILDREN AND YOUTH WHO 

ARE NEGLECTED, DELINQUENT, OR AT RISK (TITLE I, PART D, SUBPARTS 1 AND 2) .....36

2.4.1 State Agency Title I, Part D Programs and Facilities – Subpart 1............................. 37

2.4.2 LEA Title I, Part D Programs and Facilities – Subpart 2 ........................................... 43

2.9 RURAL EDUCATION ACHIEVEMENT PROGRAM (REAP) (TITLE VI, PART B, 

SUBPARTS 1 AND 2) ...............................................................................................................................50

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

Grant Funds............................................................................................................................... 50

2.10 FUNDING TRANSFERABILITY FOR STATE AND LOCAL EDUCATIONAL AGENCIES 

(TITLE VI, PART A, SUBPART 2)...........................................................................................................51

2.10.1 State Transferability of Funds.................................................................................... 51

2.10.2 Local Educational Agency (LEA) Transferability of Funds ........................................ 51

2.11 GRADUATION RATES ................................................................................................................51

2.11.1 Regulatory Adjusted Cohort Graduation Rate........................................................... 51

2.12 LIST OF SCHOOL AND DISTRICTS.........................................................................................51

2.12.1 List of Schools for ESEA Flexibility States ................................................................ 60

2.12.2 List of Schools for All Other States............................................................................ 61

2.12.3 List of Districts for ESEA Flexibility States ................................................................ 62

2.12.4 List of Districts for All Other States............................................................................ 63
3

2.1 IMPROVING BASIC PROGRAMS OPERATED BY 

LOCAL EDUCATIONAL AGENCIES (TITLE I, PART A)

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

2.1.1 Student Achievement in Schools with Title I, Part A

Programs

The following sections collect data on student academic achievement on the 

State’s assessments in schools that receive Title I, Part A funds and operate 

either Schoolwide programs or Targeted Assistance programs. 

2.1.1.1 Student Achievement in Mathematics in Schoolwide 

Schools (SWP)

In the format of the table below, provide the number of students in SWP schools 

who completed the assessment and for whom a proficiency level was assigned, 

in grades 3 through 8 and high school, on the State’s mathematics assessments 

under Section 1111(b)(3) of ESEA. Also, provide the number of those students 

who scored at or above proficient. The percentage of students who scored at or 

above proficient is calculated automatically.

Grade

# Students Who 

Completed the 

Assessment and for 

Whom a Proficiency

Level Was Assigned

# Students Scoring 

at or above 

Proficient

Percentage at or 

above Proficient

3 (Auto calculated)

4 (Auto calculated)

5 (Auto calculated)

6 (Auto calculated)

7 (Auto calculated)

8 (Auto calculated)

High School (Auto calculated)

Total (Auto calculated)

2.1.1.2 Student Achievement in Reading/Language Arts in 

Schoolwide Schools (SWP)

This section is similar to 2.1.1.1. The only difference is that this section collects 

data on performance on the State’s reading/language arts assessment in SWP.

2.1.1.3 Student Achievement in Mathematics in Targeted 
4

Assistance Schools (TAS)

In the table below, provide the number of all students in TAS who completed the 

assessment and for whom a proficiency level was assigned, in grades 3 through 

8 and high school, on the State’s mathematics assessments under Section 

1111(b)(3) of ESEA. Also, provide the number of those students who scored at 

or above proficient. The percentage of students who scored at or above 

proficient is calculated automatically.

Grade

# Students Who 

Completed the 

Assessment and for 

Whom a Proficiency

Level Was Assigned

# Students Scoring 

at or above 

Proficient

Percentage at or 

above Proficient

3 (Auto calculated)

4 (Auto calculated)

5 (Auto calculated)

6 (Auto calculated)

7 (Auto calculated)

8 (Auto calculated)

High School (Auto calculated)

Total (Auto calculated)

2.1.1.4 Student Achievement in Reading/Language Arts in 

Targeted Assistance Schools (TAS)

This section is similar to 2.1.1.3. The only difference is that this section collects 

data on performance on the State’s reading/language arts assessment by all 

students in TAS.

2.1.2 Title I, Part A Student Participation 

The following sections collect data on students participating in Title I, Part A by 

various student characteristics.

2.1.2.1 Student Participation in Public Title I, Part A by

Special Services or Programs 

In the table below, provide the number of public school students served by either 

Public Title I SWP or TAS programs at any time during the regular school year 

for each category listed. Count each student only once in each category even if 

the student participated during more than one term or in more than one school or 

district in the State. Count each student in as many of the categories that are 
5

applicable to the student. Include pre-kindergarten through grade 12. Do not

include the following individuals: (1) adult participants of adult literacy programs 

funded by Title I, (2) private school students participating in Title I programs 

operated by local educational agencies, or (3) students served in Part A local 

neglected programs.

# Students Served

Children with disabilities (IDEA) [1.]

Limited English proficient students [2.]

Students who are homeless [3.]

Migratory students [4.]

2.1.2.2 Student Participation in Public Title I, Part A by

Racial/Ethnic Group

In the table below, provide the unduplicated number of public school students 

served by either Title I SWP or TAS at any time during the regular school year. 

Each student should be reported in only one racial/ethnic category. Include prekindergarten through grade 12. The total number of students served will be 

calculated automatically.

Do not include: (1) adult participants of adult literacy programs funded by Title I, 

(2) private school students participating in Title I programs operated by local 

educational agencies, or (3) students served in Part A local neglected programs.

Race/Ethnicity # Students Served

American Indian or Alaska Native [1.]

Asian [2.]

Black or African American [3.]

Hispanic or Latino [4.]

Native Hawaiian or other Pacific Islander

White [5.]

Two or more races

Total (Auto calculated)

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

In the table below, provide the unduplicated number of students participating in 

Title I, Part A programs by grade level and by type of program: Title I public 

targeted assistance programs (Public TAS), Title I schoolwide programs (Public 

SWP), private school students participating in Title I programs (private), and Part 

A local neglected programs (local neglected). The totals column by type of 

program will be automatically calculated.
6

Age /Grade

Public 

TAS Public SWP Private

Local 

Neglected Total

Age 0-2 [1.1.] [1.2.] [1.3.] [1.4.] [1.5.]Auto 

Calc

Age 3-5 (not 

Kindergarten)

[2.1.] [2.2.] [2.3.] [2.4.] [2.5.]”

K [3.1.] [3.2.] [3.3.] [3.4.] [3.5.]”

1 [4.1.] [4.2.] [4.3.] [4.4.] [4.5.]”

2 [5.1.] [5.2.] [5.3.] [5.4.] [5.5.]”

3 [6.1.] [6.2.] [6.3.] [6.4.] [6.5.]”

4 [7.1.] [7.2.] [7.3.] [7.4.] [7.5.]”

5 [8.1.] [8.2.] [8.3.] [8.4.] [8.5.]”

6 [9.1.] [9.2.] [9.3.] [9.4.] [9.5.]”

7 [10.1.] [10.2.] [10.3.] [10.4.] [10.5.]”

8 [11.1.] [11.2.] [11.3.] [11.4.] [11.5.]”

9 [12.1.] [12.2.] [12.3.] [12.4.] [12.5.]”

10 [13.1.] [13.2.] [13.3.] [13.4.] [13.5.]”

11 [14.1.] [14.2.] [14.3.] [14.4.] [14.5.]”

12 [15.1.] [15.2.] [15.3.] [15.4.] [15.5.]”

Ungraded [16.1.] [16.2.] [16.3.] [16.4.] [16.5.]”

TOTALS (Auto 

calculated)

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

2.1.2.4 Student Participation in Title I, Part A Targeted 

Assistance Programs by Instructional and Support 

Services 

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

2.1.2.4.1 Student Participation in Title I, Part A Targeted 

Assistance Programs by Instructional Services

In the table below, provide the number of students receiving each of the listed 

instructional services through a TAS program funded by Title I, Part A. Students 

may be reported as receiving more than one instructional service. However, 

students should be reported only once for each instructional service regardless of 

the frequency with which they received the service.

# Students Served
7

# Students Served

Mathematics [1.1.1.]

Reading/language arts [1.2.1.]

Science [1.3.1.]

Social studies [1.4.1.]

Vocational/career [1.5.1.]

Other instructional services [1.6.1.]

2.1.2.4.2 Student Participation in Title I, Part A Targeted 

Assistance Programs by Support Services 

In the table below, provide the number of students receiving each of the listed 

support services through a TAS program funded by Title I, Part A. Students may 

be reported as receiving more than one support service. However, students 

should be reported only once for each support service regardless of the 

frequency with which they received the service.

# Students Served

Health, dental, and eye care [2.1.1.]

Supporting guidance/advocacy [2.2.1.]

Other support services [2.3.1.]

2.1.3 Staff Information for Title I, Part A Targeted Assistance 

Programs (TAS) 

In the table below, provide the number of full-time equivalent (FTE) staff funded 

by a Title I, Part A TAS in each of the staff categories. For staff who work with 

both TAS and SWP, report only the FTE attributable to their TAS responsibilities. 

For paraprofessionals only, provide the percentage of paraprofessionals who 

were qualified in accordance with Section 1119 (c) and (d) of ESEA.

See the FAQs following the table for additional information.

Staff Category Staff FTE

Percentage 

Qualified

Teachers

Paraprofessionals1

Other paraprofessionals (translators, 

parental involvement, computer assistance)2

 

1 Consistent with ESEA, Title I, Section 1119(g)(2).

2 Consistent with ESEA, Title I, Section 1119(e).
8

Staff Category Staff FTE

Percentage 

Qualified

Clerical support staff

Administrators (non-clerical)

FAQs on staff information

a. What is a “paraprofessional?” An employee of an LEA who provides 

instructional support in a program supported with Title I, Part A funds. 

