## C **ONSOLIDA TED STA** **TE PERFORMA NCE REPORT: P**  **AR T I**  f or reporting on 

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

**P AR** **T** 

## I **D UE**  

## D **ECEMBER** 

## 18 **, 2014** 

**5 PM**  

## EST
The Consolidated State Performance Report (CSPR) is the required annual reporting tool for each State, the Bureau of Indian Education , District of Columbia, and Puerto Rico as authorized under Section 9303 i 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 established 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 collects informa tion related to state activities and outcomes of specific ESEA programs needed for the programs’ GPRA indicators or other assessment and reporting requirement

.
**Paperwork Burden Statement** According to the Paperwork Reduction Act of 1995, no persons are req uired 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 -** **0 614**  **(expires 7** **/3 1**  **/1 5**  **)**

. The tim e required to com plete this information collect ion for Part I and Part II com bined is estim ated 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**  **co mments**  **concerning the**  **accuracy of**  **the time**  **estimate(s) or**  **suggestions for**  **improving this**  **form, please**  **write to:**  U.S. Departm ent of E ducation, Washington, D.C. 20202
-4537. **If you**  **have comments**  **or concerns**  **regarding the**  **status of**  **your individual**  **submission of this**  **form, write directly**  **to:** Office of

E lementary

a nd Secondary Education , U.S. Departm ent of Education, 400 Maryland Avenue, S.W ., Wa shington, D.C. 20202.**OMB.wd.3**



### 2 **Table of Contents** Page

CONSOLI DATED STATE PERFORMA NCE REPORT: PART I

................................ ............................... 1 1.1 STANDARDS AND ASSESS MENT DEVELOPMENT

................................ ................................ . 4 **1.1.1 Academic Content Standards** 
**................................ ................................**  **.................. 4**  1.1.1.1 Academic Achievement Standards in Mathematics, Reading/Language Arts and Science

.. 5 **1.1.2 Assessments in Mathematics, Reading/Lan**  **guage Arts and Science**
**.................. 6**  **1.1.3 Grants for State A** **ssessments and Related A ctivities** 
**................................ ...........**  **7** 1.1.3.1 Percentages of Funds Used for Stand ards and Assessment Development and Other Purposes 7 1.1.3.2 Uses of Funds for Purposes Other than Standards and Assessment Development

.............. 8 1.2 PARTICIPATION IN STATE ASSESSMENTS

................................ ................................ .............. 9 **1.2.1 Participation of A**  **ll Students in Mathematics A ssessment** 
**................................ ...**  **9 1.2.2**  **Part icipation of Students with Disabilities in Mathematics A** **ssessment**
**.......... 10**  **1.2.3 Participation of A**  **ll Students in the Reading/Language A rts A** **ssessment**
**........ 11**  1.2.3.1 Recently Arrived LEP Students Taking ELP Assessments in Lieu of Reading/Language Arts Assessments 11 **1.2.4 Participation of Students with Disabilities in Readin**  **g/Language A rts**  **Assessment**
**................................ ................................**  **................................ ................................**  **.. 12**  **1.2.5 Participation of A**  **ll Students in the Science A ssessment** 
**................................ ...**  **12 1.2.6**  **Participation of Students with Disabilities in Science A** **ssessment**
**................. 12**  1.3 STUDENT ACADEMIC ACH IEVEMENT

................................ ................................ .................... 13 **1.3.1 Student A** **cademic A chievement in Mathematic**  **s ................................**  **................. 13**  **1.3.2 Student A** **cademic A chievement in Reading/Language A**  **rts**
**.............................. 14**  **1.3.3 Student A** **cademic A chievement in Science** 
**................................ .........................**  **14** 1.4 SCHOOL AND DISTRICT ACCOUNTABILITY

................................ ................................ ......... 15 **1.4.1 Al**  **l Schools and Districts Accountability**
**................................ ..............................**  **15 For an SEA** 

**with an approved ESEA flexibility request that submitted its request in**  **February 2012 or November 2011:**
**................................ ...................**  **Error! Bookm ark not defined.**  **1.4.2 Title I School A** **ccountability**
**................................ ................................**  **.................. 16**  **1.4.3 Accountability of Districts That Received Title I Funds** 
**................................ ......**  **17** 1.4.4.3 Corrective Action

................................ ................................ ................................ ................ 18 1.4.4.4 Restructuring

– Year 2

................................ ................................ ................................ ........ 18 1.4.5.2 Actions Taken for Districts That Received Title I Funds and Were Identified for Improvement 19 1.4.5.3 Corrective Action

................................ ................................ ................................ ................ 19 **1.4.7 Ap**  **peal of A YP and Identification Determinations** 
**................................ ................**  **20 1.4.8**  **Sections 1003 (a) and (g) School Improvement Funds** 
**................................ ........**  **20** 1.4.8.5 Use of Sections 1003(a) and (g) School Improvement Funds

................................ ............. 21 1.4.8.6 Actions Ta ken for Title I Schools Identified for Improvement Supported by Funds Other than Those of Sections 1003(a) and 1003(g)

................................ ................................ ................................ . 22 **1.4.9 Public School Choice and Supplemental Educational Services** 
**........................ 23**  1.4.9.1 Public School Choice

................................ ................................ ................................ .......... 23 1.4.9.2 Supplemental Educational Services

................................ ................................ .................... 25 1.5 TEACHER QUALITY

................................ ................................ ................................ ..................... 26**OMB.wd.3**



### 3

**1.5.1 Core A** **cademic Classes Taught by Teachers Who Are Highly Qualified**
**.......... 26**  **1.5.2 Reasons Core**  **Acad emic Classes A**  **re Taught by Teachers Who A re Not Highly**  **Qualified 29**  1.5.2.1 Elementary School Classes

................................ ................................ ................................ . 29 1.5.2.2 Secondary School Classes

................................ ................................ ................................ ... 30 **1.5.3 Poverty Quartiles and Metrics Used** 
**................................ ................................**  **...... 30**  1.5.3.1 Poverty Quartile Breaks

................................ ................................ ................................ ...... 31 1.6 TITLE III AND LANGUA GE INSTRUCTIONAL PRO GRAMS

................................ .................. 32 **1.6.1 Language Instruction Educational Programs** 
**................................ .......................**  **32 1.6.2**  **Student Demographic Data**
**................................ ................................**  **..................... 33**  1.6.2.1 Number of ALL LEP Students in the State

................................ ................................ ........... 33 1.6.2.2 Number of LEP Students Wh o Received Title III Language Instruction Educational Program Services

................................ ................................ ................................ ................................ .......... 34 1.6.2.3 Most Commonly Spoken Languages in the State

................................ ................................ . 34 **1.6.3 Student Performance Data** 
**................................ ................................**  **...................... 34**  1.6.3.5 Native Language Assessments

................................ ................................ ............................. 37 1.6.3.6 Title III Served Monitored Former LEP (MFLEP) Students

................................ ............... 38 **1.6.4 Title III Subgrantees** 
**................................ ................................**  **................................ .**  **40** 1.6.4.1 Title III Subgrantee Performance

................................ ................................ ........................ 41 1.6.4.2 State Accountability

................................ ................................ ................................ ............. 41 1.6.4.3 Termination of Title III Language Instruction Educational Programs

............................... 42 **1.6.5 Education Programs and Activities for Immigrant Students** 
**.............................. 42**  1.6.5.1 Immigrant Students

................................ ................................ ................................ ............. 42 **1.6.6 Teacher Information a**  **nd Professional Development**
**................................ ..........**  **43** 1.6.6.1 Teacher Information

................................ ................................ ................................ ............ 43 1.6.6.2 Professional Development Activities of Subgrantees Related to the Teaching and Learning of LEP Students 44 **1.6.7 State Subgrant A** **ctivities**
**................................ ................................**  **........................ 45**  1.6.7.1 State Subgrant Process

................................ ................................ ................................ ........ 45 1.6.7.2 Steps To Shorten the Distribution of Title III Funds to Subgrantees

................................ ... 46 1.7 PERSISTENTLY DANGERO US SCHOOLS

................................ ................................ ................. 46 1.9 EDUCATION FOR HOMELE SS CHILDREN AND YOUT HS PROGRAM

................................ 46 **1.9.1 Al**  **l LEA s (with and without McKinney**  **- Vento subgrants)** 
**................................ ....**  **47** 1.9.1.1 Homeless Children and Youths

................................ ................................ ........................... 47 1.9.1.2 Primary Nighttime Residence of Homeless Children and Youths

................................ ....... 47 1.9.1.3 Subgroups of Homeless Students Enrolled

................................ ................................ .......... 48 **1.9.2 LEA** **s with McKinney -** **Vento Subgrants**
**................................ ................................**  **. 48**  1.9.2.1 Homeless Children and Youths Served by McKinney

- Vento Subgrants

.............................. 48 1.9.2.2 Subgroups of Homeless Students Served

................................ ................................ ............. 49 **1.9.3 Academic A** **chi evement of Homeless Students** 
**................................ ...................**  **49** 1.9.3.1 Reading Assessment

................................ ................................ ................................ ............ 49 1.9.3.2 Mathematics Assessment

................................ ................................ ................................ ..... 50 1.9.3.3 Science Assessment

................................ ................................ ................................ ............. 50**OMB.wd.3**



### 4



## 1.1 **STA NDA**  **RDS A ND A** **SSESSMENT DEVELOPMENT**
This section requests descriptions of the State’s implementation of the Elementary and Secondary Education Act, as amended (ESEA) academic content standards, academic achievement standards and assessments to meet the requirements of Section 1111(b)(1) of ESEA

. 

