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

# School Year **2014 -**  **15**

**P AR** **T** 

## I **D UE**  

## D **ECEMBER** 

## 1 **7 ,**  **2015**

**5 PM**  

## EST
The Consolidated State Performance Report (CSPR) is the required annual reporting tool for each State, the Bureau of Indian Educatio n, 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 inform ation 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 re quired 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 collection 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**  **c omments**  **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**  **submissio n**  **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

CONSOLIDATED STATE PERFORM ANCE REPORT: PART I

................................ ............................... 1 **1.1 ST**  **AND AR**  **DS AN**  **D A SSESSMENT DEVELOPMENT** 
**................................ ...............**  **3** 1.1.1 Academic Content Standards

................................ ................................ ............................... 3 1.1.2 Assessments in Mathematics, Reading/Language Arts and Science

................................ ...................... 5 1.1.3 Grants for State Assessments and Related Activities

................................ ............................ 6 **1.2 PA**  **RTICIPA TION IN ST**  **AT E**  **AS SESSMENTS** 
**................................ ...........................**  **8** 1.2.1 Participation of All Students in Mathematics Assessment

................................ .................... 8 1.2.2 Participation of Students with Disabilities (IDEA) in Mathematics Assessment

................................ .. 9 1.2.3 Participation of All Students in the Reading/Language Arts Ass essment

................................ ............ 10 1.2.4 Participation of Students with Disabilities (IDEA) in Reading/Language Arts Assessment

............ 10 1.2.5 Participation of All Students in the Science Assessment

................................ ..................... 11 1.2.6 Participation of Students with Disabilities (IDEA) in Science Assessment

................................ ....... 11 **1.3 STUDENT A** **CA DEMIC A** **CHIEVEMENT**
**................................ ................................**  **.. 11**  1.3.1 Student Academic Achievement in Mathematics

................................ ................................ . 12 1.3.2 Student Academic Achievemen t in Reading/Language Arts

................................ ................ 13 1.3.3 Student Academic Achievement in Science

................................ ................................ .......... 13 **1.4 SCHOOL A**  **ND DISTRICT A CCOUNTA**  **BILITY**
**................................ ........................**  **13** 1.4.1 All Schools and Districts Accountability

................................ ................................ ............. 13 1.4.2 Title I School Accountability

................................ ................................ ............................... 14 1.4.3 Accountability of Districts That Received Title I Funds

................................ ...................... 15 1.4.7 Appeal of AYP and Identification Determinations

................................ .............................. 18 1.4.8 Sections 1003 (a) and (g) School Improvement Funds

................................ ................................ ........ 19 1.4.9 Public School Choice and Supplemental Educational Services

................................ .......................... 21 **1.5 TEA** **CHER QUA LITY** 
**................................ ................................**  **................................ .**  **24** 1.5.1 Core Academic Classes Taught by Teachers Who Are Highly Qualified

............................ 24 1.5.2 Reasons Co re Academic Classes Are Taught by Teachers Who Are Not Highly Qualified 27 ELEMENTARY SCHOOL CLASSES

................................ ................................ ................................ ......... 27 SECONDARY SCHOOL CLA SSES

................................ ................................ ................................ ............ 28 1.5.3 Poverty Quartiles and Metrics Used

................................ ................................ ................... 28 **1.6 TI**  **TLE III A ND L**  **ANGU AG**  **E INSTRUCTIONA L PROGRA** **MS**
**................................ .**  **30** 1.6.1 Language Instruction Educational Programs

................................ ................................ ..... 30 1.6.2 Student Demographic Data

................................ ................................ ................................ . 31 1.6.3 Student Performance Data

................................ ................................ ................................ .. 32 1.6.4 Title III Subgrantees

................................ ................................ ................................ ............ 38 1.6.4 Education Programs and Activities for Immigrant Students

................................ ............................... 39 1.6.6 Teacher Information and Professional Development

................................ .......................... 40 1.6.7 State Subgrant Activities

