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

For reporting on



# School Year **2014**

**- 15** 

**P AR**  **T** 

## II **D UE**  

## F **EBRUA RY**  

## 12 **, 2016** 

**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
CONSOLIDATED STATE P ERFORMANCE REPORT PA RT II

................................ ..................... 1
2.1 IMPROVING BASIC PROGRAMS OPERATED BY LOCAL EDUCATIONAL AGENCIES (TITLE I, PART A)

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

.............................. 3 2.1.2 Title I, Part A Student Participation

................................ ................................ ......... 4 2.1.3 Staff Information for Title I, Part A Targeted Assistance Programs (TAS)

............. 7 2.1.4 Parental Involvement Reservation Under Title I, Part A

................................ ..................... 8 2.3 EDUCATION OF MIGRANT CHILDREN (TITLE I, PART C)

................................ ...... 9 2.3.1 Migrant Child Counts

................................ ................................ .............................. 9 2.3.1.1.2 Birth throug h Two Child Count

................................ ................................ .............. 12 2.3.2 Eligible Migrant Children

................................ ................................ ................................ ... 19 2.3.3 Services for Eligible Migrant Children

................................ ................................ ... 23 2.3.5 MEP Services

- During the Performance Period

................................ ................... 26 2.3.6. School Data During the Regular School Year

................................ ....................... 30 2.3.7. MEP Project Data

................................ ................................ ................................ .. 31 2.3.8. MEP Personnel Data

................................ ................................ ............................. 32 2.4 PREVENTION AND INTERVENTION PROGRAMS FOR CHILDR EN AND YOUTH WH O ARE NEGLECTED, DELINQUENT, OR AT RISK (TITLE I, PART D, SUBPARTS 1 AND 2) 35 2.4.1 State Agency Title I, Part D Programs and Facilities

– Subpart 1

........................ 36 2.4.2 LEA Title I, Part D Programs and Facilities

– Subpart 2

................................ ...... 43 2.9 RURAL EDUCATION ACHIEVEMENT PROGRAM (REAP) (TITLE VI, PART B, SUBPARTS 1 AND 2)

................................ ................................ ................................ ............... 50 2.9.2 LEA Use of Rural Low

- Income Schools Program (RLIS) (Title VI, Part B, Subpart 2) Grant Funds 50 2.10 FUNDING TRANSFERABI LITY FOR STATE AND LOCAL EDUCATIONAL AGENCIES (TITLE VI, PART A, SUBPART 2)

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

................................ ................................ ......................... 51 2.10.2 L ocal Educational Agency (LEA) Transferability of Funds

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

................................ ................................ .............................. 52 2.11.1 Regulatory Adjusted Cohort Graduation Rates

................................ ..................... 53 2.12 LISTS OF SCHOOLS AND DISTRICTS

................................ ................................ ... 54 2.12.1 List of Schools for ESEA Flexibility States

................................ ................................ ...... 54 2.12.2 List of Schools for All Other States

................................ ................................ ................. 56 2.12.3 List of Districts for ESEA Flexibility States

................................ ................................ ...... 57 2.12.4 List of Districts for All Other States

................................ ................................ ................. 58
2.11 GRADUATION RATES

................................ ........... **ERROR! BOOKM ARK NOT**  **DEFINED.**
2.11.1 Regulatory Adjusted Cohort Graduation R ate

............. **Error! Bookmark not defined.**
2.12 LIST OF SCHOOL AND D ISTRICTS

..................... **ERROR! BOOKM ARK NOT**  **DEFINED.**
2.12.1 List of Schools for ESEA Flexibility States

................................ ................................ 60 2.12.2 List of Schools for All Other States

................................ ................................ ............ 61 2.12.3 List of Districts for ESEA Flexibility States

................................ ................................ 62 2.12.4 List of Districts for All Other States

................................ ................................ ............ 63

### 3



## 2.1 **IMPROVING BA SIC PROGRA**  **MS OPERA TED BY LOCAL**  **EDUCA TIONA**  **L AGENCIES (TITLE I, PA**  **RT A)** 

This section collect s data on Title I, Part A programs.


## 2.1.1 **Student A chievement in Schools with Title I, Part A**  **Programs**
The following sections collect data on student academic achievement on the State’s assessments in schools that receive Title I, Part A funds and opera te either Schoolwide programs or Targeted Assistance programs.


## 2.1.1.1 **Student A chievement in Mathematics in Schoolwide**  **Schools (SWP)**
In the format of the table below, provide the number of students in SW P schools who completed the assessment and for wh om a proficiency level was assigned, in grades 3 through 8 and high school, on the State’s mathematics assessments under Section 1111(b)(3) of ESEA . Also, provide the number of those students who scored at or above proficient. The percentage of students who scored at or above proficient is calculated automatically.

**Grade # Students Who** 

**Completed the 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)


## 2.1.1.2 **Student A chievement in Reading/Language A**  **rts in Schoolw**  **ide Schools (SW P)** 
This section is similar to 2.1.1.1. The only difference is that this section collects data on performance on the State’s reading/language arts assessment in S WP

. 

## 2.1.1.3 **Student A chievement in Mathematics in Targeted**  **As sistance Schools (TA**  **S)**

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

### 4

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, provid e the number of those students who scored at or above proficient. The percentage of students who scored at or above proficient is calculated automatically.

**Grade # Students Who** 

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

**ssigned # Stu**  **dents 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 Reading/Language A**  **rts 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**

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


## 2.1.2.1 **Student Participation in Public Title I, Part A**  **by Special**  **Services or Programs**
In the table below, provide the number of public school students served by either Public Title I SW P or TAS programs at any time during the regular school year for each category listed. Count each student only once in e ach category even if the student participated during more than one term or in more than one school or district in the State. Count each student in as many of the categories that are applicable to the student. Include pre

- kindergarten through grade 12. D o 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 negle cted programs.

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



## 2.1.2.2 **Student Participation in Public Title I, Pa rt 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 calculated automatically.

Do not include: (1) adult participants of adult literacy programs funded by Title I, (2) private school students participating in Title I p rograms operated by local educational agencies, or (3) students served in Part A local neglected programs.
**Race/Ethnicity # Students Served**  American Indian or Alaska Native [1.] Asian [2.] Black or African American [3.] Hispanic or Latino [4.] Nativ e Hawaiian or other Pacific Islander Wh ite [5.] Tw o or more races Total (Auto calculated)



## 2.1. **2.3 Student Participation in Title I, Part A**  **by Grade Level** 

In the table below, provide the unduplicated number of students participating in Title I, Par t A programs by grade level and by type of program: Title I public targeted assistance programs (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.

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

**TA S**  **Public SWP Private**  **Local Neglected**  **Total** Age 0

- 2 **[1.1.] [1.2.]**  **[1.3.] [1.4.]**  Age 3

- 5 (not **[2.1.] [2.2.]**  **[2.3.] [2.4.]**  **[2.5.] ”** 

### 6

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

**TA S**  **Public SWP Private**  **Local Neglected**  **Total** Kindergarten) 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 Prog**  **rams by Instructional and Support Services** 
The following sections collect data about the participation of students in TAS.