## 1.1.1 **Ac ademic Content Standards**  Indicate below whether your state has made or is planning to make revisions to or change the State's academic content standards in mathematics, reading/language arts or science since the State’s content standards were most recently approved through ED’s peer review process for State assessment systems. If yes, indicate specifica lly in what school year your State implemented or will implement the revisions or changes. _____ No revisions or changes to academic content standards in mathematics, reading/language arts or science made or planned. _____ State has revised or change d its academic content standards in mathematics, reading/language arts or science or is planning to make revisions to or change its academic content standards in mathematics, reading/language arts or science. Indicate below the year these changes were or will be implemented or “Not Applicable” to indicate that changes were not made or will not be made in the subject area. Acceptable responses are a school year (e.g., 201 3
- 14 ) or Not Applicable. **Ac ademic Content**  **Standards Mathematics**  **Reading/ Language**  **Ar ts**  **Science** Academic Content Standards If the responses above do not fully describe revisions or changes to your State’s academic content standards, describe the revisions or changes below. The response is limited to 1 ,000 characters.**OMB.wd.3**



### 5



## 1. **1. 1.1**  **Ac ademic A** **chievement Standards in Mathematics,**

**Reading/Language A rts and Science** 
Indicate below whether your state has changed or is planning to change the State's academic achievement standards in mathematics, reading/language arts or science since the State’s academic achievement standards were most recently approved through ED’s peer review process for State assessment systems. If yes, indicate specifically in what school year your State implemented or will implement the changes. As applicable, include changes to academic achievement standards based on any assessments (e.g., alternate assessments based on alternate achievement standards, alternate assessments based on modified achievement standards, native language assessments, or others) implem ented to meet the assessment requirements under Section 1111(b)(3) of ESEA

. _____ No revisions or changes to academic achievement standards in mathematics, reading/language arts or science made or planned. _____ State has changed its academic achievement standards or is planning to change its academic achievement standards in mathematics, reading/language arts or science. Indicate below either the school year in which these changes were or will be implemented or “Not Applicable” to indicate that changes were not made or will not be made in the subject area. Acceptable responses are a school year (e.g., 2013
- 14 ) or Not Applicable. **Ac ademic A** **chiev ement**  **Standards for**  **Mathematics Reading/**  **Language A rts**  **Science** Regular Assessments in G rades 3
- 8 Regular Assessments in H igh S chool Alternate Assessments Based on Grade
- Level Achievement Standards (if applicable) Alternate Assessments Based on Modified Achievement Standards (if applicable) Alternate Assessments Based on Alternate**OMB.wd.3**



### 6

**Ac ademic A** **chiev ement**  **Standards for**  **Mathematics Reading/**  **Language A rts**  **Science** Achie vement Standards If the responses above do not fully describe revisions or changes to your State’s academic achievement standards, describe the revisions or changes below. The response is limited to 1,000 characters.



## 1.1.2 **As sessments in Mat**  **hematics, Reading/Language**  **Ar ts** 

**and Science** Indicate below whether your state has changed or is planning to change the State's academic assessments in mathematics, reading/language arts or science since the State’s academic assessments were most recently a pproved through ED’s peer review process for State assessment systems. If yes, indicate specifically in what school year your State implemented or will implement the changes. As applicable, include any assessment s (e.g., alternate assessments based on a lternate achievement standards, alternate assessments based on modified achievement standards, native language assessments, or others) implemented to meet the assessment requirements under Section 1111(b)(3) of ESEA

. _____ No changes to assessments in ma thematics, reading/language arts or science made or planned. _____ State has changed or is planning to change its assessments in mathematics, reading/language arts or science. Indicate below the year these changes were implemented or “Not Applicable” to indicate that changes were not made or will not be made in the subject area. Acceptable responses are a school year (e.g., 2013
- 14 ) or Not Applicable. **Ac ademic A** **ssessments Mathematics**  **Reading/ Language A** **rts Science**  Regular Assessments in Grades 3
- 8 Regular Assessments in High School Alternate Assessments**OMB.wd.3**



### 7

**Ac ademic A** **ssessments Mathematics**  **Reading/ Language A** **rts Science**  Based on Grade
- Level Achievement Standards (if applicable) Alternate Assessments Based on Modified Achievement Standards (if applicable) Alternate Assessments Based on Alternate Ac hievement Standards 

### If the responses above do not fully describe revisions or changes to your State’s academic achievement standards, describe the revisions or changes below. The response is limited to 1 ,000 characters.



## 1.1. **3 Grants for Stat** **e As**  **sessments and Related A ctivities** 

**1.1.3.1 Percentages of Funds Used for Standards and** 

**As sessment Development and Other Purposes** 

For funds your State had available under ESEA section 6111 (Grants fo r State Assessments and Related Activities) during SY 20 13
- 14 , estimate what percentage of the funds your State used for the following (round to the nearest ten percent). **Purpose Percentage**  **(rounded to**  **the nearest**  **ten percent)**  To pay the costs of

t he development of the State assessments and standards requi red by S ection 1111(b) **________%** To administer assessments required by S ection 1111(b) or to carry out other activities described in section 6111 and other activities related to ensuring that the State’s schools and local educational agencies are held ac countable for results **________% OMB.wd.3** 



### 8



## 1.1.3.2 **Uses of Funds for Purposes Other than Standards and**

**As sessment Development** 
For funds your State had available under ESEA section 6111 (Grants for State Assessments and Related Activities) during SY 201 3
- 1 4 that were used for purposes other than the costs of the development of the State assessments and standards required by section 1111(b), for what purposes did your State use the funds? (Enter “yes” for all that apply and “no” for all that do not apply).
**Purpo se**  **Used for Purpose**  **(y es/no)**  Administering assessments required by S ection 1111(b) Developing challenging State academic content and student academic achievement standards and aligned assessments in academic subjects for which standards and assessments are not required by S ection 1111(b). Developing or improving assessments of E nglish language prof iciency necessary to comply with S ection 1111(b)(7) Ensuring the continued validity and reliability of S tate assessments, and/or refining State assessments to ensure their continued alignment with the State’s academic content standards and to improve the alignment of curricula and instructional materials Developing multiple measures to increase the reliability and validity of State assessment systems Strengthening the capacity of local educational agencies and schools to provide all students the opportunity to increase educational achievement, including carrying out professional development activities aligned with State student academic achievement standa rds and assessments Expanding the range of a ccommodations available to students with limited English proficiency and students with disabilities (IDEA) to improve the rates of

i nclusion of such students, including professional development activities align ed with State academic achievement standards and assessments Improving the dissemination of i nformation on student achievement and school p erformance to parents and the community, including the development of information and reporting systems designed t o identify best educational practices based on s cientifically based research or to assist in linking records of student achievement, length of enrollment, and graduation over time Other**OMB.wd.3**



### 9



## 1.2 **PA RTICIPA** **TION IN STA TE**  **AS SESSMENTS**  **1**


### This section collects d ata on the participation of students in the State assessments. **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

. 

## 1.2.1 **Participation of A ll S**  **tudents in Mathematics**

**As sessment**  In the table below, provide the number of students enrolled during the State’s testing window for mathematics assessments required under Section 1111(b)(3) of ESEA (regardless of whether the students were present for a ful l academic year) and the number of students who participated in the mathematics assessment in accordance with ESEA . The percentage of students who were tested for mathematics will be calculated automatically. The student group “children with disabilities ( IDEA )” includes children who participated in the regular assessments with or without accommodations and alternate assessments. Do not include former students with disabilities ( IDEA ). Do not include students only covered under Section 504 of the Rehabilitation Act of 1973

. The student group “limited English proficient (LEP) students” includes recently arrived students who have attended schools in the United States for fewer than 12 months. Do not include former LEP students.

**Student Group # Students**  **Enrolled # Students** 

**Participating Percentage of**  **Students Participating**  All students (Auto calculated) American Indian or (Auto calculated)

1 The “Asian/Pacific Islander” row in the tables below represent either the value reported by the state to the Department of Education for the major racial and ethnic group "Asian/Pacific Islander" or an aggregation of values reported by the state for the major racial and ethnic groups "Asian" and "Native Hawaiian/Other Pacific Islander or Pacific Islander" (and "Filipino" in the case of California). W hen the values reported in the Asian/Pacific Islander row represent the U. S. Department of Education aggregation of other values reported by the state, the detail for “Asian” and Native Hawaiian or Other Pacific Islander” are also included in the following rows. Disaggregated reporting for assessment participation data is done according to the provisions outlined within each state's Accountab i lity W orkbook. Accordingly, not every state uses major racial and ethnic groups which enable detail of Asian American/Pacific Islander (AAPI) populations.**OMB.wd.3**



### 10 **Student Group # Students**  **Enrolled # Students** 

**Participating Percentage of**  **Students Participating**  Alaska Native Asian or Pacific Islander (Auto calculated) Asian (Auto calculated) Native Hawaiian or Other Pacific Islander (Auto calculated)
Black or African American (Auto calculated) Hispanic or Latino (Auto calculated) Wh ite (Auto calculated) Two or more races Children with disabilities ( IDEA ) (Auto calculated) Limited English proficient (LEP) students (Auto calculated) Economically disadvantaged students (Auto calculated) Migratory students (Auto calculated) Ma le (Auto calculated) Female (Auto calculated) 

## 1.2.2 **Participation of Students w ith Disabilities**  **( IDEA** **) in** 

**Mathematics A**

**ssessment**
In the table below, provide the number of children with disabilities (IDEA) participating during the State’s testing window in mathematics assessments required under Section 1111(b)(3) of ESEA (regardless of whether the chi ldren were present for a full academic year) by the type of assessment. The percentage of children with disabilities (IDEA) who participated in the mathematics assessment for each assessment option will be calculated automatically. The total number of ch ildren with disabilities (IDEA) participating will also be calculated automatically. The data provided below should include mathematics participation data from all students with disabilities ( IDEA ) as defined under the Individuals with Disabilities Education Act (IDEA) . Do not include former students with disabilities (IDEA ). Do not include students only covered under Section 504 of the Rehabilitation Act of 1973

.**OMB.wd.3**



### 11

**Type of A ssessment**  **# Children with Disabilities**  **(IDEA) Participating**  **Percentage of Childre n**  **with Disabilities (IDEA**  **) Participating, Who Took**  **the Specified As**  **sessment** Regular Assessment without Accommodations (Auto calculated) Regular Assessment with Accommodations (Auto calculated) Alternate Assessment Based on Grade
- Level Achievement Stan dards (Auto calculated)
Alternate Assessment Based on Modified Achievement Standards (Auto calculated)
Alternate Assessment Based on Alternate Achievement Standards (Auto calculated)
Total (Auto calculated) /////////////////////////////////////// 

## 1 **.2.3 Participation of A**  **ll Students in the Reading/Language**

**Ar ts A** **ssessment** This section is similar to 1.2.1 and collects data on the State’s reading/language arts assessment. 