Instructional support includes the following activities:

(1) Providing one-on-one tutoring for eligible students, if the tutoring is 

scheduled at a time when a student would not otherwise receive 

instruction from a teacher; 

(2) Providing assistance with classroom management, such as organizing 

instructional and other materials;

(3) Providing assistance in a computer laboratory;

(4) Conducting parental involvement activities;

(5) Providing support in a library or media center;

(6) Acting as a translator; or

(7) Providing instructional services to students.

b. What is an “other paraprofessional?” Paraprofessionals who do not provide 

instructional support, for example, paraprofessionals who are translators or 

who work with parental involvement or computer assistance.

c. Who is a qualified paraprofessional? A paraprofessional who has (1) 

completed 2 years of study at an institution of higher education; (2) obtained 

an associate’s (or higher) degree; or (3) met a rigorous standard of quality 

and been able to demonstrate, through a formal State or local academic 

assessment, knowledge of and the ability to assist in instructing reading, 

writing, and mathematics (or, as appropriate, reading readiness, writing 

readiness, and mathematics readiness) (Section 1119(c) and (d).) For more 

information on qualified paraprofessionals, please refer to the Title I 

paraprofessionals Guidance, available at: 

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

2.1.3.1 Paraprofessional Information for Title I, Part A

Schoolwide Programs 

In the table below, provide the number of FTE paraprofessionals who served in 

SWP and the percentage of these paraprofessionals who were qualified in 

accordance with Section 1119 (c) and (d) of ESEA. Use the additional guidance 

found below the previous table. 
9

Paraprofessionals 

FTE

Percentage 

Qualified

Paraprofessionals3

2.1.4 Parental Involvement Reservation Under Title I, Part A

In the table below provide information on the amount of Title I, Part A funds 

reserved by LEAs for parental involvement activities under Section 1118 (a)(3) of 

the ESEA. The percentage of LEAs FY 2013 Title I Part A allocations reserved 

for parental involvement will be automatically calculated from the data entered in 

Rows 2 and 3.

LEAs that Received a

Federal Fiscal Year

(FY) 2013 (School 

Year 2013-14) Title I, 

Part A Allocation of 

$500,000 or less

LEAs that Received a 

Federal fiscal year (FY) 

2013 (School Year 2013-

14) Title I, Part A 

Allocation of more than 

$500,000

Number of LEAs*

Sum of the amount reserved by 

LEAs for parental Involvement

Sum of LEAs’ FY 2013 Title I, 

Part A allocations

Percentage of LEA’s FY 2013 

Title I, Part A allocations 

reserved for parental 

involvement

Auto calculated 

(Row 2 / Row 3)

Auto calculated 

(Row 2 / Row 3)

*The sum of Column 2 and Column 3 should equal the number of LEAs that received an FY 2013 Title I, 

Part A allocation.

In the comment box below, provide examples of how LEAs in your State used 

their Title I Part A, set-aside for parental involvement during SY 2013-14.

2.3 EDUCATION OF MIGRANT CHILDREN (TITLE I, 

PART C)

This section collects data on the Migrant Education Program (Title I, Part C) for 

 

3 Consistent with ESEA, Title I, Section 1119(g)(2).
10

the performance period of September 1, 2013 through August 31, 2014. This 

section is composed of the following subsections:

 Population data of eligible migrant children

 Academic data of eligible migrant students

 Participation data of migrant children served during the performance 

period

 School data

 Project data

 Personnel data

Where the table collects data by age/grade, report children in the highest 

age/grade that they attained during the performance period. For example, a child 

who turns 3 during the performance period would only be reported in the “Age 3 

through 5 (not Kindergarten)” row. 

2.3.1 Migrant Child Counts

This section collects the Title I, Part C, Migrant Education Program (MEP) child 

counts which States are required to provide and may be used to determine the 

annual State allocations under Title I, Part C. The child counts should reflect the 

performance period of September 1, 2013 through August 31, 2014. This section 

also collects a report on the procedures used by States to produce true, reliable, 

and valid child counts. 

To provide the child counts, each SEA should have sufficient procedures in place 

to ensure that it is counting only those children who are eligible for the MEP. 

Such procedures are important to protecting the integrity of the State's MEP 

because they permit the early discovery and correction of eligibility problems and 

thus help to ensure that only eligible migrant children are counted for funding 

purposes and are served. If an SEA has reservations about the accuracy of its 

child counts, it must inform the Department of its concerns and explain how and 

when it will resolve them in the box below, which precedes Section 2.3.1.1 

Category 1 Child Count.

Note: In submitting this information, the Authorizing State Official must certify 

that, to the best of his/her knowledge, the child counts and information contained 

in the report are true, reliable, and valid and that any false Statement provided is 

subject to fine or imprisonment pursuant to 18 U.S.C. 1001.

FAQs on Child Count:

a. How is “out-of-school” defined? Out-of-school means children up through age 

21 who are entitled to a free public education in the State but are not currently 

enrolled in a K-12 institution. This could include students who have dropped 

out of school in the previous performance period (September 1, 2012 –
11

August 31, 2013), youth who are working on a GED outside of a K-12 

institution, and youth who are “here-to-work” only. It does not include 

preschoolers, who are counted by age grouping. Children who were enrolled 

in school for at least one day, but dropped out of school during the 

performance period should be counted in the highest age/grade level 

attained during the performance period. 

b. How is “ungraded” defined? Ungraded means the children are served in an 

educational unit that has no separate grades. For example, some schools 

have primary grade groupings that are not traditionally graded or ungraded 

groupings for children with learning disabilities. In some cases, ungraded 

students may also include special education children, transitional bilingual 

students, students working on a GED through a K-12 institution, or those in a 

correctional setting. (Students working on a GED outside of a K-12 institution 

are counted as out-of-school youth.)

In the space below, discuss any concerns about the accuracy of the reported 

child counts or the underlying eligibility determinations on which the counts are 

based and how and when these concerns will be resolved. 

The response is limited to 8,000 characters.

2.3.1.1 Category 1 Child Count (Eligible Migrant Children)

In the table below, enter the unduplicated statewide number by age/grade of 

eligible migrant children age 3 through 21 who, within 3 years of making a 

qualifying move, resided in your State for one or more days during the 

performance period of September 1, 2013 through August 31, 2014. This figure 

includes all eligible migrant children who may or may not have participated in 

MEP services. Count a child who moved from one age/grade level to another 

during the performance period only once in the highest age/grade that he/she 

attained during the performance period. The unduplicated statewide total count 

is calculated automatically.

Do not include:

 Children age birth through 2 years
12

 Children served by the MEP (under the continuation of services authority) 

after their period of eligibility has expired when other services are not 

available to meet their needs

 Previously eligible secondary-school children who are receiving credit 

accrual services (under the continuation of services authority). 

Age/Grade Eligible Migrant Children

Age 3 through 5 (not 

Kindergarten)

K

1

2

3

4

5

6

7

8

9

10

11

12

Ungraded

Out-of-school

Total (Auto-calculated)

2.3.1.1.1 Category 1 Child Count Increases/Decreases

In the space below, explain any increases or decreases from last year in the 

number of students reported for Category 1 greater than 10 percent. 

The response is limited to 8,000 characters.

2.3.1.1.2 Birth through Two Child Count

In the table below, enter the unduplicated statewide number of eligible migrant 

children from birth through age 2 who, within 3 years of making a qualifying 

move, resided in your State for one or more days during the performance period 

of September 1, 2013 through August 31, 2014. 
13

Age/Grade Eligible Migrant Children

Age birth through 2

2.3.1.2 Category 2 Child Count (Eligible Migrant Children Served 

by the MEP During the Summer/ Intersession Term)

In the table below, enter by age/grade the unduplicated statewide number of 

eligible migrant children age 3 through 21 who, within 3 years of making a 

qualifying move, were served for one or more days in a MEP-funded project 

conducted during either the summer term or during intersession periods that 

occurred within the performance period of September 1, 2013 through August 31, 

2014. Count a child who moved from one age/grade level to another during the 

performance period only once in the highest age/grade that he/she attained 

during the performance period. Count a child who moved to different schools 

within the State and who was served in both traditional summer and year-round 

school intersession programs only once. The unduplicated statewide total count 

is calculated automatically.

Do not include:

 Children age birth through 2 years

 Children served by the MEP (under the continuation of services authority) 

after their period of eligibility has expired when other services are not 

available to meet their needs

 Previously eligible secondary-school children who are receiving credit 

accrual services (under the continuation of services authority). 

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

Age/Grade Eligible Migrant Children Served by

the MEP During the 

Summer/Intersession Term

Age 3 through 5 (not Kindergarten)

K

1

2

3

4

5

6

7

8

9

10
14

Age/Grade Eligible Migrant Children Served by

the MEP During the 

Summer/Intersession Term

11

12

Ungraded

Out-of-school

Total (Auto-calculated)

2.3.1.2.1 Category 2 Child Count Increases/Decreases

In the space below, explain any increases or decreases from last year in the 

number of students reported for Category 2 greater than 10 percent. 

The response is limited to 8,000 characters.

2.3.1.2.2 Birth through Two Eligible Migrant Children Served by

the MEP During the Summer/Intersession Term 

In the table below, enter the unduplicated statewide number of eligible migrant 

children from age birth through 2 who, within 3 years of making a qualifying 

move, were served for one or more days in a MEP-funded project conducted 

during either the summer term or during intersession periods that occurred within 

the performance period of September 1, 2013 through August 31, 2014. Count a 

child who moved to different schools within the State and who was served in both 

traditional summer and year-round school intersession programs only once.

Do not include:

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

Age/Grade Eligible Migrant Children Served by

the MEP During the

Summer/Intersession Term

Age Birth through 2

2.3.1.3 Child Count Calculation and Validation Procedures

The following questions request information on the State’s MEP child count 

calculation and validation procedures.
15

2.3.1.3.1 Student Information System

In the space below, respond to the following questions: What system did the 

State use to compile and generate the Category 1 child count for this 

performance period? Please check the box that applies. 

 NGS

 MIS 2000

 COEStar

 MAPS

 Other Student Information System. Please identify the system:

Was the Category 2 child count for this performance period 

generated using the same system? □Yes □ No

If the State’s Category 2 count was generated using a different system than the 

Category 1 count please identify the specific system that generates the Category 

2 count. 