## 2.1.2.4.1 **Student Participation in Title I, Part A Targeted**  **As sistance Programs by**  **Instructional Services**
In the table below, pro vide 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.

**TA S instructional service**  **# Students Served** Mathematics **[1.1.1.]** Reading/language arts **[1.2.1.]** Science **[1.3.1.]** Social studies **[1.4.1.]** Vocational/career **[ 1.5.1.]**  Other instructional services **[1.6.1.]**



## 2.1.2.4.2 **Student Participation in Title I, Part A Targeted**  **As sistance Programs by**  **Support Services** In the table below, provide the number of students receiving each of the listed

### 7

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.

**TA S s**  **upport service # Students Served**  Health, dental, and eye care **[2.1.1.]** Supporting guidance/advocacy **[2.2.1.]** Other support services **[2.3.1.]**



## 2.1.3 **Staff Information for Title I, Part A Targeted 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 staff who work with both TAS and S WP , report only the FTE attributable to their TAS responsibilities.
For paraprofessionals only, provi de the percentage of paraprofessionals who were qualified in accordance with Section 1119 (c) and (d) of ESEA

**.** See the FAQs following the table for additional information.

**Staff Category Staff FTE**  **Percentage Qualified**  Teachers ///////////////////////// // Paraprofessionals 1 Other paraprofessionals (translators, parental involvement, computer assistance) 2 //////////////////////////////
Clerical support staff ///////////////////////////// Administrators (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) Providing one

- on
- one tuto ring 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;

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

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

### 8 (3) Providing assis tance in a computer laboratory; (4) Conducting parental involvement activities; (5) Providing support in a library or media center; (6) Acting as a translator; or (7) Providing instructional services to students.

b. What is an “other paraprofessional?” Paraprofessionals who do not provide instructional support, for example, paraprofessionals who are translators or who work with parental involvement or computer assistance.

c. Who is a qualified paraprofessional? A paraprofessional who has (1) completed 2 years of study at an in stitution 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 instructin g reading, writing, and mathematics (or, as appropriate, reading readiness, writing readiness, and mathematics readiness) (Section 1119(c) and (d).) For more information on qualified paraprofessionals, please refer to the Title I paraprofessionals Guidance , available at: http://www.ed.gov/policy/elsec/guid/paraguidance.doc


## 2.1.3.1 **Paraprofessional Information for Title I, Part A Schoolw**  **ide Programs**
In the table below, provide the number o f 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.
**Paraprofessional Information Para**  **professionals 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 parental involvement activities under Section 1118 (a)(3) of the ESEA

. The percentage of LEAs FY 201 4 Title I Part A allocations reserved for parental involvement will be automatically calculated from the data entered in Rows 2 and 3.

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

### 9

**Parental Invovlement Reservation**  **LEA s that Received**  **a Federal Fiscal Year**  **(FY) 201**  **4 (School**  **Year 201**  **4**

**- 1**  **5 ) Title I,**  **Part A A**  **llocation of $500,000 or less**  **LEA s that Received a**  **Federal fiscal y ear (FY)**  **201 4**  **(School Year 201**  **4**

**- 1**  **5 ) Title I, Part A**  **Al location of more than**  **$500,000** Number of LEAs* Sum of the amount reserved by LEAs for parental Involvement Sum of LEAs’ FY 201 4 Title I, Part A allocations Percentage of LEA’s FY 201 4 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 parental involvement during SY 201 4

- 1 5

. This response is limited to 8,000 characters.



## 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 the performance period of September 1, 2014 through August 31, 2015 . This section is composed of the following subsections:

 Population data of eligible migrant children

 Academic data of eligible migrant students

 D ata of migrant children served during the performance period

 School data

 Project data

 Personnel data

Wh ere 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 Kindergarten)” row.


## 2.3.1 **M igrant**  **C hild**  **C ounts** 

### 10

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 alloc ations under Title I, Part C. The child counts should reflect the performance period of September 1, 2014 through August 31, 2015 . This section also collects a report on the procedures used by States to produce true, reliable
, and valid child counts.

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

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

**FA Qs on Child Count:** 

a. How is “out

- of

- school” defined? Out

- of

- school means children up through age 21 who are entitled to a free public education in the State but are not currently enrolled in a K

- 12 institution. This could include students who have dropped out of school in the previous performance period (Se ptember 1, 2013

– August 31, 2014 ) , youth who are working on a HSED outside of a K

- 12 institution, and youth who are “here

- to

- work” only. It does not include preschoolers, who are counted by age grouping. Children who were enrolled in school for at least one day, but dropped out of school during the performance period should be counted in the highest age/grade level attained during the performance period.

b. How is “ungraded” defined? 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, tran sitional bilingual students, students working on a HSED through a K

- 12 institution, or those in a correctional setting. (Students working on a HSED outside of a K

- 12 institution are counted as out

- of

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

.

### 11

The response is limited to 8,000 characters.



## 2.3.1.1 **Categor y**  **1 Chi ld 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, 2014 through August 31, 2015 . This figure includes all eligible migrant children who may or may not have received MEP services. Count a child who moved from one age/grade level to another during the performance peri od only once in the highest age/grade that he/she attained during the performance period. The unduplicated statewide total count is calculated automatically.

Do not include:

 Children age birth through 2 years

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

 Previously eligible secondary

- school children who are receiving credit accrual services (under the continuation of service s 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 **Ag e/Grade**  **Eligible Migrant Children** 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 increases or decreases from last year in the number of students reported for Category 1 greater than 10 percent.
The response is limited to 8,000 characters.



## 2.3.1.1.2 **Birth through Tw o Child Count** 

In the table below , enter the unduplicated statewide number of eligible migrant children from birth through age 2 who, within 3 years of making a qualifying move, resided in your State for one or more days during the performance period of September 1, 201 4 through August 31
, 201 5

.

**Ag e/Grade**  **Eligible Migrant Children** Age birth through 2



## 2

**. 3** 

**. 1.**  **2 Category** 

**2 Child Count (**  **Eligible Migrant Children**  **Served by**  **the MEP During the Summer/ Inter**  **s ession Term)** 
In the table below, enter by age/grade the unduplicated statewide num ber 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 perf ormance period of September 1, 2014 through August 31, 2015 . 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 wh o moved to different schools within the State and who was served in both traditional summer and year

- round school intersession programs only once. The unduplicated statewide total count is calculated automatically.