## 1.2.3.1 **Recently**

**A rrived LEP Students Taking ELP**  **As sessments in Lieu of Readin**  **g/Language Ar** **ts As**  **sessments** In the table below, provide the number of recently arrived LEP students (as defined in 34 C.F.R. Part 200.6(b)(4)) included in the participation counts in 1.2.3 who took an assessment of English language proficiency in lieu of t he State’s reading/language arts assessment, as permitted under 34 C.F.R. Part 200.20.

**Recently**

**A rrived LEP Students**  **#** Recently arrived LEP students who took an assessment of English language proficiency in lieu of the State’s reading/language arts asses sment**OMB.wd.3**



### 12



## 1.2.4 **Participation of Students w ith Disabilities**  **(IDEA )**  **in**

**Reading/Language A rts A** **ssessment** This section is similar to 1.2.2 and collects data on the State’s reading/language arts assessment. The data provided should include reading/langua ge arts participation data from all students with disabilities (IDEA) as defined under the Individuals with Disabilities Education Act (IDEA) . Do not include former students with disabilities (IDEA ). Do not include students only covered under Section 504 of the Rehabilitation Act of 1973

. Note: For this question only, report on students with disabilities (IDEA) who are also LEP students in the U.S. less than 12 months who took the ELP in lieu of the statewide reading/language arts assessment

. 

## 1.2.5 **Par ticipation of A**  **ll Students in the Science A ssessment**  This section is similar to 1.2.1 and collects data on the State’s science assessment. 

## 1.2.6 **Participation of Students wi**  **th Disabilities (IDEA** **) in** 

**Science As**  **sessment** This section is similar to 1.2.2 and collects data on the State’s science assessment. The data provided should include science participation results from all students with disabilities (IDEA) as defined under the Individuals with Disabilities Education Act (IDEA) . Do not include former s tudents with disabilities (IDEA). Do not include students only covered under Section 504 of the Rehabilitation Act of 1973

.**OMB.wd.3**



### 13



## 1.3 **STUDENT AC**  **ADE MIC** **A CHIEVEMENT**  **2**


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

. 

## 1.3.1 **Student A cademic A** **chievement in Mathematics** In the format of the table below, provide the numbe r of students who received a valid score on the State assessment(s) in mathematics implemented to meet the requirements of Section 1111(b)(3) of ESEA (regardless of whether the students were present for a full academic year) and for whom a proficiency leve l was assigned, and the number of these students who scored at or above proficient, in grades 3 through 8 and high school. The percentage of students who scored at or above proficient is calculated automatically. The student group “children with disabili ties ( IDEA )” includes children who participated, and for whom a proficiency level was assigned in the regular assessments with or without accommodations and alternate assessments. Do not include former students with disabilities ( IDEA ). The student group “ limited English proficient (LEP) students” does include recently arrived students who have attended schools in the United States for fewer than 12 months. Do not include former LEP students.

**Grade (insert grade #) # Students Who**  **Received a**  **Valid Score**  **and for Whom a**  **Proficiency Level Was**  **As signed**  **# Students**

**Scoring at or Ab**  **ove Proficient Percentage of**  **Students Scoring at or**  **Ab ove Proficient**  All students (Auto calculated)

2 The “Asian/Pacific Islander” row in the tables below represent e ither the value reported by the state to the Department of Education for the major racial and ethnic group "Asian/Pacific Islander" or an aggregation of values reported by the state for the major racial and ethnic groups "Asian" and "Native Hawaiian/Other Pacific Islander or Pacific Islander" (and "Filipino" in the case of California). Wh en the values re ported in the Asian/Pacific Islander row represent the U. S. Department of Education aggregation of other values reported by the state, the detail for “Asian” and Native Hawaiian or Other Pacific Islander” are also included in the following rows. D isaggre gated reporting for academic achievement data is done according to the provisions outlined within each state's Accountab i lity Wo rkbook. Accordingly, not every state uses major racial and ethnic groups which enable detail of Asian American/Pacific Islande r (AAPI) populations.**OMB.wd.3**



### 14

**Grade (insert grade #) # Students Who**  **Received a**  **Valid Score**  **and for Whom a**  **Proficiency Level Was**  **As signed**  **# Students**

**Scoring at or Ab**  **ove Proficient Percentage of**  **Students Scoring at or**  **Ab ove Proficient**  American Indian or Alaska Native (Auto calculated) Asian or Pacific Islander (Auto calculated) Asian (Auto calculated) Native Hawaiian or Other Pacific Islander (Auto calculated) Black or African American (Auto calculated) Hispanic or Latino (Auto calculated) Wh ite (Auto calculated) Two or more races Chi ldren with disabilities ( IDEA ) (Auto calculated) Limited English proficient (LEP) students (Auto calculated) Economically disadvantaged students (Auto calculated) Migratory students (Auto calculated) Ma le (Auto calculated) Female (Aut o calculated) 

## 1.3.2 **Student A cademic A** **chievement in Reading/Language**

**Ar ts**  This section is similar to 1.3.1. The only difference is that this section collects data on the State’s reading/language arts assessment, and the difference noted in the paragrap h below. The student group “limited English proficient (LEP) students” does not include recently arrived students who have attended schools in the United States for fewer than 12 months and who took an assessment of English language proficiency in lieu of the State’s reading/language arts assessment . Do not include former LEP students. 

## 1.3.3 **Student A cademic A** **chievement in Science** This section is similar to 1.3.1. The only difference is that this section collects data on the State’s science assessment administered at least once in each of the following grade spans : 3 through 5, 6 through 9, and 10 through 12.**OMB.wd.3**



### 15

Limited English Proficient (LEP) students include recently arrived students who have attended schools in the United States for fewer than 12 mont hs. Do not include former LEP students. 

## 1.4 **SCHOOL A ND DISTRICT A** **CCOUNTABILITY** This section collects data on the Adequate Yearly Progress (AYP) status of schools and districts. 

## 1.4.1 **Al l Schools and Districts A** **ccounta bility**  For an SEA that has not received ESEA flexibility, or an SEA that received ESEA flexibility without the optional waiver to not make AYP determinations for LEAs and schools: In the table below, provide the total number of public elementary and secon dary schools and districts in the State , including charters, and the total number of those schools and districts that made AYP based on data for SY 2013
- 14 . The percentage that made AYP will be calculated automatically.

**Entity Total #**  **Total # that Made AY**  **P in SY**  **2013 -**  **14 Percentage that Made**  **AY P in**  **SY 2013**  **- 14**  Schools **[1.4.1.1.x.]** [1.] [2.] (Auto calculated) (Auto calculated) Districts **[1.4.1.2.x.]** [1.] [2.] (Auto calculated) (Auto calculated) 

### For an SEA with an approved ESEA flexibility request that includes the optional waiver to not make AYP determinations for LEAs and schools : In the table below, provide the total number of public elementary and secondary schools and districts in the State, including charters, and the total number of those schools and districts that made all of their AMOs, the 95 percent participation rate, and other academic indicator3 

### based on data for SY 2013
- 14

. The percentage will be calculated automatically.

3 For a high school, the other academic indicator is always graduation rate.**OMB.wd.3**



### 16 **Entity Total #**  **Total # that Met A ll**  **AM Os, 95**  **P ercent**  **Participatio n Rate,**  **and Other A cademic**  **Indicator in SY 2013**  **-**

**14 Percentage that Met** 

**Al l A** **MOs, 95 P**  **ercent Participation Rate,**  **and Other A cademic**  **Indicator in SY 2013**  **-**

**14** Schools (Auto calculated) Districts (Auto calculated)


## 1.4.2 **Title I School A ccountability**  For an SEA that has not received ESEA flexibility, or an SEA that received ESEA flexibility without the optional waiver to not make AYP determinations for LEAs and schools: In the table below, provide the total number of public Title I schools by type an d the total number of those schools that made AYP based on d ata for SY 2013
- 14

. Include only public Title I schools. Do not include Title I programs operated by local educational agencies in private schools. The percentage that made AYP will be calculated automatically.

**Title I School [1.4.2.1.x.]**  **# Title I Schools # Title I Schools that**  **Made A YP in**  **SY 2013**  **- 14**  **Percentage of Title I**

**Schools that Made AY**  **P in SY 2013**  **- 14**  All Title I schools **[1.1.] [1.2.]**  (Auto calculated) Schoolwide (SWP ) Title I schools **[2.1.] [2.2.]**  (Auto calculated) Targeted assistance (TAS) Title I schools **[3.1.] [3.2.]**  (Auto calculated)


### For an SEA with an approved ESEA flexibility request that includes the optional waiver to not make AYP determinations for LEAs and schools : In th e table below, provide the total number of public Title I schools by type and the total number of those schools that made all of their AMOs, the 95 percent participation rate, and other academic indicator 4 

### based on data for SY 2013
- 14

. Include only public Title I schools. Do not include Title I programs operated by LEAs in private schools. The percentage will be calculated automatically.