The response is limited to 8,000 characters.

2.3.1.3.3 Methods Used To Count Children

In the space below, please describe the procedures and processes at the State 

level used to ensure all eligible children are accounted for in the performance

period. In particular, describe how the State includes and counts only:

 The unduplicated count of eligible migrant children, ages 3-21. Include 

children two years of age whose residency in the state has been verified 

after turning three.

 Children who met the program eligibility criteria (e.g., were within 3 years 

of a qualifying move, had a qualifying activity)

 Children who were resident in your State for at least 1 day during the 

performance period (September 1 through August 31)
16

 Children who—in the case of Category 2—were served for one or more 

days in a MEP-funded project conducted during either the summer term or 

during intersession periods

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

The response is limited to 8,000 characters.

How does the State ensure that the system that transmits migrant data to the 

Department accurately accounts for all the migrant children in every EDFacts

data file (see the Office of Migrant Education’s CSPR Rating Instrument for the 

criteria needed to address this question)? 

Does the State use data in the Migrant Student Information 

Exchange (MSIX) to verify the quality of migrant data? □Yes □ No

If MSIX is utilized, please explain how.

The response is limited to 8,000 characters.

2.3.1.3.4 Quality Control Processes

In the space below, respond to the following questions: 

Is student eligibility based on a personal interview (face-to-face or 

phone call) with a parent, guardian, or other responsible adult, or 

youth-as-worker?

□Yes □ No

Does the SEA and/or regional offices train recruiters at least 

annually on eligibility requirements, including the basic eligibility 
17

definition, economic necessity, temporary vs. seasonal, processing, 

etc.? 

□Yes □ No

Does the SEA have a formal process, beyond the recruiter’s 

determination, for reviewing and ensuring the accuracy of written 

eligibility information [e.g., COEs are reviewed and initialed by the 

recruiter’s supervisor and/or other reviewer(s)]?

□Yes □ No

Are incomplete or otherwise questionable COEs returned to the 

recruiter for correction, further explanation, documentation, and/or 

verification? 

□Yes □ No

Does the SEA provide recruiters with written eligibility guidance 

(e.g., a handbook)? □Yes □ No

Does the SEA review student attendance records at summer/intersession projects to verify that the total unduplicated number of 

eligible migrant students served in the summer/intersession is 

reconciled with the Category 2 Count? 

□Yes □ No

Does the SEA have both a local and state-level process for 

resolving eligibility questions? □Yes □ No

Are written procedures provided to regular school year and 

summer/intersession personnel on how to collect and report pupil 

enrollment and withdrawal data? 

□Yes □ No

Are records/data entry personnel provided training on how to review 

regular school year and summer/inter-session site records, input 

data, and run reports used for child count purposes?

□Yes □ No

In the space below, describe the results of any re-interview processes used by 

the SEA during the performance period to test the accuracy of the State’s MEP 

eligibility determinations. 

Results #

The number of eligibility determinations sampled.

The number of eligibility determinations sampled for which a 

re-interview was completed.

The number of eligibility determinations sampled for which a 

re-interview was completed and the child was found eligible.

Describe any reasons for non-response in the re-interviewing process.

The response is limited to 8,000 characters.
18

Procedures

What was the most recent year that the MEP 

conducted independent prospective re-interviews (i.e., 

interviewers were neither SEA or LEA staff members 

responsible for administering or operating the MEP, nor 

any other persons who worked on the initial eligibility 

determinations being tested)?

□SY 2013-14 □ None

Was the sampling of eligible children random? 

□Yes □ No

Was the sampling statewide?

□Yes □ No

FAQ on independent prospective reinterviews:

a. What are independent prospective re-interviews? Independent 

prospective re-interviews allow confirmation of your State’s eligibility 

determinations and the accuracy of the numbers of migrant children in 

your State reports. Independent prospective interviews should be 

conducted at least once every three years by an independent interviewer, 

performed on the current year’s identified migrant children. 

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

The response is limited to 8,000 characters.

Please describe the sampling replacement by the State. 

The response is limited to 8,000 characters.

Obtaining Data From Families

Check the applicable box to indicate how the re-interviews were 

conducted:

 Face-to-face re-interviews

 Phone Interviews
19

Obtaining Data From Families

 Both

Was there a protocol for verifying all information used in making the 

original eligibility determination? □Yes □ No

Were re-interviewers independent from the original interviewers?

□Yes □ No

If you did conduct independent re-interviews in this reporting period, describe 

how you ensured that the process was independent. 

The response is limited to 8,000 characters.

In the space below, refer to the results of any re-interview processes used by the 

SEA, and if any of the migrant children were found ineligible, describe those 

corrective actions or improvements that will be made by the SEA to improve the 

accuracy of its MEP eligibility determinations. 

The response is limited to 8,000 characters.

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

Does the state collect all the required data elements and data 

sections on the National Certificate of Eligibility (COE)? □Yes □ No

2.3.2 Eligible Migrant Children

2.3.2.1 Priority for Services

In the table below, provide the unduplicated number of eligible migrant children 

who have been classified as having “Priority for Services.” The total is calculated 

automatically. 

 
20

Age/Grade Priority for Services During the 

Performance Period

Age 3 through 5 (not 

Kindergarten)

K

1

2

3

4

5

6

7

8

9

10

11

12

Ungraded

Out-of-school

Total (Auto-calculated)

FAQ on priority for services: 

Who is classified as having “priority for service?” Migratory children who are 

failing or most at risk of failing to meet the State’s challenging academic content 

standards and student academic achievement standards, and whose education 

has been interrupted during the regular school year.

2.3.2.2 Limited English Proficient 

In the table below, provide the unduplicated number of eligible migrant children 

who are also limited English proficient (LEP). The total is calculated 

automatically.

Age/Grade Limited English Proficient (LEP)

During the Performance Period

Age 3 through 5 (not Kindergarten)

K

1

2

3

4

5

6

7

8

9

10
21

Age/Grade Limited English Proficient (LEP)

During the Performance Period

11

12

Ungraded

Out-of-school

Total (Auto-calculated)

2.3.2.3 Children with Disabilities (IDEA) 

In the table below, provide the unduplicated number of eligible migrant children 

who are also children with disabilities (IDEA) under Part B or Part C of the IDEA. 

The total is calculated automatically.

Age/Grade Children with Disabilities (IDEA)

During the Performance Period

Age birth through 2

Age 3 through 5 (not Kindergarten)

K

1

2

3

4

5

6

7

8

9

10

11

12

Ungraded

Out-of-school

Total (Auto-calculated)

2.3.2.4 Qualifying Arrival Date (QAD)

In the table below, provide the unduplicated number of eligible migrant children 

whose qualifying arrival date (QAD) occurred within 12 months from the last day 

of the performance period, August 31, 2014 (i.e., QAD during the performance

period). The total is calculated automatically.

Age/Grade

Qualifying Arrival Date During the Performance 

Period

Age birth through 2
22

Age 3 through 5 (not 

Kindergarten)

K

1

2

3

4

5

6

7

8

9

10

11

12

Ungraded

Out-of-school

Total (Auto-calculated)

2.3.2.5 Qualifying Arrival Date During the Regular School 

Year

In the table below, provide the unduplicated number of eligible migrant children 

whose qualifying arrival date occurred during the performance period’s regular 

school year (i.e., QAD during the 2013-14 regular school year). The total is 

calculated automatically.

Age/Grade Qualifying Arrival Date During the 

Regular School Year

Age birth through 2

Age 3 through 5 (not Kindergarten)

K

1

2

3

4

5

6

7

8

9

10

11

12

Ungraded

Out-of-school

Total

(Auto-calculated)
23

2.3.2.6 Referrals – During the Performance Period

In the table below, provide the unduplicated number of eligible migrant children 

who, during the performance period, received an educational or educationally 

related service funded by a non-MEP program/organization that they would not 

have otherwise received without efforts supported by MEP funds. Children 

should be reported only once regardless of the frequency with which they 

received a referred service. Include children who received a referral only or who 

received both a referral and MEP-funded services. Do not include children who 

received a referral from the MEP, but did not receive services from the non-MEP 

program/organization to which they were referred. The total is calculated 

automatically.

Age/Grade Referrals During the 

Performance Period

Age birth through 2

Age 3 through 5 (not 

Kindergarten)

K

1

2

3

4

5

6

7

8

9

10

11

12

Ungraded

Out-of-school

Total (Auto-calculated)

2.3.2.8 Academic Status

The following questions collect data about the academic status of eligible

migrant students.

2.3.2.8.1 Dropouts

In the table below, provide the unduplicated number of eligible migrant students 

who dropped out of school. The total is calculated automatically.
24

Grade Dropouts During the 

Performance Period

7

8

9

10

11

12

Ungraded

Total (Auto-calculated)

 

FAQ on Dropouts:

How is “drop outs” defined? The term used for students, who, during the 

reporting period, were enrolled in a public school for at least one day, but who 

subsequently left school with no plans on returning to enroll in a school and 

continue toward a high school diploma. Students who dropped out-of-school 

prior to the 2011-12 reporting period should be classified NOT as “drop-outs” but 

as “out-of-school youth.”

2.3.2.8.2 HSED (High School Equivalency Diploma)

In the table below, provide the total unduplicated number of eligible migrant 

students who obtained a High School Equivalency Diploma (HSED) by passing a 

high school equivalency test that your state accepts (e.g. GED, HiSET, TASC).

Obtained a HSED in your State During 

the Performance Period

2.3.3 Services for Eligible Migrant Children

The following questions collect data about MEP services provided to eligible 

migrant children during the performance period.

Eligible migrant children who are served include:

 Migrant children who were eligible for and received instructional or support 

services funded in whole or in part with MEP funds. 

 Children who continued to receive MEP-funded services during the term 

their eligibility ended.

Do not include:

 Children who were served through a Title I Schoolwide Program (SWP)
25

where MEP funds were consolidated with those of other programs.

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

 Children who were served by a “referred” service only.

