## CONSOLIDA **TED STA TE PERFORMA**  **NCE REPORT PA**  **RT II** For reporting on 

# School Year **2013 -**  **14**

**P AR**  **T** 

## II **D UE**  

## F **EBRUA RY**  

## 13 **, 2015** 

**5PM EST** 

The Consolidated State Performance Report (CSPR) is the required annual reporting tool for each State, the Bureau of Ind ian Education, District of Columbia, and Puerto Rico as authorized under Section 9303 of the Elementary and Secondary Education Act ( ESEA ), as am ended. The CSPR consists of two parts. P art I of the CSPR collects data related to the five ESEA goals establi shed in the approved June 2002 Consolidated State Application, information required for the Annual State Report to the Secretary, as describe d in section 1111(h)(4) of ESEA , and data required under McKinney
- Vento Homeless Program. P art II of the CSPR coll ects information related to state activities and outcomes of specific ESEA programs needed for the programs’ GPRA indicators or other assessment and reporting requirement s
. **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 display s a valid OMB control number. The valid OMB control num ber fo r this information collection is **1810 -**  **0614 (expires**  **7 /**  **3 1**  **/ 15**  **)**

. The tim e required to com plete this info rmation collection for Part I and Part II com bined is estimated to average 3 0 .84 hours per response, including the tim e 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. Departm ent of E ducation, Wa shington, D.C. 20202
- 4537. **If you**  **have comments**  **or concerns**  **regarding the**  **status of**  **your indivi**  **dual submission**  **of this form, write**  **directly to:**  Office of

E lementary

a nd Secondary Education , U.S. Departm ent of Education, 400 Mary land Avenue, S.W ., Wa shington, D.C. 20202.2 

### Table of Contents Page **2.1 IMPROVING BA**  **SIC PROG RA**  **MS OPERA**  **TED BY LOC AL**  **EDUCA TI**  **ONA L A**  **GENC IES**  **(TITLE I, PA RT 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 Par ental Involvement Reservation Under Title I, Part A **2.3 EDUC**  **AT ION OF MIGRA**  **NT CHILDREN (TITLE I, P**  **ART 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 A**  **ND INTER VENTION PROGRA**  **MS FOR CHILDREN A**  **ND YOUTH W HO**  **AR E NEGLECTED, DELIN**  **QUENT, OR A T RISK (T**  **I TLE I, PA**  **RT D, SUBPA RTS 1 A**  **ND 2) .....**  **36** 2.4.1 State Agenc y T itle I, Part D Programs and Facilities

– Subpart 1

............................. 37 2.4.2 L EA Title I, Part D Programs and Facilities

– Subpart 2

................................ ........... 43 **2.9 RURA**  **L EDUCA TION A**  **CHI EVEMENT PROGRA**  **M (REA P) (TITLE VI, PA**  **RT B ,**  **SUBPA RTS 1 A**  **ND 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 TRA**  **NSFERA BIL**  **ITY FOR ST AT**  **E AN**  **D LO CA**  **L EDUCA TIONA**  **L A GEN**  **CIE S**  **(TITLE VI, PA RT A**  **, S UBPA**  **RT 2) ................................**  **................................ ................................**  **........... 51**  2.10.1 State Transferability of Funds

................................ ................................ .................... 51 2.10.2 Local Educational Agency (LEA) Transferability of F unds

................................ ........ 51 **2.11 GRA**  **DUA**

**TION RA**

**TE S**  **................................ ................................**  **................................ ................**  **51** 2.11.1 Regulatory Adjusted Cohort Graduation Rate

................................ ........................... 51 **2.12 LIST OF SCH**  **OOL A ND 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

................................ ................................ ............ 633



## 2.1 **IMPROVING B ASIC PROGR**  **AM S OPERA**  **TED BY LOC**  **AL EDUCATIONA**  **L AG**  **ENCIES (TITLE I, P ART**  **A)** This section collects data on Title I, Part A programs. 

### 2.1.1 **Student A chi**  **evement in Schools w ith 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 prog rams. 

### 2.1.1.1 **Student A chievement in Mathematics in Schoolw**  **ide**

**Schools (SWP)** In the format of the table below, provide the number of students in SW P 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 automatica lly.

**Grade # Students Who** 

**Completed the As**  **sessment and for Whom a Proficiency**  **Level Was A**

**ssigned # Students Scoring** 

**at or**  **above Proficient**  **Percentage at**  **or**

**above Proficient**  3 (Auto calculated) 4 (Auto calculated) 5 (Auto calculated) 6 (Auto c alculated) 7 (Auto calculated) 8 (Auto calculated) High School (Auto calculated) Total (Auto calculated) 

### 2.1.1.2 **Student A chievement in Reading/Language**  **Ar ts in** 

**Schoolw ide Schools (SWP)**  This section is similar to 2.1.1.1. The only differenc e is that this section collects data on performance on the State’s reading/language arts assessment in S WP

. 