### 13

Do not include:

 Children age birth thr ough 2 years

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

 Previously eligible secondary

- school children who are receiving c redit accrual services (under the continuation 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 Kinderg arten)

K 1 2 3 4 5 6 7 8 9 10 11 12 Ungraded Out

- of

- school Total (Auto

- calculated)


## 2.3.1.2.1 **Categor y**  **2 Child Count Increases/Decreases**

In the space below, explain any increases or decreases from last year in the number o f students reported for Category 2 greater 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**

### 14

In the table below, enter the unduplicated statewide number of eligible migrant children from age birth through 2 who, within 3 years of making a qualifying move, were served for one or more days in a MEP

- funded project conducted during either the summer term or during intersession pe riods that occurred within the performance period of September 1, 201 4 through August 31, 201 5

. 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 on ce.

Do not include:

 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 Birth through 2


## 2.3.1 **.3 Child Count Calculation and Validation Procedure**  **s** The following question s request information on the State’s MEP child count calculation and validation procedures.


## 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 an d generate the Category 1 child count for this performance period? Please check the box that applies.



##  NGS 

##  MIS 2000 

##  COEStar 

##  MAPS 

##  Other Student Information System. Please identify the system:

**Student Information System Yes**  **No** W as the Category 2 child c ount fo r 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.

Th e response is limited to 8,000 characters.

### 15



## 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 perio d . In particular, describe how the State includes and counts only:

 

### The unduplicated count of eligible migrant children, ages 3

- 21. Include children two years of age whose residency in the state has been verified after turning three.

 

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

 

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

 

### Children who

— in the case of Ca tegory 2

— were served for one or more days in a MEP

- funded project conducted during either the summer term or during intersession periods

 

### Children once per age/grade level for each child count category
The response is limited to 8,000 characters.

H ow 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 addr ess this question) ?

**Use of MSIX to Verify**

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

### 16

If MSIX is utilized, please explain how.
The response is limited to 8,000 characters.



## 2.3.1 **.3.4 Quality** 

**Control Processes**
In the space below, respond to the following questions:
**Quality Control Processes**  **Yes No**  Is student eligibil ity 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, inclu ding the basic eligibility definition, economic necessity, temporary vs. seasonal, processing, etc. ? □Yes □ No

Does the SEA have a formal process, beyond the recruiter’s determination, for reviewing and ensuring the accuracy of w ritten eligibility inf ormation [ e.g., COEs are reviewed and 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 verific ation? □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 eligibl e migrant students served in the summer/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 session 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 for child count purposes? □Yes □ No



### In the space below, describe the results of any re

- interview processes used by the SEA during the performance period to test the accuracy of the State’s MEP eligibility determinations

.
**Results #** 

### 17

**Results #**  The number of eligibility 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 c hild was found eligible.


### Describe any reasons for non

- response in the re

- interviewing process.
The response is limited to 8,000 characters.

**Procedures Yes**  **No** Wh at was the most recent year that the MEP conducted independent prospective re

- inter views (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 201 4

- 1 5 □MM/YY ___/___

Wa s the sampling of e ligible 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 eligi bility determinations and the accuracy of the numbers of migrant children in your State reports. Independent prospective interviews should be conducted at least once every three years by an independent interviewer, performed on the current year’s identifi ed migrant children.
If the sampling was stratified by group/area please describe the procedures.
The response is limited to 8,000 characters.

### 18

Please describe the sampling replacement by the State.
The response is limited to 8,000 characters.

**Obtaining Data From Families Yes**  **No** Check the applicable box to indicate how the re
- interviews were conducted: 

##  Face

- to

- face re

- interviews 

##  Phone Interviews 

##  Both /////////// /////////// /////////// /////////// /////////// ////////// ///////////

////////// / /////////// /////////// /////////// ///////////
Wa s there a protocol for verifying all information used in making the original eligibility determination? □Yes □ No We re re
- interviewers independent from the original interviewers? □Yes □ No



### If you did conduct independent re
- interviews in this reporting period, describe how you ensured that the process was independent.
The response is limited to 8,000 characters.

In the space below, refer to the results of any re

- interview processes used by the SEA, and if any of the m igrant children were found ineligible, describe those corrective actions or improvements that will be made by the SEA to improve t he accuracy of its MEP eligibility determinations.
The response is limited to 8,000 characters.

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

### 19

Does the state collect all the required data elements and data sections on the National Certificate of Eligibility (COE)? □Yes □ No



## 2.3.2 **Eligible Migrant Children**

**2.3.2.1 Priority** 

**for Services**
In the table below, provide the unduplicated number of **eligible** migrant children who have been classified as having “Priority for Services.” The total is calculated automatically.

**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 is classified as having “priority for service?” Migratory children who are failing or most at risk of failing to meet the State’s challenging academic content standards and student academic achievement standards, and wh ose education has been interrupted during the regular school year.


## 2.3.2.2 **Limited English Proficient**
In the table below, provide the unduplicated number of **eligible** migrant children who are also limited English proficient (LEP). The total is calculate d automatically.

### 20 **Ag e/Grade**  **Limited English Proficient (LEP) During the Performance Period**  Age 3 through 5 (not Kindergarten)

K 1 2 3 4 5 6 7 8 9 10 11 12 Ungraded Out

- of

- school Total (Auto

- calculated)



## 2.3.2.3 **Children w ith Disabilities (**  **IDEA )** 
In the table below, provide the unduplicated number of **eligible** migrant children who are also children with disabilities ( IDEA ) under Part B or Part C of the IDEA

. The total is calculated automatically.

**Ag e/Grade**  **Children with D isabilities (**  **IDEA )**  **During the Performance Period** Age birth through 2 Age 3 through 5 (not Kindergarten)

K 1 2 3 4 5 6 7 8 9 10 11 12 Ungraded Out

- of

- school Total (Auto

- calculated)

### 21



## 2.3.2.4 **Qualify ing**  **Ar rival Date (QA**  **D)**
In the table below, provide the unduplicated number of **eligible** migrant children whose qualifying arrival date (QAD) occurred within 12 months from the last day of the performance period, August 31, 2015 (i.e., QAD during the performance period). The tota l is calculated automatically.

**Ag e/Grade**  **Qualify ing A**  **rrival Date During**  **the Performance**  **Period**
Age birth through 2 Age 3 through 5 (not Kindergarten) K 1 2 3 4 5 6 7 8 9 10 11 12 Ungraded Out

- of

- school Total (Auto

- calcu lated)



## 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 2014

- 15 regular school year)

. 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

### 22 **Ag e/Grade**  **Qualify ing A**  **rrival Date During**  **the Regular School Year**  5 6 7 8 9 10 11 12 Ungraded Out

- of

- school Total (Auto

- calculated)


## 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 e ducationally related service funded by a non

- MEP program/organization that they would not have otherwise received without efforts supported by MEP funds. Children should be reported only once regardless of the frequency with which they received a referred service. Include children who received a referral only or who received both a referral and MEP

- funded services. Do not include children who received a referral from the MEP, but did not receive services from the non

- MEP program/organization to which they were referred . The total is calculated automatically.
**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)

### 23



## 2.3.2

**. 8**  **Ac ademic 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 ou t of school. The total is calculated automatically.