 Children who were served for one additional school year after their 

eligibility ended, if comparable services were not available through other 

programs.

 Children who were in secondary school after their eligibility ended, and 

served through credit accrual programs until graduation (e.g., children 

served under the continuation of services authority, Section (1304(e) (2-3).

FAQ on Services:

What are services? Services are a subset of all allowable activities that the MEP 

can provide through its programs and projects. “Services” are those educational 

or educationally related activities that: (1) directly benefit a migrant child; (2) 

address a need of a migrant child consistent with the SEA’s comprehensive 

needs assessment and service delivery plan; (3) are grounded in scientifically 

based research or, in the case of support services, are a generally accepted 

practice; and (4) are designed to enable the program to meet its measurable 

outcomes and contribute to the achievement of the State’s performance targets. 

Activities related to identification and recruitment activities, parental involvement, 

program evaluation, professional development, or administration of the program 

are examples of allowable activities that are not considered services. Other 

examples of an allowable activity that would not be considered a service would 

be the one-time act of providing instructional packets to a child or family, and 

handing out leaflets to migrant families on available reading programs as part of 

an effort to increase the reading skills of migrant children. Although these are 

allowable activities, they are not services because they do not meet all of the 

criteria above. 

2.3.3.2 Priority for Services – During the Regular School Year

In the table below, provide the unduplicated number of eligible migrant children 

who have been classified as having “priority for services” and who received MEP 

funded instructional or support services during the regular school year. The total 

is calculated automatically.

Age/Grade Priority for Services During 

the Regular School Year

Age 3 through 5

K

1

2

3

4
26

Age/Grade Priority for Services During 

the Regular School Year

5

6

7

8

9

10

11

12

Ungraded

Out-of-school

Total (Auto-calculated)

2.3.4.2. Priority for Services – During the Summer/ 

Intersession Term

In the table below, provide the unduplicated number of eligible migrant children 

who have been classified as having “priority for services” and who received MEPfunded instructional or support services during the summer/intersession term. 

The total is calculated automatically.

Age/Grade Priority for Services During 

the Summer/Intersession 

Term

Age 3 through 5

K

1

2

3

4

5

6

7

8

9

10

11

12

Ungraded

Out-of-school

Total (Auto-calculated)
27

2.3.5 MEP Services - During the Performance Period

In the table below, provide the unduplicated number of eligible migrant children 

who received MEP-funded instructional or support services at any time during the 

performance period. Do not count the number of times an individual child 

received a service intervention. The total number of students served is calculated 

automatically.

Age/Grade Served During the Performance 

Period

Age Birth through 2

Age 3 through 5 (not Kindergarten)

K

1

2

3

4

5

6

7

8

9

10

11

12

Ungraded

Out-of-school

Total (Auto-calculated)

2.3.5.1 Priority for Services – During the Performance Period

In the table below, provide the unduplicated number of eligible migrant children 

who have been classified as having “priority for services” and who received MEPfunded instructional or support services during the performance period. The total 

is calculated automatically.

Age/Grade Priority for Services During 

the Performance Period

Age 3 through 5

K

1

2

3

4

5

6

7
28

Age/Grade Priority for Services During 

the Performance Period

8

9

10

11

12

Ungraded

Out-of-school

Total (Auto-calculated)

2.3.5.2 Continuation of Services – During the Performance 

Period

In the table below, provide the unduplicated number of eligible migrant children 

who received MEP-funded instructional or support services during the 

performance period under the continuation of services authority Section 1304(e) 

(2–3). Do not include children served under Section 1304(e) (1), which are 

children whose eligibility expired during the school term. The total is calculated 

automatically.

Age/Grade Continuation of Services During 

the Performance Period

Age 3 through 5 (not Kindergarten)

K

1

2

3

4

5

6

7

8

9

10

11

12

Ungraded

Out-of-school

Total (Auto-calculated)
29

2.3.5.3 Instructional Service – During the Performance 

Period

In the table below, provide the unduplicated number of eligible migrant children 

who received any type of MEP-funded instructional service during the 

performance period. Include children who received instructional services 

provided by either a teacher or a paraprofessional. Children should be reported 

only once regardless of the frequency with which they received a service 

intervention. The total is calculated automatically.

Age/Grade

Instructional Service During 

the Performance Period

Age birth through 2

Age 3 through 5 (not 

Kindergarten)

K

1

2

3

4

5

6

7

8

9

10

11

12

Ungraded

Out-of-school

Total (Auto-calculated)

2.3.5.3.1 Type of Instructional Service – During the 

Performance Period

In the table below, provide the number of eligible migrant children reported in the 

table above who received MEP-funded reading instruction, mathematics 

instruction, or high school credit accrual during the performance period. Include 

children who received such instructional services provided by a teacher only. 

Children may be reported as having received more than one type of instructional 

service in the table. However, children should be reported only once within each 

type of instructional service that they received regardless of the frequency with 

which they received the instructional service. The totals are calculated 

automatically.
30

Age/Grade

Reading 

Instruction

During the 

Performance 

Period

Mathematics 

Instruction

During the 

Performance 

Period

High School 

Credit Accrual

During the 

Performance 

Period

Age birth through 2

Age 3 through 5 (not 

Kindergarten)

K

1

2

3

4

5

6

7

8

9

10

11

12

Ungraded

Out-of-school

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

FAQ on Types of Instructional Services:

What is “high school credit accrual”? Instruction in courses that accrue credits 

needed for high school graduation provided by a teacher for students on a 

regular or systematic basis, usually for a predetermined period of time. Includes 

correspondence courses taken by a student under the supervision of a teacher.

2.3.5.3.2 Support Services with Breakout for Counseling 

Services – During the Performance Period

In the table below, in the column titled Support Services, provide the 

unduplicated number of eligible migrant children who received any MEP-funded 

support service during the performance period. In the column titled Breakout of 

Counseling Services During the Performance Period, provide the 

unduplicated number of eligible migrant children who received a counseling 

service during the performance period. Children should be reported only once in 

each column regardless of the frequency with which they received a support 

service intervention. The totals are calculated automatically.

Age/Grade

Support Services During 

the Performance Period

Breakout of

Counseling Services 

During the 

Performance Period
31

Age/Grade

Support Services During 

the Performance Period

Breakout of

Counseling Services 

During the 

Performance Period

Age birth through 2

Age 3 through 5 (not 

Kindergarten)

K

1

2

3

4

5

6

7

8

9

10

11

12

Ungraded

Out-of-school

Total (Auto-calculated) (Auto-calculated)

FAQs on Support Services:

a. What are support services? These MEP-funded services include, but are 

not limited to, health, nutrition, counseling, and social services for migrant 

families; necessary educational supplies, and transportation. The onetime act of providing instructional or informational packets to a child or 

family does not constitute a support service. 

b. What are counseling services? Services to help a student to better 

identify and enhance his or her educational, personal, or occupational

potential; relate his or her abilities, emotions, and aptitudes to educational 

and career opportunities; utilize his or her abilities in formulating realistic 

plans; and achieve satisfying personal and social development. These 

activities take place between one or more counselors and one or more 

students as counselees, between students and students, and between 

counselors and other staff members. The services can also help the 

child address life problems or personal crisis that result from the culture 

of migrancy.

2.3.6. School Data During the Regular School Year
32

The following questions are about the enrollment of eligible migrant children in 

schools during the regular school year.

2.3.6.1 Schools and Enrollment – During the Regular School 

Year

In the table below, provide the number of public schools that enrolled eligible 

migrant children at any time during the regular school year. Schools include 

public schools that serve school age (e.g., grades K through 12) children. Also, 

provide the number of eligible migrant children who were enrolled in those 

schools. Since more than one school in a State may enroll the same migrant 

child at some time during the regular school year, the number of children may 

include duplicates.

#

Number of schools that enrolled eligible migrant children

Number of eligible migrant children enrolled in those schools 

2.3.6.2 Schools Where MEP Funds Were Consolidated in 

Schoolwide Programs (SWP) – During the Regular 

School Year

In the table below, provide the number of schools where MEP funds were 

consolidated in an SWP. Also, provide the number of eligible migrant children 

who were enrolled in those schools at any time during the regular school year. 

Since more than one school in a State may enroll the same migrant child at some 

time during the regular school year, the number of children may include 

duplicates. 

#

Number of schools where MEP funds were consolidated in a 

schoolwide program

Number of eligible migrant children enrolled in those schools 

2.3.7. MEP Project Data 

The following questions collect data on MEP projects.

2.3.7.1 Type of MEP Project

In the table below, provide the number of projects that are funded in whole or in 

part with MEP funds. A MEP project is the entity that receives MEP funds from 
33

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

State and provides services directly to the migrant child. Do not include projects 

where MEP funds were consolidated in SWP.

Also, provide the number of migrant children participating in the projects. Since 

children may participate in more than one project, the number of children may 

include duplicates.

 

Type of MEP Project

Number of MEP 

Projects

Number of Migrant 

Children Participating 

in the Projects

Regular school year – school day 

only

Regular school year – school 

day/extended day

Summer/intersession only

Year round

FAQs on type of MEP project:

a. What is a project? A project is any entity that receives MEP funds and 

provides services directly to migrant children in accordance with the State 

Service Delivery Plan and State approved subgrant applications or contracts. 

A project’s services may be provided in one or more sites. Each project 

should be counted once, regardless of the number of sites in which it provides 

services.

b. What are Regular School Year – School Day Only projects? Projects where 

all MEP services are provided during the school day during the regular school 

year.

c. What are Regular School Year – School Day/Extended Day projects? 

Projects where some or all MEP services are provided during an extended 

day or week during the regular school year (e.g., some services are provided 

during the school day and some outside of the school day; e.g., all services 

are provided outside of the school day).

d. What are Summer/Intersession Only projects? Projects where all MEP 

services are provided during the summer/intersession term.

e. What are Year Round projects? Projects where all MEP services are provided 

during the regular school year and summer/intersession term.
34

2.3.8. MEP Personnel Data 

The following questions collect data on MEP personnel data.