4 For a high school, the other academic indicator is always graduation rate.**OMB.wd.3**



### 17

**Title I School # Title I Schools**  **# Title I Schools that Met A** **ll A MOs, 95**  **P ercent Participation**  **Rate, and Other Ac**  **ad emic Indicator in**  **SY 2013**  **- 14**  **Percentage of Title I**

**Schools that Met A ll**  **AM Os, 95**  **P ercent**  **Participation Rate, and Other A** **cademic Indicator in SY**  **2013 -** 

**14** All Title I schools (Auto calculated) Schoolwide (SWP ) Title I schools (Auto calculated) Targeted assistance (TAS) Title I schools (Auto calculated)



## 1.4.3 **Ac countability**  **of Districts That Received Title I Funds** For an SEA that has not received ESEA flexibility, or an SEA that received ESEA flexibility without the optional waiver to not make AYP de terminations for LEAs and schools: In the table below, provide the total number of districts that received Title I funds and the total number of those districts that made AYP based on data for SY

—2013
- 14 . The percentage that made AYP will be calculated automatically.
**# Districts That Received Title I**  **Funds in SY 201**  **3 -**  **14 # Districts That** 

**Received Title I Funds and**  **Made A YP in SY**  **2013 -**  **14 Percentage of Districts That** 

**Received Title I Funds and Made A**  **YP in SY 2013**  **- 14**  **[1.] [2.]**  (Auto calculated) 

### For an SEA with an approved ESEA flexibility request that includes the optional waiver to not make AYP determinations for LEAs and schools : In the table below, provide the total number of districts that received Title I funds and the total number of those distr icts that met all of their AMOs, the 95 percent participation rate, and other academic indicator5 

### based on data for SY 2013
- 14

. The percentage will be calculated automatically.

5 For a high school, the other academic indicator is always graduation rate.**OMB.wd.3**



### 18

**# Districts That Received Title I**  **Funds in SY 2013**  **- 14**  **# Districts That**

**Receiv ed Title I**  **Funds and Met A** **ll A MOs, 95**  **percent Participation Rate, and Other**  **Ac ademic Indicator**  **in SY 2013**  **- 14**  **Percentage of Districts That**

**Received Title I Funds and Met A** **ll A MOs, 95 percent**  **Participation Rate, and Other Ac**  **ademic Indicator in SY** 

**2013 -**  **14**
(Auto calculated)


## 1.4.4.3 **Corrective A ction**  In the table below, for schools in corrective action, provide the number of schools for which the listed corrective actions under ESEA were implemented in SY 2013
- 14 (based on SY 2012
- 13 assessments under S ection 1111 of ESEA ).

**Corrective A ction**  **# of Title I Schools in Corrective A** **ction in Which the Corrective A** **ction was Implemented in SY**  **2013 -**  **14** Required implementation of a new research
- based curriculum or instructional program Extension of the school year or school day Replacement of staff members, not including the principal, who were relevant to the school’s low performance Significant decrease in management authority at the school level Replacement of the principal Restructuring the internal organization of the school Appointment of an outside expert to advise the school 

## 1.4.4.4 **Restructuring –**  **Year 2** In the table below, for schools in restructuring

– year 2 (implementation year), provide the number of schools for which the listed restru cturing actions under ESEA were implemented in SY 2013
- 14 (based on SY 2012
- 13 assessments under Section 1111 of ESEA ).

**Restructuring A ction**  **# of Title I Schools in Restructuring in Which**  **Restructuring A ction Is**  **Being Implemented** Replacement of all or m ost of the school staff (which may include the principal)**OMB.wd.3**



### 19 **Restructuring A ction**  **# of Title I Schools in Restructuring in Which**  **Restructuring A ction Is**  **Being Implemented** Reopening the school as a public charter school Entering into a contract with a private entity to operate the school Takeover of the school by the State Other major restructuring of the sch ool governance 

### In the space below, list specifically the “other major restructuring of the school governance” action(s) that were implemented. This response is limited to 8,000 characters.



## 1.4.5.2 **Ac tions Taken for Districts That Received Title**  **I Funds**

**and Were Identified for Improvement** In the space below, briefly describe the measures being taken to address the achievement problems of districts identified for improvement or corrective action. Include a discussion of the technical assistance provided by the State (e.g., the number of districts served, the nature and duration of assistance provided, etc.). The response is limited to 8,000 characters.



## 1.4.5.3 **Corrective A ction**  In the table below, for districts in corrective action, provi de the number of districts in corrective action in which the listed corrective actions under ESEA were implemented in SY 2013
- 14 (based on SY 2012
- 13 assessments under Section 1111 of ESEA ).**OMB.wd.3**



### 20 **Corrective A ction**  **# of Districts receiving Title I funds in Cor** **rective Ac**  **tion in Which Corrective Ac**  **tion was Implemented in SY**  **2013 -**  **14** Implement ed a new curriculum based on State standards Authorized students to transfer from district schools to higher performing schools in a neighboring district Deferred progra mmatic funds or reduced administrative funds Replaced district personnel who are relevant to the failure to make AYP Removed one or more schools from the jurisdiction of the district Appointed a receiver or trustee to administer the affairs of the di strict Restructured the district Abolished the district (list the number or districts abolished between the end of SY 2012
- 13 and beginning of SY 2013
- 14 as a corrective action) 

## 1.4.7 **Ap peal of A** 

**YP and Identification Determinations** In the table belo w, provide the number of districts and schools that appealed their AYP designations based on SY 2013
- 14 data and the results of those appeals.

**Entity # A**  **ppealed Their**

**AY P Designations**  **# A ppeals Resulted**  **in a Change in the AY**  **P Designation** Districts Sch ools 

### In the table below, provide the data by which processing appeals based on SY 2013
- 14 data was complete. **Processing A ppeals completion**  **Date** Date (MM/DD/YY) that processing appeals based on SY 2013
- 14 data was complete 

## 1.4.8 **Sections 1003 (a )**  **and ( g**  **) School Improvement Funds**

In the section below, “schools in improvement” refers to Title I schools identified for improvement, corrective action, or restructuring under Section 1116 of ESEA.**OMB.wd.3**



### 21



## 1.4.8.5 **Use of Sections 1003(a) and (g) School Improve ment** 

**Funds**
**1.4.8.5.1 Section 1003(a) State Reservations** 
In the space provided, enter the percentage of the FY 20 13 (SY 2013
- 14 ) Title I, Part A allocation that the SEA reserved in accordance with Section 1003(a) of ESEA and §200.100(a) of ED’s regulati ons governing the reservation of funds for school improvement under Section 1003(a) of ESEA : _____% 

## 1.4.8.5.2 **Sections 1003(a) and 1003(g) A llocations to LEA**  **s and Schools** 

T he requested information below for FY 2013 (SY 2013
- 14 ) is displayed in the EDE N012 report, which is a report in the ED Facts system

.

**Name of LEA**

**with One or More Schools**  **Provided As**  **sistance through Section 1003(a)**  **Funds in SY 2013**  **- 14**  **NCES LEA ID**  **Am ount of**  **LEA ’s 1003(a)**  **Al location** 

In the tables below, provide the requested information for FY 2011 (SY 2011
- 12).
**Name of LEA**

**with One or More Schools**  **Provided As**  **sistance through Section 1003(g)**  **Funds in SY 2013**  **- 14**  **NCES LEA ID**  **Am ount of**  **LEA ’s 1003(g)**  **Al location** **OMB.wd.3**



### 22 **Name of LEA**

**with One or More Schools**  **Provided As**  **sistance through Section 1003(g)**  **Funds in SY 2013**  **- 14**  **NCES LEA ID**  **Am ount of**  **LEA ’s 1003(g)**  **Al location** 



## 1.4.8.5.3 **Use of Section 1003(g)(8) Funds for Evaluation and** 

**Technical A**

**ssistance**
Section 1003(g)(8) of ESEA allows States to reserve up to five percent of Section 1003(g) funds for administration and to meet the evaluation and technical assistance requirements for this program. In the space below, identify and describe the specific Section 1003(g) evaluation and technical assistance activities that your State conducted during SY 2013
- 14

. This response is limited to 8,000 characters.



## 1.4.8.6 **Ac tions Taken for Tit**  **le I Schools Identified for**

**Improvement Supported by Funds Other than Those of**  **Sections 1003(a) and 1003(g)** In the space below, describe actions (if any) taken by your State in SY 2013
- 14 that were supported by **funds other than Sections 1003(a) and 1003(g) funds**  to address the achievement problems of schools identified for improvement, corrective action, or restructuring under Section 1116 of ESEA

. The response is limited to 8,000 characters.**OMB.wd.3**



### 23



## 1.4.9 **Public School Choice and Supplemental Educatio nal** 

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

## 1.4.9.1 **Public School Choice** This section collects data on public school choice. FAQs related to the public school choice provisions are at the end of this section. 

## 1.4.9.1.2 **Public School Choice**
**– Students**  In the table below, provide the number of students who were eligible for public school choice, the number of eligible students who applied to transfer, and the number who transferred under the pro visions for public school choice under Section 1116 of ESEA

. The number of students who were eligible for public school choice should include: (1) All students currently enrolled in a Title I school identified for improvement , corrective action, or restr ucturing. (2) All students who transferred in the current school year under the public school choice provisions of Section 1116, and (3) All students who previously transferred under the public school choice provisions of Section 1116 and are continuing t o transfer for the current school year under Section 1116. The number of students who applied to transfer should include: (1) All students who applied to transfer in the current school year but did not or were unable to transfer. (2) All students who tran sferred in the current school year under the public school choice provisions of Section 1116; and (3) All students who previously transferred under the public school choice provisions of Section 1116 and are continuing to transfer for the current school ye ar under Section 1116. For any of the respective student counts, States should indicate in the Comment section if the count does not include any of the categories of students discussed above. **Public School Choice # Students** **OMB.wd.3**



### 24

**Public School Choice # Students**  Eligible for public school ch oice Applied to transfer Transferred to another school under the Title I public school choice provisions 

## 1.4.9.1.3 **Funds Spent on Public School Choice** In the table below, provide the total dollar amount spent by LEAs on transportation for public sc hool choice under Section 1116 of ESEA

. **Transportation for Public School Choice Dollars Spent**  Dollars spent by LEAs on transportation for public school choice $ 

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

In the 

### table below provide the num ber of LEAs in your State that are unable to provide public school choice to eligible students due to any of the following reasons: 1. All schools at a grade level in the LEA are in school improvement, corrective action, or restructuring. 2. LEA only has a sing le school at the grade level of the school at which students are eligible for public school choice. 3. LEA's schools are so remote from one another that choice is impracticable. **Unable to Provide Public School Choice # LEA** **s** LEAs Unable to Provide Public Sc hool Choice