### 2.1.1.3 **Student A chievement in Mathematics in Targeted** 4 

### As **sistance Schools (TA S)**  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 profi cient. The percentage of students who scored at or above proficient is calculated automatically.

**Grade # Students Who** 

**Completed the As**  **sessment and for Whom a Proficiency**  **Level Was A**

**ssigned # 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 A chievement in Readin**  **g/Language Ar**  **ts in**

**Targeted A**

**ssistance Schools (TA S)**  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**

**S tudent 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 SW P 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 are5

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 SW P or TAS at any time during the regular school year. Each student should be reported in only one racial/ethnic category. Include pre

kindergarten through grade 12. The total number of students served will be ca lculated 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 negle cted 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 Wh ite [5.] Tw o or more races Total (Auto calculate d)


### 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 progra ms (Public TAS), Title I schoolwide programs (Public SW P), 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

**Ag e /Grade**  **Public**

**TA S**  **Public SWP Private**  **Local Neglected**  **Total** Age 0
- 2 **[1.1.] [1.2.]**  **[1.3.] [1.4.]**  **[1.5.]A uto**  **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**  **As sistance Programs by**  **Instructional and Support Services**  The following sections collect dat a about the participation of students in TAS. 

### 2.1.2.4.1 **Student Participation in Title I, Part A Targeted**  **As sistance 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** 

**As sistance 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 su pport services **[2.3.1.]**


### 2.1.3 **Staff Information for Title I, Part A Targeted A** 

**ssistance Programs (TA**  **S)** 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 staf f who work with both TAS and S WP , 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 FA Qs following the table for additional information.

**Staff Category Staff FTE**  **Percentage Qualified**  Teachers Paraprofessionals 1 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 Administrat ors (non

- clerical)

**FA Qs 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) Pr oviding 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 paraprofess ional 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, p lease 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 Schoolw**  **id e Programs**  In the table below, provide the number of FTE paraprofessionals who served in SW P 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** Paraprofessionals 3 

### 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 pare ntal involvement activities under Section 1118 (a)(3) of the ESEA

. The percentage of LEAs FY 201 3 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 F ederal Fiscal Year (FY) 201 3 (School Year 201 3
- 1 4 ) Title I, Part A Allocation of $500,000 or less LEAs that Received a Federal fiscal year (FY) 201 3 (School Year 201 3
- 1 4 ) Title I, Part A Allocation of more than $500,000 Number of LEAs* Sum of the amo unt reserved by LEAs for parental Involvement Sum of LEAs’ FY 201 3 Title I, Part A allocations Percentage of LEA’s FY 201 3 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 201 3 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 pare ntal involvement during SY 201 3
- 1 4

.



## 2.3 **EDUCA TION OF MIGRA**  **NT CHILDREN (TITLE I, PA**  **RT 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 se ction 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 Wh e re 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 thro ugh 5 (not Kinderga rten)” row.


### 2.3.1 **M igrant**  **C hild**  **C ounts**  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 ch ild 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 s hould 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 o f 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 explai n 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 inf ormation 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. **FA Qs on Child Count:** 
a. How is “out

- of

- school” defined? Out

- of

- school means children up throu gh 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 ) , y outh 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 dur ing the performance period should be counted in the highest age/grade level attained during the performance period. b. How is “ungraded” defined? U ngraded means the c hildren 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 chi ld 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 **Categor y**  **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, 20 13 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/gr ade that he/she attained during the performance period. The unduplicated statewide total count is calculated automatically. Do not include:

 Children age birth through 2 years12

 Children served by the MEP (under the continuation of services authority) afte r 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). **Ag e/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 Categor**  **y 1 Child Count Increases/Decreases**  In the space below, explain any increa ses 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 Tw o Child Count**  In the table below, enter the unduplicated statewide n umber 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, 201 3 through August 31, 201 4

.13 **Ag e/Grade**  **Eligible Migran t Children**  Age birth through 2


### 2
**. 3** 
**. 1.**  **2 Categor**  **y 2**  **Child Count**  **( Eligible**  **Migrant Children**  **Served by**  **the MEP During the Summer/ Inter**  **s ession 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 t hrough 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 t he 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 M EP (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 con tinuation of services authority).
 Children who received only referred services (non

- MEP funded).