................................ ................................ ................................ ..... 43 **1.7 PERSISTENTLY DA** **NGEROUS SCHOOLS**
**................................ ............................**  **44 1.9**  **EDUC AT**  **ION FOR HOMELESS CHILDREN A ND YOUTHS PROGRA** **M**
**............... 44**  1.9.1 All LEAs (with and without McKinney

- Vento subgrants)

................................ .................... 44 1.9.2 LEAs with McKinney

- Vento Subgrants

................................ ................................ ............... 46 1.9.3 Academic Achievement of Homeless Students

................................ ................................ ..... 47**OMB.wd.3**



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## 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 conten t 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 specifically in what school year your State implem ented 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 changed its academic content standards in math ematics, 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., 2014
- 15 ) or Not Applicable. **Ac ademic Content**  **Standards Mathematics**  **Reading/ Language A** **rts Science**  Academic Content Standard s 

### 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**



### 4



## 1.1. **1.1 Ac**  **ademic A chievement Standards in M**  **athematics, 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 standard s 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 s tandards 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) implemented 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., 2014
- 15 ) or Not Applicable. **Ac ademic A** **chievement Standards**  **for Mathematics**  **Reading/ Language A** **rts Science**  Regular Assessments in Grades 3
- 8 Regular Assessments in High School Alternate Assessments Based on Grade
- Level Achievement Standards (if applicable) Alternate Assessments Based on Modified Achievement Standards (if applicable) Alternate Assessments Based on Alternate Achievement Standards**OMB.wd.3**



### 5

If the responses abo ve 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 Mathematics,**  **Reading/Language A rts**  **and Scienc**  **e** 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 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 any assessment s (e.g., alternate assessments based on alternate 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 mathematics, reading/language arts or scien ce 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., 2014
- 15 ) 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 Based on Grade
- Level Achievement Standards (if applicable) Alternate Assessments**OMB.wd.3**



### 6

**Ac ademic A** **ssessments Mathematics**  **Reading/ Language A** **rts Science**  Based on Modified Achievement Standards (if applicable) Alternate Assessments Based on Alternate Achievement 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 State A** **ssessments 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 for State Assessments and Related Activities) during SY 2013
- 14 , estimate what percentage of the fu nds 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 required by S ection 1111(b) **________%** To admin ister 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 accountable for results **________% OMB.wd.3** 



### 7



## 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).
**Purpose 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). Deve loping 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 t he 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 educationa l 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 standards and assessments Expanding the range of accommodations 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 aligned with State academic achievement standard s 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 to 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**



### 8



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

### This section collects data 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 Students in Mathematics A**  **ssessment** In the ta ble 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 full 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 “l imited 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 Percenta**  **ge of Students**  **Participating** All students (Auto calculated) American Indian or Alaska Native (Auto calculated) Asian or Pacific Islander (Auto calculated)

1 The “Asian/Pacific Islander” row in the tables below represent either the value reported by the state to the D epartment 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 "Fi lipino" 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 Island er” 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**



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

**Participating Percenta**  **ge of Students**  **Participating** 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 calculat ed) 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 tab le 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 children 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 children with disabilities (IDEA) participati ng 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 stu dents with disabilities (IDEA ). Do not include students only covered under Section 504 of the Rehabilitation Act of 1973

. **Type of A ssessment**  **# Children with Disabilities**  **(IDEA) Participating**  **Percentage of Children with Disabilities**  **(IDEA )**  **Participating, W ho Took**  **the Specified As**  **sessment** Regular Assessment without Accommodations (Auto calculated)**OMB.wd.3**



### 10

**Type of A ssessment**  **# Children with Disabilities**  **(IDEA) Participating**  **Percentage of Children with Disabilities**  **(IDEA )**  **Participating, W ho Took**  **the Specified As**  **sessment** Regular Assessment with Accommodations (Auto calculated) Alternate Assessment Based on Grade
- Level Achievement Standards (Auto calculated)
Alternate Assessm ent 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 A**  **rts As**  **sessment** 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 A** **ssessments in Lieu of Reading/Language A**  **rts Assessments**
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 the State’s reading/language arts assessme nt, 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 assessment 

## 1.2.4 **Participation of Students wi**  **th 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.**OMB.wd.3**



### 11

The data provided should include reading/language arts participation data from all stud ents 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

. Not e: 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 **Participation of A ll Students in the Scienc**  **e 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 scienc e 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 students with disabilities (IDEA). Do no t include students only covered under Section 504 of the Rehabilitation Act of 1973

. 