### FA**Qs about public school choice:**
a. 

### How should States report data on Title I public school choice for those LEAs that have open enrollment and other school choice programs? For those LEAs that implement open enrollment or other school choi ce programs in addition to public school choice under Section 1116 of ESEA , the State may consider a student as having applied to transfer if the student meets the following:

 

### Has a "home" or "neighborhood" school (to which the student would have been assi gned, in the absence of a school choice program) that receives Title I funds and has been identified, under the statute, as in need of improvement, corrective action, or restructuring; and**OMB.wd.3**



### 25  

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

 

### Is using district transportation services to attend such a school. 6 

### In addition, the State may consider costs for transporting a student meeting the above conditions towards the funds spent by an LEA on transportation for public school choice if the student is using district transportation services to attend the n on - identified school. 7 

### b. How should States report on public school choice for those LEAs that are not able to offer public school choice? In the count of LEAs that are not able to offer public school choice (for any of the reasons specified in 1.4.9.1.4) , States should include those LEAs that are unable to offer public school choice at one or more grade levels. For instance, if an LEA is able to provide public school choice to eligible students at the elementary level but not at the secondary level, the S tate should include the LEA in the count. States should also include LEAs that are not able to provide public school choice at all (i.e., at any grade level). States should provide the reason(s) why public school choice was not possible in these LEAs at th e grade level(s) in the Comment section. In addition, States may also include in the Comment section a separate count just of LEAs that are not able to offer public school choice at any grade level. For LEAs that are not able to offer public school choice at one or more grade levels, States should count as eligible for public school choice (in 1.4.9.1.2) all students who attend identified Title I schools regardless of whether the LEA is able to offer the students public school choice. 

## 1.4.9.2 **Supplemental Educational Services**  This section collects data on supplemental educational services. 

## 1.4.9.2.2 **Supplemental Educational Services**
**– Students**  In the table below, provide the number of students who were eligible for, who applied for, and who received supp lemental educational services under Section 1116 of ESEA

.

7 Adapted from Public School Choice Non
- Regulatory Guidance, Available at: http://www.ed.gov/polic y/elsec/guid/schoolchoiceguid.doc**OMB.wd.3**



### 26

The number of students who received supplemental educational services should include all students who were enrolled with a provider and participated in some hours of services. States and LEAs have the discretion to determine the minimum number of hours of participation needed by a student to be considered as having received services. **Supplemental Educational Services # Students**  Eligible for supplemental educational services Applied for supplemen tal educational services Received supplemental educational services 

## 1.4.9.2.3 **Funds Spent on Supplemental Educational Services** In the table below, provide the total dollar amount spent by LEAs on supplemental educational services under Section 1116 o f ESEA

. **Spending on Supplemental Educational Services Dollars Spent**  Dollars spent by LEAs on supplemental educational services $ 

## 1.5 **TEA CHER QUA**  **LITY** This section collects data on “highly qualified” teachers as the term is defined in Section 9101(23) of the ESEA

. 

## 1.5.1 **Core A cademic Classes Taught by**  **Teachers Who A re**  **Highl y**  **Qualified** In the table below, provide the number of core academic classes for the grade levels listed, the number of those core academic classes taught by teachers who are highly q ualified, and the number taught by teachers who are not highly qualified. The percentage of core academic classes taught by teachers who are highly qualified and the percentage taught by teachers who are not highly qualified will be calculated automatical ly. Below the ta ble are FAQs about these data.

**Classes** [1.5.1.x.x.] **Number of**

**Core Ac**  **ademic Classes**  **(Total) Number of** 

**Core Ac**  **ademic Classes**  **Taught by Teachers**  **Who A re**  **Highly Qualified**  **Percentage**

**of Core Ac**  **ademic Classes**  **Taught by Teachers**  **Who A re**  **Highly Qualified**  **Number of**

**Core Ac**  **ademic Classes**  **Taught by Teachers**  **Who A re**  **NOT Highly**  **Qualified Percentage** 

**of Core Ac**  **ademic Classes**  **Taught by Teachers**  **Who A re**  **NOT Highly**  **Qualified OMB.wd.3** 



### 27

**Classes** [1.5.1.x.x.] **Number of**

**Core Ac**  **ademic Classes**  **(Total) Number of** 

**Core Ac**  **ademic Classes**  **Taught by Teachers**  **Who A re**  **Highly Qualified**  **Percentage**

**of Core Ac**  **ademic Classes**  **Taught by Teachers**  **Who A re**  **Highly Qualified**  **Number of**

**Core Ac**  **ademic Classes**  **Taught by Teachers**  **Who A re**  **NOT Highly**  **Qualified Percentage** 

**of Core Ac**  **ademic Classes**  **Taught by Teachers**  **Who A re**  **NOT Highly**  **Qualified** All classes (Auto calculated) (Auto calculated) All elementary classes (Auto calc ulated) (Auto calculated)
All secondary classes (Auto calculated) (Auto calculated)


### Do the data in Table 1.5.1 above include classes taught by special education teachers who provide direct instr uction in core academic subjects? Data ta ble includes classes taught by special education teachers who provide direct instruction in core academic subjects

. 

### Yes **No** If the answer above is no, please explain:

Does the State count elementary classes so that a full
- day self
- contained classroo m equals one class, or does the State use a departmentalized approach where a classroom is counted multiple times, once for each subject taught? The response is limited to 8,000 characters.

**FA Qs about highly qualified teachers and core academic subjec**  **ts:**
a. What are the core academic subjects? English, reading/language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography [Title IX, Section 9101(11)]. W hile the statute includes the arts in the core academic subjects, it does not**OMB.wd.3**



### 28 specify which of the arts are core academic subjects; therefore, States must make this determination. b. How is a teacher defined? An individual who provides instruction in the core academic areas to kindergarten, grades 1 thro ugh 12, or ungraded classes, or individuals who teach in an environment other than a classroom setting (and who maintain daily student attendance records) [from NCES, CCD, 2001
- 02].
c. How is a class defined? A class is a setting in which organized instructi on of core academic course content is provided to one or more students (including cross
- age groupings) for a given period of time. (A course may be offered to more than one class.) Instruction, provided by one or more teachers or other staff members, may b e delivered in person or via a different medium. Classes that share space should be considered as separate classes if they function as separate units for more than 50% of the time [from NCES Non
-fiscal Data Handbook for Early Childhood, Elementary, and Sec ondary Education, 2003]. d. Should 6th
-, 7th
-, and 8th
-grade classes be reported in the elementary or the secondary category? States are responsible for determining whether the content taught at the middle school level meets the competency requirements for e lementary or secondary instruction. Report classes in grade 6 th rough 8 consistent with how teachers have been classified to determine their highly qualified status, regardless of whether their schools are configured as elementary or middle schools.
e. How should States count teachers (including specialists or resource teachers) in elementary classes? States that count self
- contained classrooms as one class should, to avoid over
- representation, also count subject
- area specialists (e.g., mathematics or music teachers) or resource teachers as teaching one class. On the other hand, States using a departmentalized approach to instruction where a self
- contained classroom is counted multiple times (once for each subject taught) should also count subject
- area specia lists or resource teachers as teaching multiple classes. f. How should States count teachers in self
- contained multiple
-subject secondary classes? Each core academic subject taught for which students are receiving credit toward graduation should be counted in the numerator and the denominator. For example, if the same teacher teaches English, calculus, history, and science in a self
- contained classroom, count these as four classes in the denominator. If the teacher is Highly Qualified to teach English and history, he/she would be counted as Highly Qualified in two of the four subjects in the numerator.**OMB.wd.3**



### 29

g. What is the reporting period? The reporting period is the school year. The count of classes must include all semesters, quarters, or terms of the school year. For example, if core academic classes are held in summer sessions, those classes should be included in the count of core academic classes. A state determines into which school year classes fall. 

## 1.5.2 **Reasons Core A cademic Classes A**  **re Taught by**

**Tea chers Who A** **re Not Highly Qualified**  In the table s below, estimate the percentages for each of the reasons why teachers who are not highly qualified teach core academic classes. For example, if 900 elementary classes were taught by teachers who are not hig hly qualified , what percentage of those 900 classes falls into each of the categories listed below? If the three reasons provided at each grade level are not sufficient to explain why core academic classes at a particular grade level are taught by teachers who are not highly qualified, use the row labeled “other” and explain the additional reasons. The total of the reasons is calculated automatically for each grade level and must equal 100% at the elementary level and 100% at the secondary level. **Note:** Us e the numbers of core academic classes taught by teachers who are not highly qualified from 1.5.1 for both elementary school classes (1.5.2.1) and for secondary school classes (1.5.2.2) as your starting point. 