**Ag e/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 1014 **Ag e/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 **Categor y**  **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 gre ater than 10 percent. The response is limited to 8,000 characters.



### 2.3.1.2.2 **Birth through Tw o**  **Eligible Migrant Children Served**  **by**

**the MEP During the Summer/Intersession Term**  In the table below, enter the unduplicated statewide number of eligi ble 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 performa nce period of September 1, 201 3 through August 31, 201 4

. 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 rece ived only referred services (non

- MEP funded).

**Ag e/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 question s request infor mation on the State’s MEP child count calculation and validation procedures.15



### 2.3.1 **.3.1 Student Information S**  **ys tem**  In the space below, respond to the foll owing questions: W hat 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:

W as the Category 2 child count for th is performance period ge nerated 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, p lease 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:

 Th e 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 qualifyin g 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 con ducted 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 ED Facts 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 S tudent 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 t he SEA and/or regional offices train recruiters at least annually on eligibility requirements, including the basic eligibility17

definiti on, 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 w ritten eligibility information [ e.g., COEs are reviewed a nd initialed by the recruiter’s supe rvisor and/or other reviewer(s)]? 

### □ Yes 

### □ No
Are i ncomplete or otherwise questiona ble COEs returned to the recruiter for correction, further explanation, doc umentation, and/or verification? 

### □ Yes 

### □ No Does the SEA provide recruiters with written eligibil ity guidance (e.g., a handbook)? 

### □ Yes 

### □ No Does the SEA review student attendance records a t summer/inter

session projects to verify that the total unduplicated number of eligible migrant students served in the su mmer/intersession is reconciled with the Category 2 Count ? 

### □ Yes 

### □ No
Does t he SEA ha ve both a local and state
- level process for resolving eligibility questions? 

### □ Yes 

### □ No Are w ritten procedures provided to regular school year and summer/inter sessio n personnel on how to collect and report pupil enrollment and withdrawal data ? 

### □ Yes 

### □ No Are r ecords/data entry personnel provided training on how to review regular school year and summer/inter

- session site records, input data, and run report s used fo r 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 eli g ibility determinations sampled. The number of eligibility det erminations sampled for which a re - interv iew was completed. The number of eligibility determinations sampled for which a re - interview was completed and the child was found eligible

. Descri be any reasons for non

- response in the re
- interviewing process. The response is limited to 8,000 characters.18

**Procedures** Wh at 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 

### □ No ne

Wa s the sampling of eligible children random? 

### □ Yes 

### □ No Wa s the sampling statewide? 

### □ Yes 

### □ No

**FA Q on independent prospective reinterviews:**  a. Wh at are independent prospective re
- interviews? Independent prospective re
- interviews allow confirmation of your State’s eligibility determinations and the accuracy of the num bers 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 strati fied 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 Interviews19

**Obtaining Data From Families** 

###  Both Wa s there a protocol for verifying all information used in making the original eligibility determination? 

### □ Yes 

### □ No We re re - interviewer s independ ent 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 m igrant children were found ineligible, describe those corrective actions or improvements that will be made by the SEA to improve the accuracy of its MEP eligibil ity 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 automatical ly.20 **Ag e/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)

**FA Q on priority for services:**  Who i s 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 du ring 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. **Ag e/Grade**  **Limited E nglish Proficient (LEP)**  **During the Performance Period** Age 3 through 5 (not Kindergarten)

K 1 2 3 4 5 6 7 8 9 1021 **Ag e/Grade**  **Limited E nglish Proficient (LEP)**  **During the Performance Period** 11 12 Ungraded Out

- of

- school Total (Auto

- calculated)


### 2.3.2.3 **Children w ith Disabilities (**  **IDEA )**  In the tabl e 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.

**Ag e/Grade**  **Children with Disabilities ( IDEA**  **) During the Perform**  **ance 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 **Qualify ing**  **Ar rival Date (QA**  **D)** In the table below, provide the undu plicated 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.

**Ag e/G**  **rade Qualify**  **ing A rrival Date**  **During the**  **Performance Period**  Age birth through 222 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 **Qualify ing**  **Ar rival**  **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 ye ar)

. The total is calculated automatically.