2.3.8.1. MEP State Director

In the table below, provide the FTE amount of time the State director performs 

MEP duties (regardless of whether the director is funded by State, MEP, or other 

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

State Director FTE

FAQs on the MEP State director

a. How is the FTE calculated for the State director? Calculate the FTE using the 

number of days worked for the MEP. To do so, first define how many full-time 

days constitute one FTE for the State director in your State for the 

performance period. To calculate the FTE number, sum the total days the 

State director worked for the MEP during the performance period and divide 

this sum by the number of full-time days that constitute one FTE in the 

reporting period. 

b. Who is the State director? The manager within the SEA who administers the 

MEP on a statewide basis.

2.3.8.2 MEP Staff

In the table below, provide the headcount and FTE by job classification of the 

staff funded by the MEP. Do not include staff employed in SWP where MEP 

funds were combined with those of other programs. 

Job Classification Regular School Year

Summer/Intersession 

Term

Performance Period

Headcount FTE Headcount FTE Headcount

Teachers

Counselors

Non-qualified

paraprofessionals

Qualified paraprofessionals

Recruiters

Records transfer staff
35

Job Classification Regular School Year

Summer/Intersession 

Term

Performance Period

Administrators

Note: The Headcount value displayed represents the greatest whole number

submitted in file specification N/X065 for the corresponding Job Classification. 

For example, an ESS submitted value of 9.8 will be represented in your CSPR as 

9.

FAQs on MEP staff:

a. How is the FTE calculated? The FTE may be calculated using one of two 

methods:

1. To calculate the FTE, in each job category, sum the percentage of time 

that staff were funded by the MEP and enter the total FTE for that 

category. 

2. Calculate the FTE using the number of days worked. To do so, first define 

how many full-time days constitute one FTE for each job classification in 

your State for each term. (For example, one regular-term FTE may equal 

180 full-time (8 hour) work days; one summer term FTE may equal 30 fulltime work days; or one intersession FTE may equal 45 full-time work days 

split between three 15-day non-contiguous blocks throughout the year.) 

To calculate the FTE number, sum the total days the individuals worked in 

a particular job classification for a term and divide this sum by the number 

of full-time days that constitute one FTE in that term.

b. Who is a teacher? A classroom instructor who is licensed and meets any 

other teaching requirements in the State.

c. Who is a counselor? A professional staff member who guides individuals, 

families, groups, and communities by assisting them in problem-solving, 

decision-making, discovering meaning, and articulating goals related to 

personal, educational, and career development.

d. Who is a paraprofessional? An individual who: (1) provides one-on-one 

tutoring if such tutoring is scheduled at a time when a student would not 

otherwise receive instruction from a teacher; (2) assists with classroom 

management, such as organizing instructional and other materials; 

(3) provides instructional assistance in a computer laboratory; (4) conducts 

parental involvement activities; (5) provides support in a library or media 

center; (6) acts as a translator; or (7) provides instructional support services 

under the direct supervision of a teacher (Title I, Section 1119(g)(2)). 

Because a paraprofessional provides instructional support, he/she should not 

be providing planned direct instruction or introducing to students new skills, 

concepts, or academic content. Individuals who work in food services, 
36

cafeteria or playground supervision, personal care services, non-instructional 

computer assistance, and similar positions are not considered 

paraprofessionals under Title I. 

e. Who is a qualified paraprofessional? A qualified paraprofessional must have a 

secondary school diploma or its recognized equivalent and have (1) completed 

2 years of study at an institution of higher education; (2) obtained an 

associate’s (or higher) degree; or (3) met a rigorous standard of quality and be 

able to demonstrate, through a formal State or local academic assessment, 

knowledge of and the ability to assist in instructing reading, writing, and 

mathematics (or, as appropriate, reading readiness, writing readiness, and 

mathematics readiness) (Section 1119(c) and (d) of ESEA). 

f. Who is a recruiter? A staff person responsible for identifying and recruiting 

children as eligible for the MEP and documenting their eligibility on the 

Certificate of Eligibility.

g. Who is a record transfer staffer? An individual who is responsible for 

entering, retrieving, or sending student records from or to another school or 

student records system.

h. Who is an administrator? A professional staff member, including the project 

director or regional director. The SEA MEP Director should not be included.

2.4 PREVENTION AND INTERVENTION PROGRAMS 

FOR CHILDREN AND YOUTH WHO ARE NEGLECTED, 

DELINQUENT, OR AT RISK (TITLE I, PART D, 

SUBPARTS 1 AND 2)

This section collects data on programs and facilities that serve students who are 

neglected, delinquent, or at risk under Title I, Part D, and characteristics about 

and services provided to these students. 

Throughout this section:

 Report data for the program year of July 1, 2013 through June 30, 2014.

 Count programs/facilities based on how the program was classified to ED 

for funding purposes. 

 Do not include programs funded solely through Title I, Part A.

 Use the definitions listed below:

o Adult Corrections: An adult correctional institution is a facility in 

which persons, including persons 21 or under, are confined as a 

result of conviction for a criminal offense. 

o At-Risk Programs: Programs operated (through LEAs) that target 
37

students who are at risk of academic failure, have a drug or alcohol 

problem, are pregnant or parenting, have been in contact with the 

juvenile justice system in the past, are at least 1 year behind the 

expected age/grade level, have limited English proficiency, are 

gang members, have dropped out of school in the past, or have a 

high absenteeism rate at school.

o Juvenile Corrections: An institution for delinquent children and 

youth is a public or private residential facility other than a foster 

home that is operated for the care of children and youth who have 

been adjudicated delinquent or in need of supervision. Include any 

programs serving adjudicated youth (including non-secure facilities 

and group homes) in this category.

o Juvenile Detention Facilities: Detention facilities are shorter-term 

institutions that provide care to children who require secure custody 

pending court adjudication, court disposition, or execution of a court

order, or care to children after commitment.

o Neglected Programs: An institution for neglected children and 

youth is a public or private residential facility, other than a foster 

home, that is operated primarily for the care of children who have 

been committed to the institution or voluntarily placed under 

applicable State law due to abandonment, neglect, or death of their 

parents or guardians.

o Other: Any other programs, not defined above, which receive Title 

I, Part D funds and serve non-adjudicated children and youth.

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

Subpart 1

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

facilities.

2.4.1.1 Programs and Facilities - Subpart 1 

In the table below, provide the number of State agency Title I, Part D, Subpart 1 

programs and facilities that serve neglected and delinquent students and the 

average length of stay by program/facility type, for these students. Report only

programs and facilities that received Title I, Part D, Subpart 1 funding during the 

reporting year. Count a facility once if it offers only one type of program. If a 

facility offers more than one type of program (i.e., it is a multipurpose facility), 

then count each of the separate programs. The total number of 

programs/facilities will be automatically calculated. Below the table is a FAQ 

about the data collected in this table.
38

State Program/Facility Type

# Programs/Facilities Average Length of 

Stay in Days

Neglected programs [1.1.] [1.2.]

Juvenile detention [3.1.] [3.2.]

Juvenile corrections [4.1.] [4.2.]

Adult corrections [5.1.] [5.2.]

Other [7.1.] [7.2.]

Total (Auto calculated) ///////////////////////////////////////////

/////////

FAQ on Programs and Facilities - Subpart I: 

How is average length of stay calculated? The average length of stay should be 

weighted by number of students and should include the number of days, per visit, 

for each student enrolled during the reporting year, regardless of entry or exit 

date. Multiple visits for students who entered more than once during the 

reporting year can be included. The average length of stay in days should not 

exceed 365.

2.4.1.1.1 Programs and Facilities That Reported - Subpart 1 

In the table below, provide the number of State agency Title I, Part D, Subpart 1 

programs/facilities that reported data on neglected and delinquent students.

The total row will be automatically calculated.

[2.4.1.1.x.x.]

State Program/Facility Type # Reporting Data

Neglected programs

Juvenile detention

Juvenile corrections

Adult corrections

Other

Total ((Auto calculated))

2.4.1.2 Students Served – Subpart 1

In the tables below, provide the number of neglected and delinquent students 

served in State agency Title I, Part D, Subpart 1 programs and facilities. Report 

only students who received Title I, Part D, Subpart 1 services during the 

reporting year. In the first table, provide in row 1 the unduplicated number of 

students served by each program, and in row 2, the total number of students in 

row 1 who are long-term. In the subsequent tables provide the number of 

students served by disability (IDEA) and limited English proficiency (LEP), by 
39

race/ethnicity, by sex, and by age. The total number of students by 

race/ethnicity, by sex and by age will be automatically calculated.

# of Students 

Served

Neglected 

Programs

Juvenile 

Detention 

Juvenile 

Corrections

Adult 

Corrections 

Other 

Programs

Total Unduplicated 

Students Served

[1.1.] [1.2.] [1.3.] [1.4.] [1.5.]

Total Long Term 

Students Served

Provide the number of students served by special populations

Student

Subgroups 

Neglected 

Programs

Juvenile 

Detention 

Juvenile 

Corrections 

Adult 

Corrections 

Other 

Programs

Students with 

disabilities (IDEA)

LEP Students 

Provide the number of students served by race/ethnicity.

Race/Ethnicity

Neglected 

Programs

Juvenile 

Detention 

Juvenile 

Corrections 

Adult 

Corrections 

Other 

Programs

American Indian or 

Alaska Native 

[1.1.] [1.2.] [1.3.] [1.4.] [1.5.]

Asian [2.1.] [2.2.] [2.3.] [2.4.] [2.5.]

Black or African 

American

[3.1.] [3.2.] [3.3.] [3.4.] [3.5.]

Hispanic or Latino [4.1.] [4.2.] [4.3.] [4.4.] [4.5.]

Native Hawaiian or 

other Pacific 

Islander

White [5.1.] [5.2.] [5.3.] [5.4.] [5.5.]

Two or more races

Total (Auto 

calculated)

(Auto 

calculated)

(Auto calculated) (Auto calculated) (Auto 

calculated)

Provide the number of students served by gender. 