## 1.5.2.1 **Elementary**

**School Classes**

**E lementar** 

**y School Classes**  **Percentage** Elementary school classes taught by certified general education teachers who did not pass a subject
- knowledge test or (if eligible) have not demonstrated subject
- matter competency through HOUSSE [1.5.2.1.1.] Elementary school classes taught by certified special education teachers who did not pass a subject
- knowledge test or have not demonstrated subject
- matter competency through HOUSSE [1.5.2.2.1.] Elementary school classes taught by teachers who are not fully certified (and a re not in an approved alternative route program) 1.5.2.3.1.] Other (please explain in comment box below) [1.5.2.8.1.] Total ( (Auto calculated)) 

### The response is limited to 8,000 characters.**OMB.wd.3**



### 30



## 1.5.2.2 **Secondar y**  **School Classes**

**Secondary**

**School Classe s**  **Percentage** Secondary school classes taught by certified general education teachers who have not demonstrated subject
- matter knowledge in those subjects (e.g., out
- of
-field teachers) [1.5.2.4.1.] Secondary school classes taught by certified special educ ation teachers who have not demonstrated subject
- matter competency in those subjects [1.5.2.5.1.] Secondary school classes taught by teachers who are not fully certified (and are not in an approved alternative route program) [1.5.2.6.1.] Other (please ex plain in comment box below) [1.5.2.7.1.] Total ( (Auto calculated) ) 

### The response is limited to 8,000 characters.



## 1.5.3 **Povert y**  **Quartiles and Metrics Used**
In the table below, provide the number of core academic classes for each of the school types l isted and the number of those core academic classes taught by teachers who are highly qualified. The percentage of core academic classes taught by teachers who are highly qualified will be calculated automatically. The percentages used for high
- and low
- poverty schools and the poverty metric used to determine those percentages are reported in the second table. Below the tables are FAQs about these data. **NOTE:** N o source of classroom
- level poverty data exists, so States may look at school
- level data whe n figuring poverty quartiles. Because not all schools have**OMB.wd.3**



### 31

traditional grade configurations, and because a school may not be counted as both an elementary and as a secondary school, States may include as elementary schools all schools that serve children in grades K through 5 (including K through 8 or K through 12 schools)

. This means that for the purpose of establishing poverty quartiles , some classes in schools where both elementary and secondary classes are taught would be counted as classes in an el ementary school rather than as classes in a secondary school in 1.5.3. This also means that such a 12th grade class would be in a different category in 1.5.3 than it would be in 1.5.1.

**School ty pe**  [1.5.1.x.x.] **Number of Core**  **Ac ademic**  **Classes (Total)**  **Nu mber of** 

**Core Ac**  **ademic Classes**  **Taught by Teachers**  **Who A re**  **Highly Qualified**  **Percentage of Core**

**Ac ademic Classes**  **Taught by**

**Teachers Who A** **re Highly Qualified**  Elementary Schools High
- poverty elementary schools (Auto calculated) Low
- poverty elementary sch ools (Auto calculated) Secondary Schools High
- poverty secondary schools (Auto calculated) Low
- poverty Secondary schools (Auto calculated) 

## 1.5. **3**
**. 1**  **Povert y**  **Quartile Breaks**
In the table below, provide the poverty quartiles breaks used in determin ing high
and low
- poverty schools and the poverty metric used to determine the poverty quartiles. Below the table are FAQs about the data collected in this table.

**School Ty pe**  **High -**  **Poverty Schools Low**  **- Poverty Schools**  Elementary schools More than _________ % [1.1.] Less than __________% [1.2.] Poverty metric used [1.3.] Secondary schools More than _________% [2.1.] Less than __________% [2.2.] Poverty metric used [2.3.]


### FA**Qs on poverty quartiles and metrics used to determine poverty OMB.wd.3** 



### 32

a. What is a “high
-

pov erty school”? Section 1111(h)(1)(C)(viii) defines “high
poverty” schools as schools in the top quartile of poverty in the State. b. What is a “low

- poverty school”? Section 1111(h)(1)(C)(viii) defines “low
poverty” schools as schools in the bottom quartile of poverty in the State.
c. How are the poverty quartiles determined? Separately rank order elementary and secondary schools from highest to lowest on your percentage poverty measure. Divide the list into four equal groups. Schools in the first (highest g roup) are high
- poverty schools. Schools in the last group (lowest group) are the low
- poverty schools. Generally, States use the percentage of students who qualify for the free or reduced
- price lunch program for this calculation. d. Since the poverty data are collected at the school and not classroom level, how do we classify schools as either elementary or secondary for this purpose? States may include as elementary schools all schools that serve children in grades K through 5 (including K through 8 or K thro ugh 12 schools) and would therefore include as secondary schools those that exclusively serve children in grades 6 and higher. 

## 1.6 **TITLE III A ND LA**  **NGUA GE INSTRUCTIONA**  **L PROGRAMS** This section collects annual performance and accountability data on the implem entation of Title III programs. 

## 1.6.1 **Language Instruction Educational Programs** In the table below, place a check next to each type of language instruction educational program implemented in the State, as defined under Section 3301(8), as required by S ections 3121(a)(1), 3123(b)(1), and 3123(b)(2). **Table 1.6.1 Definitions: 1.**  **Ty pes of Programs =**  Types of programs described in the subgrantee’s local plan (as submitted to the State or as implemented) that is closest to the descriptions in http://www.ncela.gwu.edu/files/rcd/BE021775/Glossary_of_Terms.pdf



### . **2. Other Language =**  Name of the language of instruction, other than English, used in the programs. **Check Types of**  **Programs Typ**  **e of Program Other Language** 

Dual language**OMB.wd.3**



### 33

**Check Types of**  **Programs Typ**  **e of Program Other Language** 

Two -wa y immersion Transitional bilingual Developmental bilingual Heritage language Sheltered English instruction ///////////////////////////////////////////// Structured English immersion ///////////////////////////////////////////// Specially designed academic instruction delivered in English (SDAIE) ///////////////////////////////////////////// ///////////////////////////////////////////// ///////////////////////////////////////////// Conten t
- based ESL ///////////////////////////////////////////// Pull
- out ESL ///////////////////////////////////////////// Other (explain in comment box below) /////////////////////////////////////////// /////////////////////////////////////////// 

### The resp onse is limited to 8,000 characters.



## 1.6.2 **Student Demographic Data 1.6.2.1**  **Number of A LL LEP Students in the State**  In the table below, provide the unduplicated number of ALL LEP students in the State who meet the LEP definition under Section 9101(25)

.

 Include newly enrolled (recent arrivals to the U.S.) and continually enrolled LEP students, whether or not they receive services in a Title III language instruction educational program
 Do not include Former LEP students (as defined in Section 200.20(f) (2) of the Title I regulation) and monitored Former LEP students (as defined under Section 3121(a)(4) of Title III) in the ALL LEP student count in this table. Number of ALL LEP students in the State**OMB.wd.3**



### 34



## 1.6.2.2 **Number of LEP Students Who Received Title II I** 

**Language Instruction Educational Program Services** In the table below, provide the unduplicated number of LEP students in the State who received services in Title III language instructional education programs. **LEP Students Receiving Services #**  LEP stud ents who received services in a Title III language instruction educational program in grades K through 12 for this reporting year. 

## 1.6.2.3 **Most Commonly Spoken Languages in the State**  In the table below, provide the five most commonly spoken languages, other than English, in the State (for all LEP students, not just LEP students who received Title III services). The top five languages should be determined by the highest number of students speaking each of the languages listed
**. Language**  **# LEP Students**



### Report additional languages with significant numbers of LEP students in the comment box below. The response is limited to 8,000 characters.



## 1.6.3 **Student Performance Data** This section collects data on LEP student s’ English langua ge proficiency, as required by Sections 1111(h)(4)(D) and 3121(a)(2).**OMB.wd.3**



### 35



## 1.6.3.1.1 **AL L LEP Students Tested on the State A**  **nnual**

**English Language Proficiency A** **ssessment** In the table below, please provide the number of ALL LEP students tested and not tested on annual State English language proficiency (ELP) assessment (as defined in 1.6.2.1). **Al l LEP Testing**  **#** Number tested on State annual ELP assessment Number not tested on State annual ELP assessment Total (Auto
- calculated) 

## 1.6.3.1.2 **AL L LEP Student**  **English Language Proficiency**

**Results**
**Al l LEP Results**  **#** Number attained proficiency on State annual ELP assessment Percent attained proficiency on State annual ELP assessment (Auto
- calculated)


## 1.6.3.2.1 **Title III LEP Students Tested on the State A**  **nnu al** 

**English Language Proficiency A** **ssessment** In the table below, provide the number of Title III LEP students tested and not tested on annual State English language proficiency assessment. **Title III LEP Testing #**  Number tested on State annual ELP assessme nt Number not tested on State annual ELP assessment Total (Auto
- calculated) 

### In the table below, provide the number of Title III students who took the State annual ELP assessment for the first time and whose progress cannot be determined and whose res ults were not included in the calculation for AMAO1

. Report this number ONLY if the State did not include these students in establishing AMAO1/ making progress target and did not include them in the calculations for AMAO1/ making progress (# and % making p rogress). **Title III First Time Tested #** **OMB.wd.3**



### 36

**Title III First Time Tested #**  Number of Title III students who took the State annual ELP assessment for the first time , whose progress cannot be determined and whose results were not included in the calculation for AMAO 1.



## 1.6.3.2.2 **Title III LEP English Language Proficiency**  **Results** This section collects information on Title III LEP students’ development of English and attainment of English proficiency. **Table 1.6.3.2.2 Definitions: 1.**  **An nual Measureable A** **chiev ement Objectives (A**  **MA Os) =**  Sta te targets for the number and percent of students making progress and attaining proficiency. **2. Making Progress =**  Number and percent of Title III LEP students that met the definition of “Making Progress” as defined by the State and submitted to ED in the Sta te Consolidated Application (CSA), or as amended. **3. Attained Proficiency**  **=** Number and percent of Title III LEP students that meet the State definition of “Attainment” of E nglish language proficiency submitted to ED in the State Consolidated Application (CS A), or as amended. **4. Results =**  Number and percent of Title III LEP students that met the State definition of “Making Progress” and the number and percent that met the State definition of “Attainment” of English language proficiency. In the table below, provide the State targets for the number and percent of students making progress and attaining English proficiency for this reporting period. Additionally, provid e the results from the annual State English language proficiency assessment for Title III
- served LEP students who participated in a Title III language instruction educational program in grades K through 12. If your State uses cohorts, provide us with the range of targets , (i.e ., indicate the lowest target among the cohorts, e.g., 10% and the highest target among a cohort, e.g. 70% )

.
**Title III Results Results**  **# Results** 

**% Targets** 

**# Targets** 

**%** Making progress (Auto calculated)**OMB.wd.3**



### 37 **Title III Results Results**  **# Results** 

**% Targets** 

**# Targets** 

**%** Attained proficiency (Auto calculated) 

## 1.6.3.5 **Native Language A ssessments**  This section collects data on LEP stud ents assessed in their native language (Section 1111(b)(6)) to be used for AYP determinations. 