## 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 d ata 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 be en mapped from the major racial and ethnic groups identified in their workbooks to the racial/ethnic groups shown

.

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 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. D isaggregated rep orting 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 Islander (AAPI) populations.**OMB.wd.3**



### 12



## 1.3.1 **Student A cademic A** **chievement in Mathematics** In the format of the table below, provide the number 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 level 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 disabilities ( IDEA )” includes children who part icipated, 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) studen ts” 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) American Indian or Alaska Native (Auto calculated) Asian or Pacific Islander (Auto calculated) Asian (Auto c alculated) 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)**OMB.wd.3**



### 13



## 1.3.2 **Student A cademic**  **Ac hievement in Reading/Language A**  **rts** 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 paragraph below. The student group “limited En glish 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 ass essment . 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 t he following grade spans : 3 through 5, 6 through 9, and 10 through 12. Limited English Proficient (LEP) students include recently arrived students who have attended schools in the United States for fewer than 12 months. 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** **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 elementary and secondary 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 2014
- 15 . The percentage that made AYP will be calculated automatically.

**Entity Total #**  **Total # that Made A YP**  **in SY 2014**  **- 15**  **Percentage that Made AY**  **P in SY**  **2014 -**  **15** Schools **[1.4.1.1.x.]** [1.] [2.] (Auto calculated) (Auto calculated) Districts [1.] [2.] (Auto calculated)**OMB.wd.3**



### 14 **Entity Total #**  **Total # that Made A YP**  **in SY 2014**  **- 15**  **Percentage that Made AY**  **P in SY**  **2014 -**  **15 [1.4.1.2.x.]**  (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 A MOs, the 95 percent participation rate, and other academic indicator3 

### based on data for SY 2014
- 15

. The percentage will be calculated automatically.

**Entity Total #**  **Total # that Met A ll**  **AM Os, 95**  **P ercent**  **Participation Rate, and Other A** **cademic Indicator in**  **SY 2014**  **-**

**15 Percentage that Met** 

**Al l A** **MOs, 95 P**  **ercent Participation Rate,**  **and Other A cademic**  **Indicator in SY 2014**  **-**

**15** Schools (Auto calculated) Districts (Auto calculated)


## 1.4.2 **Title I School A ccountability**  For an SEA that has not received ESEA fl exibility, 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 and the total number of those schools tha t made AYP based on d ata for SY 2014
- 15

. 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**  **2014 -**  **15 Percentage of Title I** 

**Schools that Made AY**  **P in SY 2014**  **- 15**  All Title I schools **[1.1.] [1.2.]**  (Auto calculated) Schoolwide (SWP ) **[2.1.] [2.2.]**  (Auto calculated)

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



### 15

**Title I School [1.4.**  **2.1.x.] # Title I Schools**  **# Title I Schools that Made A**  **YP in SY**  **2014 -**  **15 Percentage of Title I** 

**Schools that Made AY**  **P in SY 2014**  **- 15**  Title I schools Targe ted 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 the 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 2014
- 15

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

**Title I School # Title I Schools**  **# Title I Schools that Met A** **ll A MOs, 95**  **P ercent Participation**  **Rate, and Other Ac**  **ademic Indicator in SY**  **2014 -**  **15 Percentage**  **of Title I**

**Schools that Met A ll**  **AM Os, 95**  **P ercent**  **Participation Rate, and Other A** **cademic Indicator in SY**  **2014 -** 

**15** All Title I schools (Auto calculated) Schoolwide (SWP ) Title I schools (Auto calculated) Targeted assistance (TAS) Title I schools (Au to 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 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 districts that made AYP based on data for SY 2014
- 1 5 . The percentage that made AYP will be calculated automatically.