Sex

Neglected 

Programs

Juvenile 

Detention 

Juvenile 

Corrections 

Adult 

Corrections 

Other 

Programs

Male [1.1.] [1.2.] [1.3.] [1.4.] [1.5.]

Female [2.1.] [2.2.] [2.3.] [2.4.] [2.5.]

Total (Auto 

calculated)

(Auto 

calculated)

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

Provide the number of students served by age.

Age

Neglected 

Programs

Juvenile 

Detention 

Juvenile

Corrections 

Adult 

Corrections 

Other 

Programs
40

Age

Neglected 

Programs

Juvenile 

Detention 

Juvenile

Corrections 

Adult 

Corrections 

Other 

Programs

3 through 5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

Total (Auto 

calculated)

(Auto 

calculated)

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

If the total number of students differs by demographics, please explain in 

comment box below.

This response is limited to 8,000 characters.

FAQ on Unduplicated Count:

What is an unduplicated count? An unduplicated count is one that counts 

students only once, even if they were admitted to a facility or program multiple 

times within the reporting year.

FAQ on long-term:

What is long-term? Long-term refers to students who were enrolled for at least 

90 consecutive calendar days from July 1, 2013 through June 30, 2014.

2.4.1.3.1 Transition Services in Subpart 1

In the first row of the table below indicate whether programs/facilities receiving 
41

Subpart 1 funds within the State are able to track student outcomes after leaving 

the program or facility by entering Yes or No. If not, provide more information in 

the comment field. In the second row, provide the unduplicated count of students 

receiving transition services that specifically target planning for further schooling 

and/or employment. 

Neglected 

Programs

Juvenile 

Detention

Juvenile 

Corrections

Adult 

Corrections

Other 

Programs

Are facilities in your 

state able to collect 

data on student 

outcomes after exit?

Number of students 

receiving transition 

services that address 

further schooling 

and/or employment..

This response is limited to 4,000 characters.

2.4.1.3.2 Academic and Vocational Outcomes While in the 

State Agency Program/Facility or Within 90 Calendar 

Days After Exit

In the table below, for each program type, first provide the unduplicated number 

of students who attained academic and vocational outcomes while enrolled in the 

State agency program/facility and next provide the unduplicated number of 

students who attained academic and vocational outcomes within 90 calendar 

days after exiting. If a student attained an outcome once in the program/facility 

and once during the 90 day transition period, that student may be counted once 

in each column separately.

Outcomes

N

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gle

cte

d

Pro

gra

m

s

N

e

gle

cte

d

Pro

gra

m

s

J

u

v

e

nile

D

ete

ntio

n

J

u

v

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nile

D

ete

ntio

n

J

u

v

e

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C

orre

ctio

n

s

J

u

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nile

C

orre

ctio

n

s

A

d

ult

C

orre

ctio

n

s

A

d

ult

C

orre

ctio

n

s

Oth

er

Pro

gra

m

s

Oth

er

Pro

gra

m

s

# of Students 

Who

In

fac.

90

days 

In

fac.

90

days 

In

fac.

90

days 

In

fac.

90

days 

In

fac.

90

days 
42

after 

exit

after 

exit

after 

exit

after 

exit

after 

exit

Enrolled in their 

local district 

school

Earned high 

school course 

credits 

Enrolled in a GED 

program 

Earned a GED

Obtained high 

school diploma 

Accepted and/or 

enrolled into 

post-secondary 

education 

Enrolled in job 

training 

courses/programs 

Obtained 

employment

2.4.1.6 Academic Performance – Subpart 1 

The following questions collect data on the academic performance of neglected 

and delinquent students served by Title I, Part D, Subpart 1 in reading and 

mathematics.

2.4.1.6.1 Academic Performance in Reading – Subpart 1

In the tables below, provide the unduplicated number of long-term students 

served by Title I, Part D, Subpart 1, who participated in reading testing. In the 

first table, report the number of students who tested below grade level upon entry 

based on their pre-test. A post-test is not required to answer this item. Then, 

indicate the number of students who completed both a pre-test and a post-test. 

In the second table, report only students who participated in both pre-and posttesting. Students should be reported in only one of the four change categories in 

the second table below. 

Report only information on a student’s most recent testing data. Students who 

were pre-tested prior to July 1, 2013, may be included if their post-test was 

administered during the reporting year. Students who were post-tested after the 

reporting year ended should be counted in the following year. Below the tables 

is an FAQ about the data collected in these tables.
43

Performance Data 

(Based on most 

recent testing data)

Neglected 

Programs

Juvenile 

Detention

Juvenile 

Corrections

Adult 

Corrections

Other 

Programs

Long-term students 

who tested below grade 

level upon entry

[1.2.1.] [1.2.2.] [1.2.3.] [1.2.4.]

Long-term students 

who have complete 

pre- and post-test 

results (data)

[1.3.1.] [1.3.2.] [1.3.3.] [1.3.4.]

Of the students reported in the second row above, indicate the number who 

showed:

Performance Data 

(Based on most 

recent pre/post-test 

data)

Neglected 

Programs

Juvenile 

Detention

Juvenile 

Corrections

Adult 

Corrections

Other 

Programs

Negative grade level 

change from the pre- to 

post-test exams

[1.4.1.] [1.4.2.] [1.4.3.] [1.4.4.]

No change in grade 

level from the pre- to 

post-test exams

[1.5.1.] [1.5.2.] [1.5.3.] [1.5.4.]

Improvement up to one 

full grade level from the 

pre- to post-test exams

[1.7.1.] [1.7.2.] [1.7.3.] [1.7.4.]

Improvement of more 

than one full grade level 

from the pre- to posttest exams

[1.8.1.] [1.8.2.] [1.8.3.] [1.8.4.]

FAQ on long-term students:

What is long-term? Long-term refers to students who were enrolled for at least 

90 consecutive calendar days from July 1, 2013 through June 30, 2014.

2.4.1.6.2 Academic Performance in Mathematics – Subpart 1

This section is similar to 2.4.1.6.1. The only difference is that this section collects 

data on mathematics performance.

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

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

facilities.
44

2.4.2.1 Programs and Facilities – Subpart 2

In the table below, provide the number of LEA Title I, Part D, Subpart 2 programs 

and facilities that serve neglected and delinquent students and the yearly 

average length of stay by program/facility type for these students. Report only the 

programs and facilities that received Title I, Part D, Subpart 2 funding during the 

reporting year. Count a facility once if it offers only one type of program. If a 

facility offers more than one type of program (i.e., it is a multipurpose facility), 

then count each of the separate programs. The total number of programs/ 

facilities will be automatically calculated. Below the table is an FAQ about the 

data collected in this table.

[2.4.1.1.x.x.]

LEA Program/Facility Type

# 

Programs/Facilities

Average Length of 

Stay (# days)

At-risk programs [1.1.] [1.2.]

Neglected programs [3.1.] [3.2.]

Juvenile detention [4.1.] [4.2.]

Juvenile corrections [5.1.] [5.2.]

Other [7.1.] [7.2.]

Total (Auto calculated)

FAQ on average length of stay:

How is average length of stay calculated? The average length of stay should be 

weighted by number of students and should include the number of days, per visit 

for each student enrolled during the reporting year, regardless of entry or exit 

date. Multiple visits for students who entered more than once during the 

reporting year can be included. The average length of stay in days should not 

exceed 365.

2.4.2.1.1 Programs and Facilities That Reported - Subpart 2

In the table below, provide the number of LEA Title I, Part D, Subpart 2 programs 

and facilities that reported data on neglected and delinquent students. 

The total row will be automatically calculated.

LEA Program/Facility Type # Reporting Data

At-risk programs

Neglected programs

Juvenile detention 

Juvenile corrections 

Other
45

LEA Program/Facility Type # Reporting Data

Total (Auto calculated)

2.4.2.2 Students Served – Subpart 2

In the tables below, provide the number of neglected and delinquent students 

served in LEA Title I, Part D, Subpart 2 programs and facilities. Report only

students who received Title I, Part D, Subpart 2 services during the reporting 

year. In the first table, provide in row 1 the unduplicated number of students 

served by each program, and in row 2, the total number of students in row 1 who 

are long-term. In the subsequent tables, provide the number of students served 

by disability (IDEA), and limited English proficiency (LEP), by race/ethnicity, by 

sex, and by age. The total number of students by race/ethnicity, by sex, and by 

age will be automatically calculated.

# of Students 

Served

At-Risk 

Programs

Neglected 

Programs

Juvenile 

Detention 

Juvenile 

Corrections 

Other 

Programs

Total 

Unduplicated 

Students Served

[1.1.] [1.2.] [1.3.] [1.4.] [1.5.]

Total Long Term 

Students Served

Provide the number of students served by special populations.

Student

Subgroups 

At-Risk 

Programs

Neglected 

Programs

Juvenile 

Detention

Juvenile 

Corrections

Other 

Programs

Students with 

disabilities (IDEA)

LEP Students 

Provide the number of students served by race/ethnicity.

Race/Ethnicity

At-Risk 

Programs

Neglected 

Programs

Juvenile 

Detention 

Juvenile 

Corrections 

Other 

Programs

American Indian 

or Alaska Native 

[1.1.] [1.2.] [1.3.] [1.5.]

Asian [2.1.] [2.2.] [2.3.] [2.5.]

Black or African 

American

[3.1.] [3.2.] [3.3.] [3.5.]

Hispanic or Latino [4.1.] [4.2.] [4.3.] [4.5.]

Native Hawaiian 

or other Pacific 

Islander

White [5.1.] [5.2.] [5.3.] [5.5.]
46

Race/Ethnicity

At-Risk 

Programs

Neglected 

Programs

Juvenile 

Detention 

Juvenile 

Corrections 

Other 

Programs

Two or more 

races

Total (Auto 

calculated)

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

Provide the number of students served by sex.

Sex

At-Risk

Programs

Neglected 

Programs

Juvenile 

Detention 

Juvenile 

Corrections 

Other 

Programs

Male [1.1.] [1.2.] [1.3.] [1.4.] [1.5.]