**Ag e/Grade**  **Qualify ing A**  **rrival 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 Tota l (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 b y 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 receiv ed 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 calcula ted automatically. **Ag e/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**  **Ac adem**  **ic 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 calculate d automatically.24 **Grade Drop**  **outs During the**

**Performance Period** 7 8 9 10 11 12 Ungraded Total (Auto

- calculated)

**FA Q on Dropouts:**  How is “drop out

s ” 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 classifie d NOT as “drop

- out s ” 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 S**  **tate 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 i nclude:

 Migrant c hildren who were eligible for and received instructional or support services funded in whole or in part with MEP funds.
 C hildren who continued to receive MEP
- funded services during th e term their eligibility ended. Do not include:
 Children who were served through a Title I **School w**  **ide Program (** SW P )25 where MEP funds were consolidated with those of other programs.
 Children who received onl y 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 w h o 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). **FA Q on Services:**  What are services? Servi ces 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 o f a migrant child consistent with the SEA’s comprehensive needs assessment and service delivery plan ; (3) are grounded in scienti fically 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 service s . 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 program s 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 sch ool year. The total is calculated automatically. **Ag e/Grade**  **Priority for Services**  **During the Regular School Year**  Age 3 through 5 K 1 2 3 426 **Ag e/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.**  **Prio rity** 

**for Services**
**– During the Summer/**  **Inter s**  **ession 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 MEP
funded instructional or support servi ces during the summer/inter s ession term. The total is calculated automatically. **Ag e/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 perio d . Do not count the number of times an individual child received a service intervention. The total number of students served is calculated automatically. **Ag e/Grade**  **Served During the Performance**  **Period** Age Birth through 2 Age 3 through 5 (not Kindergar ten) 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 childr en who have been classified as having “priority for services” and who received MEP

funded instructional or support services during the performance period. The total is calculated automatically. **Ag e/Grade**  **Priority for Services During**  **the Performance Perio d**  Age 3 through 5 K 1 2 3 4 5 6 728 **Ag e/Grade**  **Priority for Services During**  **the Performance Perio d**  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 **eli gible**  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.

**Ag e/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 Ungrade d 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 durin g 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 tot al is calculated automatically.
**Ag e/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

- calcul ated)


### 2.3.5.3.1 **Ty pe 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, ch ildren 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 **Ag e/Grade**  **Reading Instruction**  **During the**  **Performance Period**  **Mathematics**

**Instruction During the**  **Performance Period**  **High School**

**Credit A ccrual**  **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)
**FA Q on Ty**  **pes 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 Brea kout 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 ea ch column regardless of the frequency with which they received a support service intervention. The totals are calculated automatically.

**Ag e/Grade**  **Support Services During the Performance Period**  **Breakout of Counseling Services**  **During the Performance Period** 31 **Ag e/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)

**FA Qs on Support Services:** 
a. What are support service s? These MEP
- funded services include, but are not limited to, health, nutrition, counseling, and social services for migrant families; necessary educational supplies, and transportation. The one

time act of providing instructional or informational packets to a child or family does not constitute a support service. b. What are counseling services ? Services to help a student to better identi fy and enhance his or her educational, personal, or occupational potential; relate his or her abilities, emotions, and ap titudes 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 cou nselees, 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 e nrolled **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 scho ols. 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 mi grant children enrolled in those schools



### 2 **.3. 6**  **.2 Schools Where MEP Funds Were Consolidated in** 

**Schoolw ide Programs**  **(SWP)**
**– During the Regular**  **School Year** In the table below, provide the number of schools where MEP funds were consolidated in an S WP. 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 n umber 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**  **Ty pe 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 from33

the State or through an intermediate entity that receives the MEP funds from the S tate and provides services directly to the migrant child. Do not include projects where MEP funds were consolidated in S WP

. 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

– s chool day/extended day Summer/intersession only Year round

**FA Qs 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 D elivery 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 Y ear – 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 duri ng 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? P rojects 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 follo wing 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 t he performance period (e.g., September 1 through August 31).

**State Director FTE FA**  **Qs 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 h ow 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 classific ation of the staff funded by the MEP . Do **not** include staff employed in S WP where MEP funds were combined with those of other programs.

**Job Classification Regular School Year**  **Summer/Intersession Term**  **Performance Period**
**Headcount FTE**  **Headcount FTE**  **Headc ount**  Teachers Counselors Non
- qualified paraprofessionals Qualified paraprofessionals Recruiters Records transfer staff35 **Job Classification Regular School Year**  **Summer/Intersession Term**  **Performance Period**
Administrators Note: The Headcount value displayed represents the greatest whole number

submi tted 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. **FA Qs on MEP staff:** 
a. How is the FTE calculated? The FTE may be calculated using one of two metho ds: 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 da ys constitute one FTE for each job classification in your State for each term. (For example, one regular

- term FTE may equal 180 full

- time (8 hour) work days; one summer term FTE may equal 30 full

time work days; or one intersession FTE may equal 45 full

- t ime 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 t hat 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 communit ies 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 tutori ng 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 para professional 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, person al 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 assess ment, 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 r esponsible 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 studen t records from or to another school or student records system. h. Who is an a dministrator? A prof essional staff member, including the project director or regional director. The SEA MEP Director should not be included. 