**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 201 4

- 1 5 reporting period should be classified 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 Equi valency Diploma (HSED) by passing a high school equivalency test that your state accepts (e.g. GED, HiSET, TASC)

.
**Obtain HSED** # 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

.

### 24

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 ) where MEP funds were consolidated with those of other programs.

 Children who received only referred services (non

- MEP funded).

 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? Services are a subset of all allowable activities that the MEP can provide through its programs and projects. “Services” are those educational or educationally related activities that: (1) directly benefit a migrant child; (2) address a need of a migrant child consistent with the SEA’s comprehensive needs assessment and service delivery plan ; (3) are grounded in scientifica lly 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 /annual measurable objectives . Activities related to identification and recruitment activities, parental involvement , program evaluation , professional development , or administration of the program are examples of allowable activities that a re not considered services . Other examples of an allowable activity that would not be considered a service would be the one

- time act of providing instructional packets to a child or family, and handing out leaflets to migrant families on available reading programs as part of an effort to increase the reading skills of migrant children. Although these are allowable activities, they are not services because they do not meet all of the criteria above.



## 2.3.3. **2 Priority** 

**for Services**

**– During the Regular**  **School Year** 
In the table below, provide the unduplicated number of **eligible** migrant children who have been classified as having “priority for services” and who received MEP funded instructional or support service s during the regular school year. The total is calculated automatically.

### 25 **Ag e/Grade**  **Priority for Services**  **During the Regular School Year**  Age 3 through 5 K 1 2 3 4 5 6 7 8 9 10 11 12 Ungraded Out

- of

- school Total (Auto

- calcu lated)



## 2.3. **4 .2.**  **Priority**

**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 instruc tional or support services 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

### 26 **Ag e/Grade**  **Priority for Services**  **During the Summer/Intersession** 

**Term** Out

- of

- school Total (Auto

- calculated)



## 2.3. **5 MEP**  **Services**

**- During the**  **Performance Period**
In the table below, provide the unduplicated number of **eligible** migrant children who received MEP

- funded instructional or support services at any time during the performance period . Do not count the number of times an individual child received a service intervention. The total number of students served is calculated automatically.
**Ag e/Grade**  **Served During the Performance**  **Period** Age Birth through 2 Age 3 thr ough 5 (not Kindergarten)

K 1 2 3 4 5 6 7 8 9 10 11 12 Ungraded Out

- of

- school Total (Auto

- calculated)


## 2.3.5.1 **Priority**

**for Services**

**– During the Performance Period** 
In the table below, provide the unduplicated number of **el igible**  migrant children 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 Period** Age 3 through 5 K

### 27 **Ag e/Grade**  **Priority for Services During**  **the Performance Period** 1 2 3 4 5 6 7 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 undupli cated number of 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 Ungraded Out

- of

- school Total (Auto

- calculated)


## 2.3.5.3 **Instructional Service**

**– During the Performance Period** 

### 28

In the table below, provide the unduplicated number of **eligible** migrant children who received any type of MEP

- funded instructional servi ce during the performance period. Include children who received instructional services provided by either a teacher or a paraprofessional . Children should be reported only once regardless of the frequency with which they received a service intervention. The total is calculated automatically.

**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 (Aut o
- calculated)



## 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. How ever, children should be reported only once within each type of instructional service that they received regardless of the frequency with which they received the instructional service. The totals are calculated automatically.

### 29 **Ag e/Grade**  **Reading Instructio**  **n 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. I ncludes correspondence courses taken by a student un der the supervision of a teacher.


## 2.3.5.3.2 **Support Services with Breakout for Counseling Services** 

**– During the Performance Period** 

In the table below, in the column titled **Support Services** , provide the unduplicated number of **eligible** migrant children who received any MEP

- funded support service during the performance period. In the column titled **Breakout of Counseling Services**  **During the Performance Period** , provide the unduplicated number of **eligible** migrant children who received a counseling service duri ng the performance period. Children should be reported only once in each column regardless of the frequency with which they received a support service intervention. The totals are calculated automatically.

### 30 **Ag e/Grade**  **Support Services During the Performan**  **ce 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 services? These MEP

- funded services include, but are not limited to, health, nutrition, counseling, and social services for migrant families; necessary educational supplies, and transportation . The one

time act of providing instructional or informational packets to a child or family does not constitute a support service.

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



## 2.3. **6**

**. School Data**  **During the Regular School Year**

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

### 31

schools during the regular school year.


## 2.3. **6 .1**  **Schools and Enrollment**

**– During the Regular Schoo**  **l Year** 
In the table below, provide the number of public schools that enrolled **eligible** migrant children at any time during the regular school year . Schools include public schools that serve school age (e.g., grades K through 12) children. Also, provide the number of **eligible** migrant children who were enrolled in those schools. Since more than one school in a State may enroll the same migrant child at some time during the regular school year, the number of children may include duplicates.

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



## 2.3. **6 .2**  **Schools Where MEP Funds Were Consolidated in 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 en roll the same migrant child at some time during the regular school year, the number of children may include duplicates.

**Schools #**  Number of

s chools wh ere ME P 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 from 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

.

### 32

Also, provid e the number of migrant children **served** in the projects. Since children may receive services in more than one project, the number of c hildren may include duplicates.

**Type of MEP Project Number of MEP**  **Projects Number of Migrant** 

**Children Served**  **in the Proj**  **ects** Regular school year

– school day only Regular school year

– school 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 servi ces directly to migrant children in accordance with the State Service Delivery Plan and State approved subgrant applications or contracts

. A project’s services may be provided in one or more sites. Each project should be counted once, regardless of the nu mber of sites in which it provides services.

b. What are Regular School Year

– School Day Only projects? Projects where all MEP services are provided during the school day during the regular school year.

c. What are Regular School Year

– School Day/Extended D ay projects? Projects where some or all MEP services are provided during an extended day or week during the regular school year (e.g., some services are provided during the school day and some outside of the school day; e.g., all services are provided out side of the school day).

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

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


## 2.3. **8 MEP Personnel Data** 
The following questions collect data on MEP personnel data.


## 2.3. **8 .1**  **MEP State Director**

### 33

In the table below, provide the FTE amount of time the State director performs MEP duties ( regardless of w hether the director is funded by State, MEP, or other funds ) during the 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 u sing the number of days worked for the MEP. To do so, first define how many full

- time days constitute one FTE for the State director in your State for the performance period. To calculate the FTE number, sum the total days the State director worked for th e 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 Staf**

**f**
In the table below, provide the headcount and FTE by job classification of the staff funded by the MEP . Do **not** include staff employed in S WP where MEP funds were combined with those of other programs.