Female [2.1.] [2.2.] [2.3.] [2.4.] [2.5.]

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

Provide the number of students served by age.

Age

At-Risk 

Programs

Neglected 

Programs

Juvenile 

Detention 

Juvenile 

Corrections 

Other 

Programs

3-5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

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

If the total number of students differs by demographics, please explain. The response is 

limited to 8,000 characters.

Comments:

FAQ on Unduplicated Count:
47

What is an unduplicated count? An unduplicated count is one that counts 

students only once, even if they were admitted to a facility or program multiple 

times within the reporting year.

FAQ on long-term:

What is long-term? Long-term refers to students who were enrolled for at least 

90 consecutive calendar days from July 1, 2013 through June 30, 2014.

2.4.2.3.1 Transition Services in Subpart 2

In the first row of the table below indicate whether programs/facilities receiving 

Subpart 2 funds within the State are able to track student outcomes after leaving 

the program or facility by entering Yes or No. If not, provide more information in 

the comment field. In the second row, provide the unduplicated count of students 

receiving transition services that specifically target planning for further schooling 

and/or employment. 

Transition 

Services

At-Risk 

Programs

Neglected

Programs

Juvenile 

Detention

Juvenile 

Corrections

Other 

Programs

Are facilities in your

state able to collect 

data on student 

outcomes after 

exit?

Number of students 

receiving transition 

services that address 

further schooling 

and/or employment.

This response is limited to 4,000 characters.

2.4.2.3.2 Academic and Vocational Outcomes While in the LEA 

Program/Facility or Within 90 Calendar Days After 

Exit

In the table below, for each program type, first provide the unduplicated number 

of students who attained academic and vocational outcomes while enrolled in the 
48

LEA program/facility and next provide the unduplicated number of students who 

attained academic and vocational outcomes within 90 calendar days after exiting. 

If a student attained an outcome once in the program/facility and once during the 

90 day transition period, that student may be counted once in each column 

separately.

Outcomes

At-Ris

k

Pro

gra

m

s

At-Ris

k

Pro

gra

m

s

N

e

gle

cte

d

Pro

gra

m

s

N

e

gle

cte

d

Pro

gra

m

s

J

u

v

e

nile

D

ete

ntio

n

J

u

v

e

nile

D

ete

ntio

n

J

u

v

e

nile

C

orre

ctio

n

s

J

u

v

e

nile

C

orre

ctio

n

s

Oth

er

Pro

gra

m

s

Oth

er

Pro

gra

m

s

# of Students 

Who

In

fac.

90

days 

after 

exit

In

fac.

90

days 

after 

exit

In

fac.

90

days 

after 

exit

In

fac.

90

days 

after 

exit

In

fac.

90

days 

after 

exit

Enrolled in their 

local district 

school

Earned high 

school course 

credits 

Enrolled in a GED 

program 

Earned a GED

Obtained high 

school diploma 

Accepted and/or 

enrolled into 

post-secondary 

education 

Enrolled in job 

training 

courses/programs 

Obtained 

employment

2.4.2.6 Academic Performance – Subpart 2

The following questions collect data on the academic performance of neglected 

and delinquent students served by Title I, Part D, Subpart 2 in reading and 

mathematics.

2.4.2.6.1 Academic Performance in Reading – Subpart 2

In the tables below, provide the unduplicated number of long-term students 

served by Title I, Part D, Subpart 2, who participated in reading testing. In the 

first table, report the number of students who tested below grade level upon entry 
49

based on their pre-test. A post-test is not required to answer this item. Then, 

indicate the number of students who completed both a pre-test and a post-test. 

In the second table, report only students who participated in both pre-and posttesting. Students should be reported in only one of the four change categories in 

the second table below. Reporting pre- and posttest data for at-risk students in 

the tables below is optional.

Report only information on a student’s most recent testing data. Students who 

were pre-tested prior to July 1, 2013, may be included if their post-test was 

administered during the reporting year. Students who were post-tested after the 

reporting year ended should be counted in the following year. Below the tables 

is an FAQ about the data collected in these tables.

Performance Data

(Based on most 

recent testing data)

At-Risk 

Programs

Neglected

Programs

Juvenile 

Detention

Juvenile 

Corrections

Other 

Programs

Long-term students who 

tested below grade level 

upon entry

[1.2.2.] [1.2.3.] [1.2.4.]

Long-term students who 

have complete pre and 

post test results (data).

[1.3.2.] [1.3.3.] [1.3.4.]

Of the students reported in the second row above, indicate the number who 

showed:

Performance Data

(Based on most 

recent

pre/post-test data)

At-Risk 

Programs

Neglected

Programs

Juvenile 

Detention 

Facilities

Juvenile 

Corrections 

Facilities

Other 

Programs

Negative grade level 

change from the pre- to 

post-test exams

[1.4.2.] [1.4.3.] [1.4.4.]

No change in grade level 

from the pre- to post-test 

exams

[1.5.2.] [1.5.3.] [1.5.4.]

Improvement up to one 

full grade level from the 

pre- to post-test exams

[1.7.2.] [1.7.3.] [1.7.4.]

Improvement of more 

than one full grade level 

from the pre- to post-test 

exams

[1.8.2.] [1.8.3.] [1.8.4.]

FAQ on long-term:

What is long-term? Long-term refers to students who were enrolled for at least 

90 consecutive calendar days from July 1, 2013, through June 30, 2014.
50

Is reporting pre-posttest data for at-risk programs required? No, reporting preposttest data for at-risk students is no longer required, but States have the option 

to continue to collect and report it within the CSPR.

2.4.2.6.2 Academic Performance in Mathematics – Subpart 2

This section is similar to 2.4.2.6.1. The only difference is that this section collects 

data on mathematics performance.

2.9 RURAL EDUCATION ACHIEVEMENT PROGRAM 

(REAP) (TITLE VI, PART B, SUBPARTS 1 AND 2)

This section collects data on the Rural Education Achievement Program (REAP) 

Title VI, Part B, Subparts 1 and 2.

2.9.2 LEA Use of Rural Low-Income Schools Program (RLIS) 

(Title VI, Part B, Subpart 2) Grant Funds

In the table below, provide the number of eligible LEAs that used RLIS funds for 

each of the listed purposes. 

Purpose # LEAs

Teacher recruitment and retention, including the use of 

signing bonuses and other financial incentives [1.]

Teacher professional development, including programs that 

train teachers to utilize technology to improve teaching and to 

train special needs teachers

[2.]

Educational technology, including software and hardware as 

described in Title II, Part D [3.]

Parental involvement activities [4.]

Activities authorized under the Safe and Drug-Free Schools 

Program (Title IV, Part A) [5.]

Activities authorized under Title I, Part A [6.]

Activities authorized under Title III (Language instruction for 

LEP and immigrant students) [7.]

2.9.2.1 Goals and Objectives

In the space below, describe the progress the State has made in meeting the 

goals and objectives for the Rural Low-Income Schools (RLIS) Program as 

described in its June 2002 Consolidated State application. Provide quantitative 

data where available. 
51

The response is limited to 8,000 characters.

[2.9.2.2.]

2.10 FUNDING TRANSFERABILITY FOR STATE AND 

LOCAL EDUCATIONAL AGENCIES (TITLE VI, PART A, 

SUBPART 2)

2.10.1 State Transferability of Funds 

Did the State transfer funds under the State Transferability 

authority of Section 6123(a) during 

SY 2013-14? 

YES NO

 Yes  No

2.10.2 Local Educational Agency (LEA) Transferability of Funds

#

LEAs that notified the State that they were transferring funds 

under the LEA Transferability authority of Section 6123(b).

2.10.2.1 LEA Funds Transfers

In the table below, provide the total number of LEAs that transferred funds from 

an eligible program to another eligible program. 

Program

# LEAs Transferring 

Funds FROM Eligible 

Program

# LEAs Transferring 

Funds TO Eligible 

Program

Improving Teacher Quality State 

Grants (Section 2121)

[1.1.] [1.2.]

Educational Technology State Grants 

(Section 2412(a)(2)(A))

[2.1.] [2.2.]

Safe and Drug-Free Schools and 

Communities (Section 4112(b)(1))

[3.1.] [3.2.]

State Grants for Innovative Programs 

(Section 5112(a))

[4.1.] [4.2.]
52

Program

# LEAs Transferring 

Funds FROM Eligible 

Program

# LEAs Transferring 

Funds TO Eligible 

Program

Title I, Part A, Improving Basic 

Programs Operated by LEAs

[5.2.]

In the table below provide the total amount of FY 2013 appropriated funds 

transferred from and to each eligible program.

Program

Total Amount of 

Funds Transferred 

FROM Eligible 

Program

Total Amount of 

Funds Transferred 

TO Eligible Program

Improving Teacher Quality State 

Grants (Section 2121)

[1.1.] [1.2.]

Educational Technology State Grants 

(Section 2412(a)(2)(A))

[2.1.] [2.2.]

Safe and Drug-Free Schools and 

Communities (Section 4112(b)(1))

[3.1.] [3.2.]

State Grants for Innovative Programs 

(Section 5112(a))

[4.1.] [4.2.]

Title I, Part A, Improving Basic 

Programs Operated by LEAs

Total Auto calculated Auto calculated

The Department plans to obtain information on the use of funds under both the 

State and LEA Transferability Authority through evaluation studies.

2.11 GRADUATION RATES4

This section collects graduation rates.

2.11.1 Regulatory Adjusted Cohort Graduation Rates

In the table below, provide the graduation rates calculated using the methodology 

that was approved as part of the State’s accountability plan for the current

school year (SY 2013-14). Below the table are FAQs about the data collected in 

this table.

 

4 The “Asian/Pacific Islander” row in the tables below represent either the value reported by the state to the Department of 

Education for the major racial and ethnic group "Asian/Pacific Islander" or an aggregation of values reported by the state 

for the major racial and ethnic groups "Asian" and "Native Hawaiian/Other Pacific Islander or Pacific Islander" (and 

"Filipino" in the case of California). When the values reported in the Asian/Pacific Islander row represent the U. S. 