## 1.6.3.5.1 **LEP Students A ssessed in Native Language**  In the table below, check “yes” if the specified assessment is used for AYP purposes. **Native Language Testing** 

## Yes **No** State offers the State reading/language arts content tests in the students’ native language(s). 

## □ Yes 

## □ No State offers the State mathematics content tests in the students’ native language(s). 

## □ Yes 

## □ No State offers the State science content tests in the students’ native language(s). 

## □ Yes 

## □ No 

## 1.6.3.5.2 **Native Language of Mathematics Tests Given** In the tab le below, report the language(s) in which native language assessments are given for ESEA accountability determinations for mathematics. **Language (s)**



## 1.6.3.5.3 **Native Language of Reading/Language A rts Tests Given**  In the table below, report the language (s) in which native language assessments are given for ESEA accountability determinations for reading/language arts

. **Language (s) OMB.wd.3** 



### 38 **Language (s)**



## 1.6.3.5.4 **Native Language of Science Tests Given** In the table below, report the language(s) in which native language asse ssments are given for ESEA accountability determinations for science

. **Language (s)**



## 1.6.3.6 **Title III Served Monitored Former LEP (MFLEP) Students** This section collects data on the performance of former LEP students as required by Sections 312 1(a)(4) and 3123(b)(8 ). 

## 1.6.3.6.1 **Title III Served MFLEP Students by Year Monitored**  In the table below, report the unduplicated count of monitored former LEP students during the two consecutive years of monitoring, which includes both MFLEP students in AYP grades and in non
-AYP grades. Monitored Former LEP (MFLEP) students include:
 Students who have transitioned out of a language instruction educational program.  Students who are no longer receiving LEP services and who are being monitored for academic c ontent achievement for 2 years after the transition. **Table 1.6.3.6.1 Definitions: 1.**  **# Year One =** Number of former LEP students in their first year of being monitored. **2. # Year Two =**  Number of former LEP students in their second year of being monitored. **3.** 

### Tota **l =** Number of monitored former LEP students in year one and year two. This is automatically calculated. **# Year One # Year T** **wo Total** **OMB.wd.3**



### 39 **# Year One # Year T** **wo Total**  (Auto calculated) 

## 1.6.3.6.2 **MFLEP Students Results for Mathematics**
In the table below, report the number of MFLE P students who took the annual mathematics assessment. Please provide data only for those students who transitioned out of language instruction educational programs and who no longer received services under Title III in this reporting year. These students include both students who are monitored former LEP students in their first year of monitoring, and those in their second year of monitoring. **Table 1.6.3.6.2 Definitions:** 1. **# Tested =** State
- aggregated number of MFLEP students who were tested in mathematics in all AYP grades. 2. **# A t or**  **Ab ov** **e Proficient =** State
- aggregated number of MFLEP students who scored at or above proficient on the State annual mathematics assessment. 3. **% Results =** Automatically calculated based on number who scored at or above proficient di vided by the number tested. 4. **# Below proficient =** State
- aggregated number MFLEP students who did not score proficient on the State annual mathematics assessment. This will be automatically calculated

.
**# Tested # A** 

**t or A bove**  **Proficient % Results**  **# Belo w**  **P roficient**  (Auto calculated) 

## 1.6.3.6.3 MFLEP Students Results for Reading/Language A**rts**
In the table below, report results for MFLEP students who took the annual reading/language arts assessment. Please provide data only for those students who tran sitioned out of language instruction educational programs and who no longer received services under Title III in this reporting year. These students include both students who are monitored former LEP students in their first year of monitoring, and those i n their second year of monitoring

. **Table 1.6.3.6.3 Definitions: 1.**  **# Tested =** State
- aggregated number of MFLEP students who were tested in reading/language arts in all AYP grades. **2. # A**  **t or Ab**  **ov e Proficient =**  State
- aggregated number of MFLEP students who scored at or above proficient on the State annual reading/language arts assessment.**OMB.wd.3**



### 40 **3. % Results =**  Automatically calculated based on number who scored at or above proficient divided by the total number tested. This will be automatically calculated. **4. # Below profi**  **cient =** State
- aggregated number MFLEP students who did not score proficient on the State annual reading/language arts assessment.

**# Tested # A** 

**t or A bove**  **Proficient % Results**  **# Belo w**  **Proficient** (Auto calculated)


## 1.6.3.6.4 **MFLEP Students Results fo r Science** 

In the table below, report results for monitored former LEP (MFLEP) students who took the annual science assessment. Please provide data only for those students who transitioned out of language instruction educational programs and who no longer received services under Title III in this reporting year. These students include both students who are monitored former LEP students in their first year of monitoring, and those in their second year of monitoring. **Table 1.6.3.6.4 Definitions: 1.**  **# Tested =** State
- aggregated number of MFLEP students who were tested in science. **2. # A**  **t or Ab**  **ov e Proficient =**  State
- aggregated number of MFLEP students who scored at or above proficient on the State annual science assessment. **3. % Results =**  Automatically calculated base d on number who scored at or above proficient divided by the total number tested. This will be automatically calculated. **4. # Below proficient =**  State
- aggregated number MFLEP students who did not score proficient on the State annual science assessment.

**# T ested**  **# A**

**t or A bove**  **Proficient % Results**  **# Belo w**  **Proficient** (Auto calculated) 

## 1.6.4 **Title III Subgrantees** This section collects data on the performance of Title III subgrantees.**OMB.wd.3**



### 41



## 1.6.4.1 **Title III Subgrantee Performance** In the table below, report t he number of Title III subgrantees meeting the criteria described in the table. Do not leave items blank. If there are zero subgrantees who met the condition described, put a zero in the number (#) column. Do not double count subgrantees by category. **N ote:**  Do not include number of subgrants made under Section 3114(d)(1) from funds reserved for education programs and activities for immigrant children and youth. (Report Section 3114(d)(1) subgrants in 1.6.5.1 ONLY.) **Title III Subgrantees #**  Total number of subgrantees for the year ///////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////// ///////////////////////////// Number of subgrantees that met all three Title III AMAOs Number of subgrantees that met AMAO 1 Number of subgrantees that met AMAO 2 Number of subgrantees that met AMAO 3 ///////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////// //////////////////

/////////// Number of subgrantees that did not meet any Title III AMAOs ///////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////// ///////////////////////////// Number of subgrantees th at did not meet Title III AMAOs for two consecutive years (SYs 2012
- 13 and 2013
- 14 ) Number of subgrantees implementing an improvement plan in SY 2013
- 14 fo r not meeting Title III AMAOs for two consecutive years Number of subgrantees that have not met Title III AMAOs for four consecutive years (SYs 2010
- 11 , 2011
- 12 , 2012
- 13 and 2013
- 14 ) 

### Provide information on how the State counted consortia members in the total number of subgrantees and in each of the numbers in table 1.6.4.1. The response is limi ted to 4,000 characters.



## 1.6.4.2 **State A ccountabilit** **y** In the table below, indicate whether the State met all three Title III AMAOs. **Note:** Meeting all three Title III AMAOs means meeting each State
- set target for each objective: Making Progress, Atta ining Proficiency, and Making AYP for the LEP subgroup

. **State A ccountability**  **Yes No** **OMB.wd.3**



### 42

**State A ccountability**  **Yes No**  State met all three Title III AMAOs 

## □ Yes 

## □ No 

## 1.6.4.3 **Termination of Title III Language Instruction Educational Programs** 
This section collects data on the termination of Title III programs or activities as required by Section 3123(b)(7). **Termination of Title III Programs Yes**  **No** We re any Title III language instruction educational programs or activities terminated for failure to reach program goals? 

## □ Yes 

## □ No If yes, provide the number of language instruction educational programs or activities for immigrant children and youth terminated. 

## 1.6.5 **E ducation Programs and A** **ctivities for Immigrant Students** This section collects data on education programs and activities for immigrant students. **Note: A ll immigrant students are not LEP students.**  

## 1.6.5.1 **Immigrant Students**

In the table below, report t he unduplicated number of immigrant students enrolled in schools in the State and who participated in qualifying educational programs under Section 3114(d)(1). **Table 1.6.5.1 Definitions: 1.**  **Immigrant Students Enrolled =** Number of students who meet the defini tion of immigrant children and youth under Section 3301(6) and enrolled in the elementary or secondary schools in the State. **2. Students in 3114(d)(1) Program =**  Number of immigrant students who participated in programs for immigrant children and youth funded under Section 3114(d)(1), using the funds reserved for immigrant education programs/activities. This number should not include immigrant students who receive services only in Title III language instructional educational programs under Sections 3114(a) and 3115(a). **3. 3114(d)(1) Subgrants =**  Number of subgrants made in the State under Section 3114(d)(1), with funds reserved for immigrant education programs/activities. Do not include Title III Language Instruction**OMB.wd.3**



### 43 Educational Program (LIEP) subgrants made under Sections 3114(a) and 3115(a) that serve immigrant students enrolled in them. **# Immigrant Students Enrolled**  **# Students in**

**3114(d)(1) Program # of 3114(d)(1)**  **Subgrants** 

### If State reports zero (0) students in programs or zero (0) subgrants, explain in comment box below. The response is limited to 8,000 characters.



## 1.6.6 **Teacher Information and Professional Development** This section collects data on teachers in Title III language instruction education programs as required under Section 3123(b)(5)

. 

## 1 **.6.6.1 Teacher Information**  This section collects information about teachers as required under Section 3123 (b)(5). In the table below, report the number of teachers who are working in the Title III language instruction educational programs as defined un der Section 3301(8) and reported in 1.6.1 (Types of language instruction educational programs) even if they are not paid with Title III funds. **Note:** Section 3301(8)

– The term ‘Language instruction educational program’ means an instruction course

– (A) in which a limited English proficient child is placed for the purpose of developing and attaining English proficiency, while meeting challenging State academic content and student academic achievement standards, as required by Section 1111(b)(1); and (B) tha t may make instructional use of both English and a child’s native language to enable the child to develop and attain English proficiency and may include the participation of English proficient children if such course is designed to enable all participating children to become proficient in English a s a second language. **Title III Teachers #**  Number of all certified/licensed teachers currently working in Title III language instruction educational programs. Estimate number of **additional** certified/licensed teachers that will be needed for Title III language instruction educational programs in the**OMB.wd.3**



### 44

**Title III Teachers #**  next 5 years*. 

### Explain in the comment box below if there is a zero for any item in the table above. The response is limited to 8,000 characters.