**Job Classification Regular School Year**  **Summer/Int ersession Term**  **Performance Period**
**Headcount FTE**  **Headcount FTE**  **Headcount**
Teachers
Counselors
Non

- qualified paraprofessionals Qualified paraprofessionals
Recruiters
Records transfer staff
Administrators



### Note: The Headcount value displayed represents the greatest whole number submitted in file specification N/X065 for the corresponding Job Classification. For example, an ESS submitted value of 9.8 will be represented in your CSPR as 9.

### 34

**FA Qs on MEP staff:** 

a. How is the FTE calculated? The FTE may be calculated using one of two methods: 1. To calculate the FTE, in each job category, sum the percentage of time that staff were funded by the MEP and enter the total FTE for that category. 2. Calculate the FTE using the numbe r of days worked. To do so, first define how many full

- time days constitute one FTE for each job classification in your State for each term. (For example, one regular

- term FTE may equal 180 full

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

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

- time work days split between three 15

- day non

- contiguous blocks throughout the year.) To calculate the FTE number, sum the total days the individuals worked in a particular job classification f or a term and divide this sum by the number of full

- time days that constitute one FTE in that term.

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

c. Who is a counselor? A professional staf f member who guides individuals, families, groups, and communities by assisting them in problem

- solving, decision

- making, discovering meaning, and articulating goals related to personal, educational, and career development.

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

- on
- one tutoring if such tutoring is scheduled at a time when a student would not otherwise receive instruction from a teacher; (2) assists with classroom management, such as organizing instructional and other materials; (3) provides instructional assistance in a computer laboratory; (4) conducts parental involvement activities; (5) provides support in a library or media center; (6) acts as a translator; or (7) provides instructional support services under the direct supervis ion of a teacher (Title I, Section 1119(g)(2)). Because a paraprofessional provides instructional support, he/she should not be providing planned direct instruction or introducing to students new skills, concepts, or academic content. Individuals who wor k in food services, cafeteria or playground supervision, personal care services, non

- instructional computer assistance, and similar positions are not considered paraprofessionals under Title I.

e. Who is a qualified paraprofessional? A qualified paraprof essional must have a secondary school diploma or its recognized equivalent and have (1) completed 2 years of study at an institution of higher education; (2) obtained an associate’s (or higher) degree; or (3) met a rigorous standard of quality and be able to demonstrate, through a formal State or local academic assessment,

### 35

knowledge of and the ability to assist in instructing reading, writing, and mathematics (or, as appropriate, reading readiness, writing readiness, and mathematics readiness) (Section 1119 (c) and (d) of ESEA ).

f. Who is a recruiter? A staff person responsible for identifying and recruiting children as eligible for the MEP and documenting their eligibility on the Certificate of Eligibility.

g. Who is a record transfer staffer? An individual who is responsible for entering, retrieving, or sending student records from or to another school or student records system.

h. Who is an 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 A ND INTERVENTION PROGRA**  **MS FOR CHILDREN A**  **ND YOUTH WHO A RE NEGLECTED, DELINQUENT,**  **OR A T RISK (TITLE I, PA**  **RT D, SUBPA RTS 1 A**  **ND 2)**
This section collects data on programs and facilities that serve students who are negle cted, delinquent, or at risk under Title I, Part D, and characteristics about and services provided to these students.
Throughout this section:

 Report data for the program year of July 1, 2014 through June 30, 2015

.
 Count programs/facilities based on ho w the program was classified to ED for funding purposes.

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

 Use the definitions listed below:

o **Ad ult Corrections:**  An adult correctional institution is a facility in which persons, including perso ns 21 or under, are confined as a result of conviction for a criminal offense.

o **At**

**- Risk Programs:**  Programs operated (through LEAs) that target students who are at risk of academic failure, have a drug or alcohol problem, are pregnant or parenting, have bee n 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 **Juven ile Corrections:**  An institution for delinquent children and youth is a public or private residential facility other than a foster home that is operated for the care of children and youth who have been adjudicated delinquent or in need of supervision. Inclu de any programs serving adjudicated youth (including non

- secure facilities

### 36 and group homes) in this category.

o **Juvenile Detention Facilities:** Detention facilities are shorter

- term institutions that provide care to children who require secure custody pending court adjudication, court disposition, or execution of a court order, or care to children after commitment.

o **Neglected Programs:** An institution for neglected children and youth is a public or private residential facility, other than a foster home, that is operated primarily for the care of children who have been committed to the institution or voluntarily placed under applicable State law due to abandonment, neglect, or death of their parents or guardians

. o **Other:** Any other programs, not defined above, whic h receive Title I, Part D funds and serve non
- adjudicated children 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 **Pr ograms 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 st udents. 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 multipu rpose facility), then count each of the separate programs. The total number of programs/facilities will be automatically calculated. Below the table is a FAQ about the data collected in this table.

**State Program/Facility Type # Programs/Facilities**  **Aver age Length of**  **Stay in Days**  Neglected programs [1.1.] [1.2.] Juvenile detention [3.1.] [3.2.] Juvenile corrections [4.1.] [4.2.] Adult corrections [5.1.] [5.2.] Other [7.1.] [7.2.]
Total (Auto calculated) // //////////////////////////////////// ///// /// //////



### FA **Q on P**  **rograms and Facilities**

**- Subpart I:**  How is average length of stay calculated? The average length of stay should be

### 37

weighted by number of students and should include the number of days, per visit, for each student enrolled during the repo rting year, regardless of entry or exit date. Multiple visits for students who entered more than once during the reporting year can be included. The average length of stay in days should not exceed 365.


## 2.4.1.1.1 **Programs and Facilities That Reported**

**- Subpart 1** 
In the table below, provide the number of State agency Title I, Part D, Subpart 1 programs/facilities that reported data on neglected and delinquent students.
The total row will be automatically calculated.
**State Program/Facility Type # Repor**  **ting Data** Neglected programs Juvenile detention Juvenile corrections Adult corrections Other Total **(** (Auto calculated) **)**



## 2.4.1.2 **Students Served**

**– Subpart 1** 
In the tables below, provide the number of neglected and delinquent students served in State agency Title I, Part D, Subpart 1 programs and facilities. Report only students who received Title I, Part D, Subpart 1 services during the reporting year. In the first table, provide in row 1 the unduplicated number of students served by each pro gram, and in row 2, the total number of students in row 1 who are long

- term. In the subsequent tables provide the number of students served by disability (IDEA) and limited English proficiency (LEP), by race/ethnicity, by sex, and by age. The total number of students by race/ethnicity, by sex and by age will be automatically calculated.

**# of Students Served**  **Neglected**

**Programs Juvenile** 

**Detention Juvenile** 

**Corrections 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**

### 38 **Student Subgroup**  **s Neglected** 

**Programs Juvenile** 

**Detention Juvenile** 

**Corrections Ad**  **ult**

**Corrections Other** 

**Programs** Students with disabili ties (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 calculated) (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** 3 through 5 6 7 8 9 10 11 12 13 14 15 16 17

### 39 **Ag e**  **Neglected**

**Programs Juvenile** 

**Detention Juvenile** 

**Corrections Ad**  **ult**

**Corrections Other** 

**Programs** 18 19 20 2 1 Total (Auto calculated) (Auto

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



### If the total number of students differs by demographics, please explain in comment box below.
This response is limited to 8,000 characters.