## 2.4 **PREVENTION AND INTERVENTION PROGR AM**  **S FOR CHILDREN A**  **ND YOUTH WHO A RE NEGLECTED,**  **DELINQUENT, OR A T RISK (TITLE I, P**  **AR T D,** 

**SUBP AR**  **TS 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 charact eristics about and services provided to these students. Throughout this section:
 Report data for the program year of July 1, 201 3 through June 30, 201 4

.  Count programs/facilities based on how the program was classified to ED for funding purposes.
 Do n ot include programs funded solely through Title I, Part A.
 Use the definitions listed below: o **Ad ult 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 cr iminal offense. o **At -**  **Risk Programs:** Programs operated (through LEAs) that target37 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 you th 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 commi tted 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 child ren and youth.


### 2.4.1 **State A genc**  **y 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.] Ju venile 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) // //////////////////////////////////// ///// ///////// **FA Q**  **on P rograms and Facilities**  **- Subpart I:**  How is ave rage 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 f or 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 agen cy 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 detentio n 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 fac ilities. 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), by39

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 Ad**  **ult**

**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 Subgroup**  **s Neglected** 

**Programs Juvenile** 

**Detention Juvenile** 

**Corrections Ad**  **ult**

**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 Ad**  **ult**

**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 Wh ite **[5.1.] [5.2.]**  **[5.3.] [5.4.]**  **[5.5.]** Tw o or more races Total (Auto calcu lated) (Auto

calculated) (Auto calculated) (Auto calculated) (Auto calculated) Provide the number of students served by gender.

**Sex Neglected** 

**Programs Juvenile** 

**Detention Juvenile** 

**Corrections Ad**  **ult**

**Corrections Other** 

**Programs** Ma le [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.
**Ag e**  **Neglected**

**Programs Juvenile** 

**Detention Juvenile** 

**Corrections Ad**  **ult**

**Corrections Other** 

**Programs**40 **Ag e**  **Neglected**

**Programs Juvenile** 

**Detention Juvenile** 

**Corrections Ad**  **ult**

**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 c alculated) (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.

**FA Q 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. **FA Q 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 receiving41

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 Ad**  **ult**

**Corrections Other** 

**Programs** Are facilities in your state able to collect data on student outcomes after exit? Number of students receiving tran sition services that address further schooling and/or employ me nt.. This response is limited to 4,000 characters.



### 2.4. **1.3.2 Ac**  **ademic and Vocational Outcomes While in the**

**State A genc**  **y Program/Facility**  **or Within 90 Calendar Da**  **ys A**  **fter 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 ac ademic 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** **e g** **l e** **c t** **e d** **P r** **o g** **r a** **m s** **N e** **g l** **e c** **t e** **d P** **r o** **g r** **a m** **s J** **u v** **e n** **i l** **e D** **e t** **e n** **t i** **o n** **J u** **v e** **n i** **l e** **D e** **t e** **n t** **i o** **n J** **u v** **e n** **i l** **e C** **o r** **r e** **c t** **i o** **n s** **J u** **v e** **n i** **l e** **C o** **r r** **e c** **t i** **o n** **s A** **d u** **l t** **C o** **r r** **e c** **t i** **o n** **s A** **d u** **l t** **C o** **r r** **e c** **t i** **o n** **s O** **t h** **e r** **P r** **o g** **r a** **m s** **O t** **h e** **r P** **r o** **g r** **a m** **s** # of Students Wh o In fac. 90 days In fac. 90 days In fac

. 90 days In

fac. 90 days In

fac. 90 days42 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 **Ac ademic 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 **Ac ademic Performance in Reading** 
**– Subpart 1**  In the tables below, provide the unduplicated number of long
- term stude nts 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, indic ate the number of students who completed both a pre

- test and a post
- test. In the second table, report only students who participated in both pre
- and post
testing. Students should be reported in only one of the four change categories in the second table b elow. Report only information on a student’s most recent testing data. Students who were pre - tested prior to July 1, 20 13 , 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 Ad**  **ult**

**Corrections O**  **ther**

**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 i n 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 Ad**  **ult**

**Corrections Other** 

**Programs** Negative grade level change from the pre

- to po st
- test exams [1.4.1.] [1.4.2.] [1.4.3.] [1.4.4.] No change in grade level from the pre

- to post
- test exams [1.5.1.] [1.5.2.] [1.5.3.] [1.5.4.] Improvement up to one full grade level from the pre - to post
- test exams [1.7.1.] [1.7.2.] [1.7.3 .] [1.7.4.] Improvement of more than one full grade level from the pre

- to post
test exams [1.8.1.] [1.8.2.] [1.8.3.] [1.8.4.]