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

## 1.6.6.2 **Professional Devel opment A** **ctivities of Subgrantees**

**Related to the Teaching and Learning of LEP Students** In the tables below, provide information about the subgrantee professional development activities that meets the requirements of Section 3115(c)(2). **Table 1.6.6.2 Defin itions:**  **1. Professional Development Topics:**  Subgrantee professional development topics required under Title III. **2. #Subgrantees =**  Number of subgrantees who conducted each type of professional development activity. A subgrantee may conduct more than one profess ional development activity. (Use the same method of counting subgrantees, including consortia, as in 1.6.1 and 1.6.4.1.) **3. Total Number of Participants =**  Number of teachers, administrators and other personnel who participated in each type of the professional development activities reported. **4. Total =**  Number of all participants in professional development (PD) activities. **Professional Development (PD) Topics # Subgrantees**  Instructional strategies for LEP students Understanding and implementation of assessmen t of LEP students Understanding and implementation of ELP standards and academic content standards for LEP students Alignment of the curriculum in language instruction educational programs to ELP standards Subject matter knowledge for teachers Othe r (Explain in comment box)**OMB.wd.3**



### 45

Provide information on PD participants.

**PD Participant Information # Subgrantees**  **# Participants** PD provided to content classroom teachers PD provided to LEP classroom teachers PD provided to principals PD provi ded to administrators/other than principals PD provided to other school personnel/non
administrative PD provided to community
- based organization personnel Total //////////////////////////////////////// (Auto calculated) 

### The response i s limited to 8,000 characters.



## 1.6.7 **State Subgrant A ctivities**  This section collects data on State grant activities. 

## 1.6.7.1 **State Subgrant Process** In the table below, report the time between when the State receives the Title III allocation from E D, normally on July 1 of each year for the upcoming school year, and the time when the State distributes these funds to subgrantees for the intended school year

. Dates must be submitted using the MM/DD/YY format. **Table 1.6.7.1 Definitions: 1.**  **Date State Rec eived A**  **llocation =** Annual date the State receives the Title III allocation from U.S. Department of Education (ED). **2. Date Funds A** 

**vailable to Subgrantees =** Annual date that Title III funds are available to approved subgrantees. **3. # of Day** **s/$$ Distribution =** Average number of days for States receiving Title III funds to make subgrants to subgrantees beginning from July 1 of each year, except under conditions where funds are being withheld. Example: State received SY 2013
- 14 funds July 1, 2013 , and then made th ese funds available to subgrantees on August 1, 2013 , for SY 2013
- 14 programs. Then the “# of days/$$ Distribution” is 30 days.**OMB.wd.3**



### 46 **Date State Received Al**  **location Date Funds A**  **vailable to Subgrantees**  **# of Day s/$$**  **Distribution**


## 1.6.7.2 **Steps To Shorten the**  **Distribution of Title III Funds to**

**Subgrantees** In the comment box below, describe how your State can shorten the process of distributing Title III funds to subgrantees. The response is limited to 8,000 characters.



## 1.7 **PERSISTENTLY DANGEROUS SCHOOL S**  In the table below, provide the number of schools identified as persistently dangerous, as determined by the State, by the start of the school year. For further guidance on persistently dangerous schools, refer to Section B “Identifying Persistently Dan gerous Schools” in the Unsafe School Choice Option Non
- Regulatory Guidance, available at: http://www.ed.gov/policy/elsec/guid/unsafeschoolchoice.pdf. **Persistently**

**Dangerous Schools #** **# #** **# #** **## #**  Persistently Dangerous Schools 

## 1.9 **EDUCA TION FOR HOMELESS CHI**  **LDREN AN**  **D YOUTHS PROGRA**  **M** This section collects data on homeless children and youth and the McKinney
Vento grant program. In the table below, provide the following information about the number of LEAs in the State who reported data on homeless children an d youth and the McKinney
Vento program. The totals will be automatically calculated. **LEA s**  **# # LEA** **s Reporting Data** LEAs without subgrants LEAs with subgrants Total (Auto calculated) (Auto calculated)**OMB.wd.3**



### 47



## 1.9.1 **Al l LEA** **s (w ith and w**  **ithout McKinne y**  **- Vento**  **subgrants)** The following questions collect data on homeless children and youth in the State. 

## 1.9.1.1 **Homeless Children and Youth** In the table below, provide the number of homeless children and youth by grade level enrolled in public school at any time du ring the regular school year. The totals will be automatically calculated:

**Ag e/Grade**  **# of Homeless**

**Children/Youth Enrolled**  **in Public School in LEA** 

**s Without**  **Subgrants # of Homeless**  **Children/Youth Enrolled**  **in Public School in LEA** 

**s With**  **Subgrants** Age 3 thro ugh 5 (not Kindergarten) K 1 2 3 4 5 6 7 8 9 10 11 12 Ungraded Total (Auto calculated) (Auto calculated) 

## 1.9.1.2 **Primary**

**Nighttime Residence of Homeless Children and Youth**  In the table below, provide the numb er of homeless children and youth by primary nighttime residence enrolled in public school at any time during the regular school year. The primary nighttime residence should be the student’s nighttime residence when he/she was identified as homeless. The totals will be automatically calculated.

**Primary Nighttime Residence**  **# of Homeless Children/Youth**  **- LEA** **s W**  **ithout Subgrants**  **# of Homeless Children/Youth**  **- LEA** **s With**  **Subgrants** Shelters, transitional housing,**OMB.wd.3**



### 48

**Primary Nighttime Residence**  **# of Homeless Children/Youth**  **- LEA** **s W**  **ithout Subgrants**  **# of Homeless Children/Youth**  **- LEA** **s With**  **Subgrants** awaiting foster care Doubled
- up (e.g., living with another family) Unsheltered (e.g., cars, parks, campgrounds, temporary trailer, or abandoned buildings) Hotels/Motels Total (Auto calculated) (Auto calculated) 

## 1.9.1.3 **Subgroups of Homeless Students Enrolled** In the table below, please provide the following information about the homeless students enrolled during the regular school year.

**Special Population # Homeless**  **Children/Youth -**  **LEA s W**  **ithout Subgrants**  **# of Homeless**

**Children/Youth -**  **LEA s**  **With Subgrants**  Unaccompanied homeless youth Migratory children/youth Children with disabilities ( IDEA ) Limited English Proficient (LEP) students 

## 1.9.2 **LEA s w**  **ith McKinne y**  **- Vento Subgrants**  The following sections collect data on LEAs with McKinney
-Vento subgrants. 

## 1.9.2.1 **Homeless Children and Youth Served by**  **McKinney**   ** Vento Subgrants** In the table below, provide the number of homeless children and youth by grade level who were served by McKinney
-Vento subgrants during the regular school year. The total will be automatically calculated.
**Ag e/G**  **rade # Homeless Children/Youth Served by**  **Subgrants** Age Birth Through 2 Age 3 through 5 (not Kindergarten) K 1 2**OMB.wd.3**



### 49 **Ag e/G**  **rade # Homeless Children/Youth Served by**  **Subgrants** 3 4 5 6 7 8 9 10 11 12 Ungraded Total (Auto calculated)



## 1.9.2.2 **Subgroups of Homeless Students Served**

In the table below, please provide the following information about the homeless students served during the regular school year. **Subgroup # Homeless Students Served**  Unaccompanied homeless youth Migratory children/youth Children with disabilities ( IDEA ) Limit ed English Proficient (LEP) students 

## 1.9. **3 Ac**  **ademic Ac**  **hievement of Homeless Students**  The following questions collect data on the academic achievement of enrolled homeless children and youth. 

## 1.9. **3.1 Reading A** **ssessment** In the table below, provide the num ber of enrolled homeless children and youth who were tested on the State reading/language arts assessment and the number of those tested who scored at or above proficient. Provide data for grades 9 through 12 only for those grades tested for ESEA

.**OMB.wd.3**



### 50

**Tested Grade**  **# of Homeless**

**Children/Youth**

**- LEA**  **s W**  **ithout Subgrants**  **# of Homeless**

**Children/Youth**

**- LEA**  **s W**  **ithout Subgrants**  **# of Homeless**

**Children/Youth**

**- LEA**  **s With**  **Subgrants # of Homeless** 

**Children/Youth s**  **- LEA** **s With**  **Subgrants**

**Grade # Homeless** 

**Children/Youth Who R** **eceived a Valid Score and**  **for Whom a Proficiency**  **Level Was As**  **signed # Homeless** 

**Children/Youth Scoring at or**  **above Proficient**  **# Homeless**

**Children/Youth Who Received a**  **Valid Score and for Whom a**  **Proficiency Level Was**  **As signed**  **# Homeless**

**Children/Youth Scorin**  **g at or above**  **Proficient** 3 4 5 6 7 8 High School 

## 1.9.3.2 **Mathematics A ssessment** 

This section is similar to 1.9. 3. 1. The only difference is that this section collects data on the State mathematics assessment. 

## 1.9.3 **.3 Science A** **ssessment** This section is similar to 1.9.3.1. The only difference is that this section collects data on the State science assessment.

i SEC.9303. Consolidated Reporting

– (a) In general: In order to simplify repo rting requirements and reduce reporting burdens, the Secretary shall establish procedures and criteria under which a State educational agency, in consultation with the Governor of the State, may submit a consolidated State annual report. (b) Contents: The report shall contain information about the programs included in the report, including the performance of the State under those programs, and other matters as the Secretary determines are necessary, such as monitoring activities. (c) Replacement: The report shall replace separate individual annual reports for the programs included in the consolidated State annual report.