**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? Lo ng
- term refers to students who were enrolled for at least 90 consecutive calendar days from July 1, 2014 through June 30, 2015

. 

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

**Transition Services Neglected**  **Programs Juvenile** 

**Detention Juvenile** 

**Corrections Ad**  **ult**

**Corrections Other** 

**Programs** Are facilities in your state pe rmitted to collect data on student outcomes after exit?

### 40

**Transition Services Neglected**  **Programs Juvenile** 

**Detention Juvenile** 

**Corrections Ad**  **ult**

**Corrections Other** 

**Programs** (Yes or No) Number of students receiving transition services that address further schooling and/or employ me nt.. 

### This response is limited to 4,000 characters.

**FA Q on facilities col**  **lecting data on student outcomes after exit:** If only some, but not all, facilities in the State are legally permitted to collect data
on student outcomes after exit, enter ‘yes’ for the first question and provide a comment indicating why some facilities a re unable to collect these data.


## 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 tables below, for each program type, provide the number of students who attained academic and vocational outcomes.

The first table includes outcomes a student is able to achieve only after exit. In this table, provide the unduplicated number of students who enrolled, or planned to enroll, in their local district school within 90 calendar da ys after exiting. A student may be reported only once, per program type.

The second table includes outcomes a student is able to achieve only one time. In this table, provide the unduplicated number of students who attained the listed outcomes either in t he while enrolled in the State agency program/facility column (“in fac.”) or in the within 90 calendar days after exiting column. A student may be reported only once across the two time periods, per program type.

The third table includes outcomes a stude nt may achieve more than once. In the “in fac.” column, provide the unduplicated number of students who attained academic and vocational outcomes while enrolled in the State agency program/facility. In the “90 days after exit” column provide the unduplicat ed number of students who attained academic and vocational outcomes within 90

### 41

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 reported once in each column.

**Outcomes (once per student,**  **only after exit)** **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** **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** 

# of Students Wh o Enrolled in their local district school 90 days after exit

**Outcomes (once per stud**  **ent) 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 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 Earned a GED Obtained high school diploma

**Outcomes (once per student**  **per time period) 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 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 Earned high school course credits Enrolled in a GED program Accepted and/or enrolled into post

secondary education Enrolled in job training courses/programs

### 42 **Outcomes (once per student**  **per time period) 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 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 Obtained employment



## 2.4.1.6 **Ac ademic Performance** 

**– Subpart 1** 
The following questions collect data on the academic performance of neglected and delinquent long

- term students served by Title I, Part D, Subpart 1 in reading and mathematics.


## 2.4.1.6.1 **Ac ademic Performan**  **ce in Reading**

**– Subpart 1** 

In the table below, provide the unduplicated number of long

- term students served by Title I, Part D, Subpart 1 , who participated in reading pre
- and post

- testing. Students should be reported in only one of the four change categor ies.
Report only information on a student’s most recent testing data. Students who were pre
- tested prior to July 1, 20 14 , 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 f ollowing year. Below the table is an FAQ about the data collected in this table

.

**Performance Data (Based on most**  **recent pre/post**

**- test**  **data) Neglected** 

**Programs Juvenile** 

**Detention Juvenile** 

**Corrections Ad**  **ult**

**Corrections Other** 

**Programs** Long

- term students with n egative grade level change from the pre
- to post

- test exams [1.4.1.] [1.4.2.] [1.4.3.] [1.4.4.]

Long

- term students with n o change in grade level from the pre

- to post

- test exams [1.5.1.] [1.5.2.] [1.5.3.] [1.5.4.]

Long

- term students with i mprovement up to one full grade level from the pre

- to post

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

### 43

**Performance Data (Based on most**  **recent pre/post**

**- test**  **data) Neglected** 

**Programs Juvenile** 

**Detention Juvenile** 

**Corrections Ad**  **ult**

**Corrections Other** 

**Programs** test exams

Long

- term students with i mprovement 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 consecutive calendar days from July 1, 2014 through June 30, 2015

. 

## 2.4.1.6.2 **Ac ademic Performance in M**  **athematics**

**– Subpart 1** 
This section is similar to 2.4.1.6.1. The only difference is that this section collects data on mathematics performance.


## 2.4.2 **LEA**

**Title I, Part D Programs and Facilities**

**– Subpart 2** 

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


## 2.4.2.1 **Programs and Facilities**

**– Subpart 2** 
In the table below, provide the number of LEA Title I, Part D, Subpart 2 programs and facilities that serve neglected and delinquent students and the yearly averag e 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 o ffers more than one type of program (i.e., it is a multipurpose facility), then count each of the separate programs. The total number of programs/ facilities will be automatically calculated. Below the table is an FAQ about the data collected in this tab le.
**[** 2.4.1.1.x.x.]

**LEA Program/Facility** 

**Type # Programs/Facilities**  **Average Length of Stay**  **(# day s)**  At

- risk programs [1.1.] [1.2.] Neglected programs [3.1.] [3.2.] Juvenile detention [4.1.] [4.2.]

### 44

**[** 2.4.1.1.x.x.]

**LEA Program/Facility** 

**Type # Programs/Facilities**  **Average Length of Stay**  **(# day s)**  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 f or each student enrolled during the reporting year, regardless of entry or exit date. Multiple visits for students who entered more than once during the reporting year can be included. The average length of stay in days should not exceed 365.


## 2.4.2.1.1 **Programs and Facilities That Reported**

**- Subpart 2** 

In the table below, provide the number of LEA Title I, Part D, Subpart 2 programs and facilities that reported data on neglected and delinquent students.
The total row will be automatically calculated

.
**LEA Program/Facility** 

**Type # Reporting Data**  At

- risk programs Neglected programs Juvenile detention Juvenile corrections Other Total (Auto calculated)



## 2.4.2.2 **Students Served**

**– Subpart 2** 

In the tables below, provide the number of negle cted 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 o f 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
se x, and by age. The total number of students by race/ethnicity, by sex, and by age will be automatically calculated.