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



### 16

**# Districts That Receiv** **ed Title I Funds in SY**  **2014 -**  **15 # Districts That** 

**Received Title I Funds and**  **Made A YP in SY**  **2014 -**  **15 Percentage of Districts That** 

**Received Title I Funds and Made A**  **YP in SY 2014**  **- 15**  **[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 districts that met all of their AMOs, the 95 percent participation rate, and other academic indicator5 

### based on data for SY 2014
- 15

. The percentage will be calculated automatically.

**# Districts That Received Title I**  **Funds in SY 2014**  **- 15**  **# Districts That**

**Received Title I Funds and**  **Met A ll A**  **MOs, 95 p**  **ercent Participation Rate, and Other**  **Ac ademic Indicator**  **in SY**  **2014 -**  **15 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** 

**2014 -**  **15**
(Auto calculated)


## 1.4.4.3 **Correcti ve**  **Ac tion**  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 2014
- 15 (based on SY 2013
- 14 assessments under Section 1111 of ESEA ).

**Corrective A cti**  **on # of Title I Schools in**  **Corrective A ction in Which**  **the Corrective A ction was**  **Implemented in SY 2014**  **- 15**  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

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



### 17 **Corrective A cti**  **on # of Title I Schools in**  **Corrective A ction in Which**  **the Corrective A ction was**  **Implemented in SY 2014**  **- 15**  school level Replacement of the principal Restructuring the internal organization of the school Appointme nt 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 restructuring actions under ESEA were implem ented in SY 2014
- 15 (based on SY 2013
- 14 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 most of the school staff (which may inc lude the principal) 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 school 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 Impro vement**  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.).**OMB.wd.3**



### 18

The response is limited to 8,000 characters.



## 1.4.5.3 **Corrective A ction**  In the table below, for districts in corrective action, provide the number of districts in corrective action in which the listed corrective actions under ESEA were implemented in SY 2014
- 15 (based on SY 2013
- 14 assessments under Section 1111 of ESEA ).

**Corrective A ction**  **# of Districts receiving Title I funds in Corrective**  **Ac tion in Which Corrective**  **A ction was Implemented in**  **SY 2014**  **- 15**  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 programmatic funds or reduced administrati ve f unds 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 district Restructured the district Abolished the district (list the number or districts abolished between the end of SY 2013
- 14 and beginning of SY 2014
- 15 as a corrective action) 

## 1.4.7 **Ap peal of A** 

**YP and Identification Determinations** In the table below, provide the number of districts a nd schools that appealed their AYP designations based on SY 2014
- 15 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 Schools**OMB.wd.3**



### 19

In the table below, provide the data by which processing appeals based on SY 2014
- 15 data was complete. **Processing A ppeals completion**  **Date** Date (MM/DD/YY) that processing appeals based on SY 2014
- 15 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. 

## 1.4.8.5 **Use of Sections 1003(a) and (g) School Improvement Funds**  **1.4.8.5.1 Section 1003(a)**  **State Reservations** In the space provided, enter the percentage of the FY 20 14 (SY 2014
- 15 ) Title I, Part A allocation that the SEA reserved in accordance with Section 1003(a) of ESEA and §200.100(a) of ED’s regulations 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 2014 (SY 2014
- 15 ) is displayed in the EDEN012 report, which is a report in the ED F acts system

. **Name of LEA**

**w ith One or**  **More Schools Provided As**  **sistance through Section 1003(a) Funds in**  **SY 201**  **4 -**  **1 5**  **NCES LEA ID**  **Am ount of**  **LEA ’s 1003(a)**  **Al location** 



### In the tables below, provide the requested information for FY 20 11 (SY 2011
- 12).**OMB.wd.3**



### 20 **Name of LEA**

**w ith One or**  **More Schools Provided As**  **sistance through Section 1003(g) Funds in**  **SY 201**  **4 -**  **1 5**  **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 an d describe the specific Section 1003(g) evaluation and technical assistance activities that your State conducted during SY 2014
- 15

. This response is limited to 8,000 characters.