**FA Q on long**  **- term students:**  What is long
- term? Long
- term refers to students who were enrolled for at least 90 consecut ive calendar days from July 1, 201 3 through June 30, 201 4

. 

### 2.4.1.6.2 **Ac ademic 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**

**Titl e 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, Subpar t 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 wil l 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)

**FA Q 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 ave rage 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 delinqu ent students. The total row will be automatically calculated. **LEA Program/Facility Type**  **# Reporting Data** At
- risk programs Neglected programs Juvenile detention Juvenile corrections Other45

**LEA Program/Facility Type**  **# Reporting Data** Total (Auto calculated)


### 2.4.2.2 **Students Serve d** 
**– 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** 

**Detentio n**  **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 b y special population s. **Student Subgroup**  **s At**  **- Risk** 

**Programs Neglec**  **ted**

**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** 

**Detent ion**  **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 Wh ite **[5.1.] [5.2.]**  **[5.3.] [5.5.]** 46

**Race/Ethnicity At**  **- Risk** 

**Programs Neglected** 

**Programs Juvenile** 

**Detent ion**  **Juvenile**

**Corrections Other** 

**Programs** Tw o or more races Total (Auto calculated) (Auto calculated) (Auto calculated) (Auto calculated) (Auto calculated)
Provide the number of students served b y sex. **Sex At**  **- Risk** 

**Programs Neglected** 

**Programs Juvenile** 

**Detention Juvenile** 

**Corrections Other** 

**Programs** Ma le [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 c alculated) Provide the number of students served b y age. **Ag e**  **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

s tudents differs by demographics, please explain. The response is limited to 8,000 c haracters. **Comments:**

**FA Q 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. **FA Q 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 program s/f acilities 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 coun t 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 employ me nt. This response is limited to 4,000 characters.



### 2.4. **2.3.2 Ac**  **ademic and Vocati onal Outcomes While in the**  **LEA**

**Program/Facility**

**or Within 90 Calendar Day s A**  **fter 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 the48

LEA progr am/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 perio d, th at student may be counted once in each column separately.

**Outcomes A** **t -** **R i** **s k** **P r** **o g** **r a** **m s** **A t** **- R** **i s** **k P** **r o** **g r** **a m** **s N** **e g** **l e** **c t** **e d** **P r** **o g** **r a** **m s** **N e** **g l** **e c** **t e** **d P** **r o** **g r** **a m** **s J** **u v** **e n** **i l** **e D** **e t** **e n** **t i** **o n** **J u** **v e** **n i** **l e** **D e** **t e** **n t** **i o** **n J** **u v** **e n** **i l** **e C** **o r** **r e** **c t** **i o** **n s** **J u** **v e** **n i** **l e** **C o** **r r** **e c** **t i** **o n** **s O** **t h** **e r** **P r** **o g** **r a** **m s** **O t** **h e** **r P** **r o** **g r** **a m** **s**
# of Students Wh o 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 Enrol led 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 Ac**  **ademic 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 **Ac ademic Performance in Reading** 
**– Subpar**  **t 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 entry49

based on t heir pre
- test. A post
- test is not required to answer this item. Then, indicate the number of students who completed both a pre

- test and a post
- test. In the second table, report only students who participated in both pre
- and post
testing. Students should be reported in only one of the f our 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 p re - tested prior to July 1, 20 13 , 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 dat a 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 dat**  **a) 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 p ost
- 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.]

**FA Q 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 pre posttest data for at

- risk students is no longer required, but States have the option to continue to collect and report it within the CSPR

. 

### 2.4.2.6.2 **Ac ademic Performance in Mathematics** 
**– Subpart 2**  This section is similar to 2.4.2.6.1. The only diff erence is that this section collects data on mathematics performance.