### 45

**# of Students Served**  **At**

**- Risk** 

**Programs Neglected** 

**Programs Juvenile** 

**Detention Juvenile** 

**Corrections Other** 

**Programs** Total Unduplicated St udents 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 Neglected** 

**Programs Juvenile** 

**Detention Juvenile** 

**Corrections Other** 

**P rograms**  Students with disabilities (IDEA) LEP Students 

### Provide the number of students served by race/ethnicity.

**Race/Ethnicity At** 

**- Risk** 

**Programs Neglected** 

**Programs Juvenile** 

**Detention Juvenile** 

**Corrections Other** 

**Programs** American Indian
or Alaska Native **[1.1.] [1.2.]**  **[1.3.] [1.5.]** 

Asian **[2.1.] [2.2.]**  **[2.3.] [2.5.]**  Black or African American **[3.1.] [3.2.]**  **[3.3.] [3.5.]** 
Hispanic or Latino **[4.1.] [4.2.]**  **[4.3.] [4.5.]**  Native Hawaiian or other Pacific Islander Wh ite **[5.1.] [5.2.]**  **[5.3.] [5.5.]**  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** 

**Corr ections**  **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 b y age. **Ag e**  **At**

**- Risk** 

**Programs Neglected** 

**Programs Juvenile** 

**Detention Juvenile** 

**Corrections Other** 

**Programs** 3

- 5 6 7

### 46 **Ag e**  **At**

**- Risk** 

**Programs Neglected** 

**Programs Juvenile** 

**Detention Juvenile** 

**Corrections Other** 

**Programs** 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 characters.

**Comments:**



### 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, 2014 through June 30, 2015

. 

## 2.4.2.3.1 **Transition Services in Subpart 2**
In the first row of the table below indicate whether programs/facilities receiving Subpart 2 funds within the State a re legally permitted to track student outcomes after leaving the program or facility by entering Yes or No . In the second row,

### 47

provide the unduplicated count of students receiving transition services that specifically target planning for further schooling and/or employment. If not, provide more information in the comment field.

**Transition Services**  **At**

**- Risk** 

**Programs Neglected** 

**Programs Juvenile** 

**Detention Juvenile** 

**Corrections Other** 

**Programs** Are facilities in your state permitted to collect data on student o utcomes af ter exit? (Yes or No) Number of students receiving transition services that address further schooling and/or employ me nt. 

### This response is limited to 4,000 characters.

**FA Q on facilities collecting data on student outcomes afte**  **r exit:** If only some, but not all, facilities in the State are legally permitted to collect data
on student outcomes after exit, enter ‘yes’ for the first question and provide a comment indicating why some facilities are unable to collect these data.


## 2.4 **.2.3.2 Ac**  **ademic and Vocational Outcomes While in the LEA Program/Facility** 

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

In the tables below, for each program type, provide the number of students who attained academic and vocational outcomes.

The first table i ncludes outcomes a student is able to achieve only after exit. In this table, provide the unduplicated number of students who enrolled, or planned to enroll, in their local district school within 90 calendar days after exiting. A student may be reported on ly once, per program type.

The second table includes outcomes a student is able to achieve only one time. In this table, provide the unduplicated number of students who attained the listed outcomes either in the while enrolled in the LEA program/facility column (“in fac.”)
or in the w ithin 90 calendar days after exiting column. A student may be reported

### 48

only once across the two time periods, per program type.

The third table includes outcomes a student may achieve more than once. In the “in fac.” column
, provide the unduplicated number of students who attained academic and vocational outcomes while enrolled in the LEA program/facility. In the “90 days after exit” column provide the unduplicated number of students who attained academic and vocational outc omes 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 reported once in each column.

**Outcomes (once per student,**  **only after exit)** **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** **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** **O t** **h e** **r P** **r o** **g r** **a m** **s**

# of Students Wh o Enrolled in their local district school 90 day s after exit

**Outcomes (once per student)** **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 Earned a GED Obtained high school diploma

**Outcomes (once per student**  **per time period) 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 Earned high school course credits Enrolled in a GED program Accepted and/or

### 49 **Outcomes (once per student**  **per time period) 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 into post

secondary education Enrolled in job training courses/programs Obtained employment



## 2.4.2.6 **Ac ademic Performance** 

**– Subpart 2** 
The following questi ons collect data on the academic performance of neglected and delinquent long

- term students served by Title I, Part D, Subpart 2 in reading and mathematics.


## 2.4.2.6.1 **Ac ademic Performance in Reading** 

**– Subpart 2** 

In the table below, provide the unduplicate d number of long

- term students served by Title I, Part D, Subpart 2 , who participated in reading pre
- and post

- testing. Students should be reported in only one of the f our change categories. Reporting pre

- and posttest data for at

- risk students in the ta ble below is optional.
Report only information on a student’s most recent testing data. Students who were pre
- tested prior to July 1, 20 14 , may be included if their post

- test was administered during the reporting year. Students who were post

- tested afte r the reporting year ended should be counted in the following year. Bel ow the table is an FAQ about the data collected in this table

.

**Performance Data (Based on most recent**  **pre/post**

**- test data)**  **At**

**- Risk**  **Programs Neglected** 

**Programs Juvenile** 

**Detention Ju**  **venile**

**Corrections Other** 

**Programs** Long

- term students with
n egative grade level change from the pre

- to post

- test exams

### 50

**Performance Data (Based on most recent**  **pre/post**

**- test data)**  **At**

**- Risk**  **Programs Neglected** 

**Programs Juvenile** 

**Detention Ju**  **venile**

**Corrections Other** 

**Programs** Long

- term students with
n o change in grade level from the pre

- to post

- test
exams Long

- term students with i mprovement up to one full grade level from the pre
- to post

- test exams Long

- term students with i mprovement of more than one full grade level from the pre

- to post

- test
exams



### FA **Q on long**

**- term:**  What is long

- term? Long

- term refers to students who we re enrolled for at least 90 consecutive calendar days from July 1, 2014 , through June 30, 2015

. 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 o ption 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 difference is that this section collects data on mathematics performance.



## 2.9 **RURA L ED**  **UCA TION A**  **CHIEVEMENT PROGRA M (REA**  **P) (TITLE VI, PA**  **RT B, SUBPA RTS 1 A**  **ND 2)**
This section collects data on the Rural Education Achievement Program (REAP) Title VI, Part B, Subparts 1 and 2.


## 2.9.2 **LEA**

**Use of Rural Lo w**  **- Income Schools Program (RLIS)**  **(Title VI, P art 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 recruitment and retention, including the use of signing bonuses and other financial incen tives [1.]

### 51 **Purpose # LEA**  **s** Teacher professional development, including programs that train teachers to utilize technology to improve teaching and to train special needs teachers [2.]
Educational technology, including software and hardware as described in Title II, Part D [3.]
Parental involvement activities [4.] Activities authorized under the Safe and Drug

- Free Schools Program (Title IV, Part A) [5.] Activities authorized under Title I, Part A [6.] Activities authorized under Title III (Language instruction for LEP and immigrant students) [7.]



## 2.9.2.1 **Goals and Objectives**
In the space below, describe the progress the State has made in meeting the goals and objectives for the Rural Low

- Income Schools (RLIS) Program as described in its June 2002 Consolidated State application. Provide quantitative data where available.
The response is limited to 8,000 characters.
[2.9.2.2.]