Department of Education aggregation of other values reported by the state, the detail for “Asian” and Native Hawaiian or 

Other Pacific Islander” are also included in the following rows. Disaggregated reporting for the adjusted cohort 

graduation rate data is done according to the provisions outlined within each state's Accountability Workbook. 

Accordingly, not every state uses major racial and ethnic groups which enable detail of Asian American/Pacific Islander 

(AAPI) populations.
53

Note: States are not required to report these data by the racial/ethnic groups

shown in the table below; instead, they are required to report these data by the 

major racial and ethnic groups that are identified in their Accountability 

Workbooks. The charts below display racial/ethnic data that have been mapped 

from the major racial and ethnic groups identified in their workbooks to the 

racial/ethnic groups shown.

Student Group Graduation Rate

All students

American Indian or Alaska Native

Asian or Pacific Islander

Asian

Native Hawaiian or Other Pacific Islander

Black or African American 

Hispanic or Latino

White

Two or more races

Children with disabilities (IDEA)

Limited English proficient (LEP) students

Economically disadvantaged students

FAQs on graduation rates:

What is the regulatory adjusted cohort graduation rate? For complete definitions 

and instructions, please refer to the non-regulatory guidance, which can be found 

here: http://www2.ed.gov/policy/elsec/guid/hsgrguidance.pdf

The response is limited to 8,000 characters.

2.12 LISTS OF SCHOOLS AND DISTRICTS

This section contains data on school statuses. States with approved ESEA 

Flexibility requests should follow the instructions in sections 2.12.1 and 2.12.3. 
54

All other states should follow the instructions in sections 2.12.2 and 2.12.4. 

These tables will be generated based on data submitted to EDFacts and included 

as part of each state’s certified report; states will no longer upload their lists 

separately. Data will be generated into separate reports for each question listed 

below.

2.12.1 List of Schools for ESEA Flexibility States

2.12.1.1 List of Reward Schools

Instructions for States that identified reward schools5under ESEA

flexibility for SY 2014-15: Provide the information listed in the bullets below for 

those schools.

 District Name 

 District NCES ID Code

 School Name 

 School NCES ID Code

 Whether the school met the proficiency target in reading/language arts in 

accordance with the State’s approved ESEA flexibility request

 Whether the school met the 95 percent participation rate target for the 

reading/language arts assessment

 Whether the school met the proficiency target in mathematics in 

accordance with the State’s approved ESEA flexibility request

 Whether the school met the 95 percent participation rate target for the 

mathematics assessment

 Whether the school met the other academic indicator for 

elementary/middle schools (if applicable) in accordance with the State’s 

approved ESEA flexibility request

 Whether the school met the graduation rate goal or target for high schools 

(if applicable) in accordance with the State’s approved ESEA flexibility 

request 

 If applicable, State-specific status in addition to reward (e.g., grade, star, 

or level)

 Whether the school was identified as a high progress or high performing 

reward school

 Whether (yes or no) the school is a Title I school (This information must be 

provided by all States.)

 Whether (yes or no) the school was provided assistance through Section 

1003(a).

 Whether (yes or no) the school was provided assistance through Section 

1003(g).

 

5 The definition of reward schools is provided in the document titled, ESEA Flexibility. This document may 

be accessed on the Department’s Web page at http://www.ed.gov/esea/flexibility/documents/eseaflexibility.doc.
55

 

2.12.1.2 List of Priority and Focus Schools

Instructions for States that identified priority and focus schools6under 

ESEA flexibility for SY 2014-15: Provide the information listed in the bullets 

below for those schools.

 District Name 

 District NCES ID Code

 School Name 

 School NCES ID Code

 Whether the school met the proficiency target in reading/language arts in 

accordance with the State’s approved ESEA flexibility request

 Whether the school met the 95 percent participation rate target for the 

reading/language arts assessment

 Whether the school met the proficiency target in mathematics in 

accordance with the State’s approved ESEA flexibility request

 Whether the school met the 95 percent participation rate target for the 

mathematics assessment

 Whether the school met the other academic indicator for 

elementary/middle schools (if applicable) in accordance with the State’s 

approved ESEA flexibility request

 Whether the school met the graduation rate goal or target for high schools 

(if applicable) in accordance with the State’s approved ESEA flexibility 

request 

 Status for SY 2014-15 (Use one of the following status designations: 

priority or focus)

 If applicable, State-specific status in addition to priority or focus (e.g., 

grade, star, or level) 

 Whether (yes or no) the school is a Title I school (This information must be 

provided by all States.)

 Whether (yes or no) the school was provided assistance through Section 

1003(a).

 Whether (yes or no) the school was provided assistance through Section 

1003(g).

2.12.1.2 List of Other Identified Schools

Instructions for States that identified non- priority, focus, or reward 

 

6 The definitions of priority and focus schools are provided in the document titled, ESEA Flexibility. This 

document may be accessed on the Department’s Web page at 

http://www.ed.gov/esea/flexibility/documents/esea-flexibility.doc. 
56

schools7 with State-specific statuses under ESEA flexibility for SY 2014-15:

Provide the information listed in the bullets below for those schools.

 District Name 

 District NCES ID Code

 School Name 

 School NCES ID Code

 Whether the school met the proficiency target in reading/language arts in 

accordance with the State’s approved ESEA flexibility request

 Whether the school met the 95 percent participation rate target for the 

reading/language arts assessment

 Whether the school met the proficiency target in mathematics in 

accordance with the State’s approved ESEA flexibility request

 Whether the school met the 95 percent participation rate target for the 

mathematics assessment

 Whether the school met the other academic indicator for 

elementary/middle schools (if applicable) in accordance with the State’s 

approved ESEA flexibility request

 Whether the school met the graduation rate goal or target for high schools 

(if applicable) in accordance with the State’s approved ESEA flexibility 

request 

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

 Whether (yes or no) the school is a Title I school (This information must be 

provided by all States.)

 Whether (yes or no) the school was provided assistance through Section 

1003(a).

 Whether (yes or no) the school was provided assistance through Section 

1003(g).

2.12.2 List of Schools for All Other States

2.12.2.1 List of Schools Identified for Improvement

Instructions for States that identified schools for improvement, corrective 

action, or restructuring under ESEA section 1116 for SY 2014-15: Provide 

the information listed in the bullets below for those schools.

 District Name 

 District NCES ID Code

 School Name 

 

7 The definitions of reward, priority, and focus schools are provided in the document titled, ESEA 

Flexibility. This document may be accessed on the Department’s Web page at 

http://www.ed.gov/esea/flexibility/documents/esea-flexibility.doc. 
57

 School NCES ID Code

 Whether the school met the proficiency target in reading/language arts in 

accordance with the State’s Accountability Plan

 Whether the school met the 95 percent participation rate target for the 

reading/language arts assessment

 Whether the school met the proficiency target in mathematics in 

accordance with the State’s Accountability Plan 

 Whether the school met the 95 percent participation rate target for the 

mathematics assessment

 Whether the school met the other academic indicator for 

elementary/middle schools (if applicable) in accordance with the State’s 

Accountability Plan 

 Whether the school met the graduation rate target for high schools (if 

applicable) in accordance with the State’s Accountability Plan 

 Status for SY 2014-15 (Use one of the following status designations: 

School Improvement – Year 1, School Improvement – Year 2, Corrective 

Action, Restructuring Year 1 (planning), or Restructuring Year 2 

(implementing)8

 Whether (yes or no) the school is a Title I school (This information must be 

provided by all States.)

 Whether (yes or no) the school was provided assistance through Section 

1003(a).

 Whether (yes or no) the school was provided assistance through Section 

1003(g).

2.12.3 List of Districts for ESEA Flexibility States

2.12.3.1 List of Identified Districts with State Specific Statuses

Instructions for States that identified school districts with State-specific 

statuses under ESEA flexibility for SY 2014-15: Provide the information listed 

in the bullets below for those districts.

 District name 

 District NCES ID code

 Whether the district met the proficiency target in reading/language arts in 

accordance with the State’s approved ESEA flexibility request

 Whether the district met the 95 percent participation rate target for the 

reading/language arts assessment 

 

8 The school improvement statuses are defined in LEA and School Improvement Non-Regulatory 

Guidance. This document may be accessed on the Department’s Web page at

http://www.ed.gov/policy/elsec/guid/schoolimprovementguid.doc.
58

 Whether the district met the proficiency target in mathematics in 

accordance with the State’s approved ESEA flexibility request

 Whether the district met the 95 percent participation rate target for the 

mathematics assessment 

 Whether the district met the other academic indicator for 

elementary/middle schools (if applicable) in accordance with the State’s 

approved ESEA flexibility request 

 Whether the district met the graduation rate for high schools (if applicable) 

in accordance with the State’s approved ESEA flexibility request

 State-specific status for SY 2014-15 (e.g., grade, star, or level)

 Whether the district received Title I funds. 

2.12.4 List of Districts for All Other States

2.12.4.1 List of Districts Identified for Improvement

Instructions for States that identified school districts for improvement or 

corrective action9under ESEA section 1116 for SY 2014-15: Provide the 

information listed in the bullets below for those districts.

 District name 

 District NCES ID code

 Whether the district met the proficiency target in reading/language arts as 

outlined in the State’s Accountability Plan

 Whether the district met the participation rate target for the 

reading/language arts assessment 

 Whether the district met the proficiency target in mathematics as outlined 

in the State’s Accountability Plan

 Whether the district met the participation rate target for the mathematics 

assessment

 Whether the district met the other academic indicator for 

elementary/middle schools (if applicable) as outlined in the State’s 

Accountability Plan

 Whether the district met the graduation rate for high schools (if applicable) 

as outlined in the State’s Accountability Plan

 Improvement status for SY 2014-15 (Use one of the following 

improvement status designations: Improvement or Corrective Action)

 Whether the district received Title I funds. 

 

9

The district improvement statuses are defined in LEA and School Improvement Non-Regulatory 

Guidance. This document may be found on the Department’s Web page at

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