## 2.9 **RURA L EDUCATION A**  **CHIEVEMENT PROGRAM (RE**  **AP ) (TITLE VI, P**  **AR T B, SUBP**  **AR TS 1**  **AN D 2)**  This section collects data on the Rural Education Achievement Program (REAP) Title VI, Part B, Sub parts 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 # LEA**  **s** Teacher rec ruitment 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.] E ducational 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 Titl e 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 Rur al 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 TRA NSFERA**  **BILITY FOR ST AT**  **E A ND**  **LOC AL**  **EDUCATIONA L**  **AG ENCIES (TITLE VI, PA**  **RT A ,** 

**SUBP AR**  **T 2) 2.10.1**  **State Transferabilit y**  **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 A g**  **enc y**  **(LE A)**  **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 # LEA**  **s Transferring Funds FROM Eligible**  **Program # LEA**  **s Transferring**

**Funds TO E**  **ligible Program**  Improving Teacher Quality State Grants (Section 2121) [1.1.] [1.2.] Educatio nal 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 # LEA**  **s Transferring Funds FROM Eligible**  **Program # LEA**  **s Transferring**

**Funds TO E**  **ligible Program**  Title I, Part A, Improving Basic Program s 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 A**  **mount of Funds Transferred**  **FROM Eligible**  **Program Total A**  **mount of**

**Funds Transferred TO**  **El igible 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 Transf

erability Authority through evaluation studies. 

## 2.11 **GR AD**  **UA TION RA**  **TES 4** 
T his section collects graduation rates. 

### 2
**. 11**  **.1 Regulatory** 

**A djusted 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 y**  **ear** (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 rac ial and ethnic group "Asian/Pacific Islander" or an aggregation of values reported by the state for the ma

jor racial and ethnic groups "Asian" and "Native Hawaiian/Other Pacific Islander or Pacific Islander" (and "Filipino" in the case of California). Wh en 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 r ow s. D isaggregated reporting for the adjusted cohort graduation rate data is done according to the provisions outlined within each state's Accountability Wo rkbook. Accordingly, not every state uses major racial and ethnic groups wh ich enable detail of As ian American/Pacific Islander (AAPI) populations.53

**Note:** States are not required to report these data by the racial/ethnic groups shown in the ta ble below ; instead, they are required to report these data by the major racial and ethnic groups that are identified in their Accountability Wo rkbooks. The charts below display racial/ethnic data that have been mapped from the major racial and ethnic grou ps 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 Ameri can Hispanic or Latino Wh ite Tw o or more races Children with disabilities ( IDEA ) Limited English proficient (LEP) students Economically disadvantaged students

**FA Qs on graduation rates:**  What is the regulatory adjusted cohort graduatio n 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 respon se is limited to 8,000 characters.



### 2. **12 LISTS OF SCHOOLS A**  **ND 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 sho uld follow the instructions in sections 2.12.2 and 2.12.4. These tables will be generated based on data submitted to ED Facts and include d 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 Rew ard Schools**  **Instructions for States that identified reward schools 5**  **under ESEA flexibility** 

**for SY 201**  **4 -**  **1 5**  **:** Provide the informat ion listed in the bullets below for those schools.

 District Name
 District NCES ID Code
 School Name
 School NCES ID Code
 Wh ether the school met the proficiency target in reading/language arts in accordance with the State’s approved ESEA flexibility requ est
 Wh ether the school met the 95 percent participation rate target for the reading/language arts assessment
 Wh ether the school met the proficiency target in mathematics in accordance with the State’s approved ESEA flexibility request
 Wh ether the school m et the 95 percent participation rate target for the mathematics assessment
 Wh ether the school met the other academic indicator for elementary/middle schools (if applicable) in accordance with the State’s approved ESEA flexibility request
 Wh ether 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)
 Wh ether the school was ident if ied as a high progress or high performing reward school
 Wh ether (yes or no) the school is a Title I school ( This information must be provided by all States. )
 Wh ether (yes or no) the school was provided assistance through Section 1003(a).
 Wh ether (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

. Th is document may be accessed on the Department’s Web page at http://www.ed.gov/esea/flexibility/documents/esea

flex ibility.doc.55



### 2.12.1.2 **List of Priority and Focus Schools**  **Instructions for States that identified priority and focus schools** 6 **under ESEA**  **flexibility**

**for SY 201**  **4 -**  **1 5**  **:** Provide the information listed in th e bullets below for those schools.

 District Name
 District NCES ID Code
 School Name
 School NCES ID Code
 Wh ether the school met the proficiency target in reading/language arts in accordance with the State’s approved ESEA flexibility request
 Wh ether the school met the 95 percent participation rate target for the reading/language arts assessment
 Wh ether the school met the proficiency target in mathematics in accordance with the State’s approved ESEA flexibility request
 Wh ether the school met the 95 percent participation rate target for the mathematics assessment
 Wh ether the school met the other academic indicator for elementary/middle schools (if applicable) in accordance with the State’s approved ESEA flexibility request
 Wh ether the school met the graduati on rate goal or target for high schools (if applicable) in accordance with the State’s approved ESEA flexibility request
 Status for SY 201 4
- 1 5 (Use one of the following status designations: priority or focus)
 If applicable, State