## 2.10 **FUNDING TRA NSFERA**  **BILITY FOR STA TE**  **AN D LOCAL**  **EDUCA TIONA**  **L AGENCIES (TITLE VI, PA**  **RT A , SUBPART 2)** 

**2.10.1 State Transferability**  **of Fu nds** 
Did the State transfer funds under the State Transferability authority of Section 6123(a) during SY 2014

- 15 ? **YES NO**  

##  Yes



##  No



## 2.10.2 **Local Educational A genc**  **y (LEA**  **) Transferability of Funds** 

**LEA T**  **ransferability**

**of Funds #**  LEA s that notified the State that they were transferring funds under the LEA Transferability authority of Section 6123(b).

### 52



## 2.10.2.1 **LEA**

**Funds Transfers**
In the table below, provide the total number of LEAs that transferred funds from an eligible program t o 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.]
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 ///////////////////////// //////////// ///////////////////////////////////// [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**  **mo unt of** 

**Funds Transferred TO**  **Eligible Program**
Improving Teacher Quality State Grants (Section 2121) [1.1.] [1.2.]
Educational Technology State Grants (Section 2412(a)(2)(A)) [2.1.] [2.2.]
Safe and Drug

- Free Schools and Communities (Section 4112(b)(1)) [3 .1.] [3.2.]
State Grants for Innovative Programs (Section 5112(a)) [4.1.] [4.2.]
Title I, Part A, Improving Basic Programs Operated by LEAs ///////////////////////////////////// ///////////////////////////////////// Total Auto calculated Auto calcula ted


### The Department plans to obtain information on the use of funds under both the State and LEA Transferability Authority through evaluation studies.


## 2.11 **GRA DUA**  **TION RATES 4** 

4 The “Asian/Pacific Islander” row in the tables below represent either the value reported by the state to the Department of Education for the major racial and ethnic group "Asian/Pacific Islander" or an aggregation of values reported by the state for the 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.

### 53

T his section collects graduation rates.


## 2

**. 11**  **.1 Regulatory** 

**A djusted Cohort Gra**  **duation 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 2014

- 15 ). Below the table are FAQs about the data collected in th is table.

**Note:** States are not required to report these data by the racial/ethnic groups shown in the table below ; instead, they are required to report these data by the major racial and ethnic groups that are identified in their Accountability Wo rkbooks. The charts below display racial/ethnic data that have been mapped from the major racial and ethnic groups identified in their workbooks to the racial/ethnic groups shown

.

**Student Group Graduation Rate** 
All students American Indian or Alaska Native Asian or Pacific Islander Asian Native Hawaiian or Other Pacific Islander Black or African American Hispanic or Latino Wh ite Tw o or more races Children with disabilities ( IDEA ) Limited English proficient (LEP) students Economical ly disadvantaged students



### FA **Qs on graduation rates:** What is the regulatory adjusted cohort graduation rate ? For complete definitions and instructions, please refer to the non

- regulatory guidance, which can be found here: http://www2.ed.gov/policy/elsec/guid/hsgrguidance.pdf The response is limited to 8,000 characters.

Department of Education aggregation of other values reported by the state, the detail for “Asian” and Native Hawaiian or Other Pacific Islander” are also included in the following rows. 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 Asian American/Pacific Islander (AAPI) populations.

### 54



## 2.12 **LISTS OF SCHOOLS A ND DISTRICTS** 
This section contains data on school statuses. States with approved ESE A Flexibility requests should follow the instructions in sections 2.12.1 and 2.12.3. All other states should follow the instructions in sections 2.12.2 and 2.12.4. These tables will be generated based on data submitted to ED Facts and include d as part of e ach 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**

**Instructi ons for States that identified reward schools**  **5** 

### under ESEA **flexibility**

**for SY 201**  **5**
**- 1**  **6 :**  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 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 t arget 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 s chools (if applicable) in accordance with the State’s approved ESEA flexibility request

5 The definition of rewa rd 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

flexibility.doc.

### 55

 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 applicab le, State

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

 Wh ether the school was identified 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).


## 2.12.1.2 **List of Priority and Focus Schools** 

**Instructions for States that identifi ed priority and focus schools**  6 

### under **ESEA flexibility** 

**for SY 201**  **5**
**- 1**  **6 :**  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 targ et 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 mathemat ics 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 applic able) 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

 Status for SY 201 5

- 1 6 (Use o ne of the following status designations: priority or focus)

 If applicable, State

- specific status in addition to priority or focus (e.g., grade, star, or level)

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

 Wh ether (yes or no) the school is a Title I school ( This information must be provided by all St ates. )

 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. **3 List of Other Identified Schools** 

**Instructions for States that identified non**

**- priority**  **, focus, or reward schools**  7 

### with State

**- specific statuses under ESEA**  **flexibility**

**for SY 201**  **5**
**- 1**  **6 :**  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 ESEA flexibility request

 Wh ether the school met the 95 percent participation rate target for the reading/language arts assessment

 Wh ether the school me t 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 graduation rate goal or target for high schools (if applicable) in accordance with the State’s approved ESEA flexibility
r equest

 State

- specific designation (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).



## 2.12.2 List of Schools **for A ll Other States** 

7 The definitions of reward, priority, and focus schools are provided in the docu ment 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



## 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 5** 
**- 1**  **6 :**  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 readin g/language arts in accordance with the State’s Accountability Plan

 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 Accountability Plan

 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 Acc ountability Plan

 Wh ether the school met the graduation rate target for high schools (if applicable) in accordance with the State’s Accountability Plan

 Status for SY 201 5

- 1 6 (Use one of the following status designations: School Improvement

– Year 1, Schoo l Improvement

– Year 2, Corrective Action, Restructuring Year 1 (planning), or Restructuring Year 2 (implementing) 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 pro vided assistance through Section 1003(a).

 Wh ether (yes or no) the school was provided assistance through Section 1003(g).



## 2.12.3 List of Districts for ESEA **Flexibility**

**States**

**2.12.3.1 List of Identified Districts w**  **ith State Specific Statuses**

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

- Regulatory G uidance

. This document may be accessed on the Department’s Web page at http://www.ed.gov/policy/elsec/guid/schoolimprovementguid.doc

.

### 58

Instruct ions for States that identified school districts with State

- specific statuses under ESEA flexibility for SY 201 5

- 1 6 : 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 request

 Wh ether the district met the 95 percent participation rate target for the reading/language arts assessment

 Wh ether the district met the proficien cy target in mathematics in accordance with the State’s approved ESEA flexibility request

 Wh ether the district 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 5

- 1 6 (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 distri cts for improvement or corrective action 9 

### under ESEA section 1116 for SY 201 5

- 1 6 : 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/lang uage arts as outlined in the State’s Accountability Plan

 Wh ether the district met 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

9 The district improvement statuses are defin ed 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

.

### 59

 Wh ether the district met the participation rate target for the mathematics assessment

 Wh ether the district met the other academic indicator for el ementary/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 the State’s Accountability Plan

 Improvement status for SY 201 5

- 1 6 (Use one o f the following improvement status designations: Improvement or Corrective Action)

 Wh ether the district received Title I funds.