- specific status in additi on to priority or focus (e.g., grade, star, or level)
 Wh ether (yes or no) the school is a Title I school ( This information must be provided by all States. )
 Wh ether (yes or no) the school was provided assistance through Section 1003(a).
 Wh ether (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

**schools** 7 **with State -**  **specific statuses under ESEA flexibility** 

**for SY 201**  **4 -**  **1 5**  **:** Provide the information listed in the bullets below for those schools.

 District Name
 District NCES ID Code
 School Name
 School NCES ID Code
 Wh ether the school met the proficiency target in reading/language arts in accordance with the State’s approved ES EA flexibility request
 Wh ether the school met the 95 percent participation rate target for the reading/language arts assessment
 Wh ether the school met the proficiency target in mathematics in accordance with the State’s approved ESEA flexibility request
 W hether the school met the 95 percent participation rate target for the mathematics assessment
 Wh ether the school met the other academic indicator for elementary/middle schools (if applicable) in accordance with the State’s approved ESEA flexibility request
 Wh ether 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)
 Wh ether (yes or no) the school is a Titl e I school ( This information must be provided by all States. )
 Wh ether (yes or no) the school was provided assistance through Section 1003(a).
 Wh ether (yes or no) the school was provided assistance through Section 1003(g).


### 2.12. **2 List of Schools**  **for A ll O**  **ther 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**  **201 4**  **- 1**  **5 :**  Provide the information listed in the bullets b elow for those schools.

 District Name
 District NCES ID Code
 School Name

7 The d efinitions 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
 Wh ether the school met the proficiency target in reading/language arts in accordance with the State’s Accountability Plan
 Wh ether the school met the 95 percent p articipation rate target for the reading/language arts assessment
 Wh ether the school met the proficiency target in mathematics in accordance with the State’s Accountability Plan
 Wh ether the school met the 95 percent participation rate target for the mathe matics assessment
 Wh ether the school met the other academic indicator for elementary/middle schools (if applicable) in accordance with the State’s Accountability Plan
 Wh ether the school met the graduation rate target for high schools (if applicable) in ac cordance with the State’s Accountability Plan
 Status for SY 201 4
- 1 5 (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 (imple menting) 8

 Wh ether (yes or no) the school is a Title I school ( This information must be provided by all States. )
 Wh ether (yes or no) the school was provided assistance through Section 1003(a).
 Wh ether (yes or no) the school was provided assistance through S ection 1003(g).


### 2.12 **.3 List of Districts for ESEA**  **Flexibility**

**States**
**2. 12** 
**. 3** 
**. 1**  **List of Identified Districts w ith State Specific Statuses**  **Instructions for States that identified school districts with State -**  **specific statuses under ESEA flexibility**  **for S Y**  **201 4**  **- 1**  **5 :**  Provide the information listed in the bullets below for those districts.

 District name
 District NCES ID code
 Wh ether the district met the proficiency target in reading/language arts in accordance with the State’s approved ESEA flexibility requ est
 Wh ether the district met the 95 percent participation rate target for the reading/language arts assessment

8 The school impro vement 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

 Wh ether the district met the proficiency target in mathematics in accordance with the State’s approved ESEA flexibility request
 Wh ether the dist rict met the 95 percent participation rate target for the mathematics assessment
 Wh ether the district met the other academic indicator for elementary/middle schools (if applicable) in accordance with the State’s approved ESEA flexibility request
 Wh ether 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 201 4
- 1 5 (e.g., grade, star, or level)
 Wh ether the district received Title I funds.


### 2.12. **4 List of Districts**  **for A ll Other States**  **2.12.4.1 List of Districts Identified for Improvement**  **Instructions for States that identified school districts for improvement or corrective action**  **9 under ESEA**  **section 1116 for SY 201**  **4 -**  **1 5**  : Provide the information listed in the bullets below for those districts.

 District name
 District NCES ID code
 Wh ether the district met the proficiency target in reading/language arts as outlined in the State’s Accountability Plan
 Wh ether the district me t the participation rate target for the reading/language arts assessment
 Wh ether the district met the proficiency target in mathematics as outlined in the State’s Accountability Plan
 Wh ether the district met the participation rate target for the mathemati cs assessment
 Wh ether the district met the other academic indicator for elementary/middle schools (if applicable) as outlined in the State’s Accountability Plan
 Wh ether the district met the graduation rate for high schools (if applicable) as outlined in th e State’s Accountability Plan
 Improvement status for SY 201 4
- 1 5 (Use one of the following improvement status designations: Improvement or Corrective Action)
 Wh ether 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 We b page at http://www.ed.gov/polic y/elsec/guid/schoolimprovementguid.doc

.