## 1.4.8.6 **Ac tions Taken for Title 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 2014
- 15 that were supported by **funds other than Sections 1003(a) and 1003(g) funds** to address the achievement proble ms 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**



### 21



## 1.4.9 **Public School Choice and Supplemental Educational 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 Schoo l 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 provisions for public school choice under S ection 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 restructuring. (2) All students who transferred in t he 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 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 transferred in the current school year under the public school c hoice 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 year 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**



### 22

**Public School Choice # Students**  Eligible for public school choice 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 school choice under Section 1116 of ESEA

. **Transportation for Publi c 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 number 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 single school at the grade level of the school at which students are e ligible 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 School 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 choice 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 assigned, 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**



### 23  

### Has elected to enroll, at some point since July 1, 2002 (the effective date of the Title I choice provisions), and after the home schoo l 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 non
- 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 schoo l 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 State 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 the grade level(s) in the Comment section. In addition, States may also in clude 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 educati onal 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 supplemental 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**



### 24

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 supplemental 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 of ESEA

. **Spending on Supplemental Educational Services Dollars Spent**  Doll ars 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 qualified, 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 automatically. Below the ta ble are FAQs about these data.

**Classes** [1.5.1.x.x.] **Numb er 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** 



### 25

**Classes** [1.5.1.x.x.] **Numb er 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 cal culated) (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 table includes classes taught by special education teachers who provide dire ct 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 classroom 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 subjects:** 
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**



### 26 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 through 12, or ungraded classes, or individuals who teach in an environment ot her 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 instruction of core academic course content is provided to one or more students (in cluding 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 be 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 Secondary Education, 2003]. d. Should 6th
-, 7th
-, and 8th
-grade classes be repo rted 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 elementary or secondary instruction. Report classes in grade 6 th rough 8 co nsistent 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) i

n 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, S tates 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 specialists 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 te aches 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 su bjects in the numerator.**OMB.wd.3**



### 27

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, t hose 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 Teachers**  **Who A re Not Highly** 

**Qualified**
In the table s below, estimate the perc entages 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 highly 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:** Use the numbers of core academic classes taught by teachers who are not high ly 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 lementary** 

**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 are not in an approved alternative route program) 1.5.2.3.1.] Other (pleas e explain in comment box below) [1.5.2.8.1.] Total ( (Auto calculated)) 

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



### 28



## 1.5.2.2 **Secondary School Classes** 

**Secondary**

**School Classes Percentage**  Secondary school classes taught by certified general educati on 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 education teachers who have not demonstrated subject
- matter competency in thos e 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 explain 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 listed 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 when figuring poverty quartiles. Because not all schools have traditional gra de configurations, and because a school may not be counted as both an elementary and as a secondary school, States may include as**OMB.wd.3**



### 29

elementary schools all schools that serve children in grades K through 5 (including K through 8 or K through 12 schools)

. T his 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 elementary school rather than as classes in a secondary school in 1.5.3. Thi s 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)**  **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**  Elementary Schools High
- poverty elementary schools (Auto calculated) Low
- poverty elementary schools (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 determining high
and low
- poverty schools and the poverty metric used to determine t he 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**
a. What is a “high
-

poverty school”? Section 1111(h)(1)(C)(viii) defines “high
poverty” schools as schools in the top quartile of poverty in the State.**OMB.wd.3**



### 30

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 group) 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 through 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 implementation of Title III programs. 

## 1.6.1 **Language Instruction Educational Pr ograms**  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 Sections 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 Type of Program**  **Other Language**

Dual language Two -wa y immersion Transiti onal bilingual Developmental bilingual**OMB.wd.3**



### 31

**Check Types of**  **Programs Type of Program**  **Other Language**

Heritage language Sheltered English instruction ///////////////////////////////////////////// Structured English immersion ///////////////////////////////////////////// Specially designed academic instruction delivered in English (SDAIE) ///////////////////////////////////////////// ///////////////////////////////////////////// ///////////////////////////////////////////// Content
- based ESL ///////////////////////////////////////////// Pull
- out ESL ///////////////////////////////////////////// Other (explain in comment box below) /////////////////////////////////////////// /////////////////////////////////////////// 

### The response 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 October 1 count 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 und er Section 3121(a)(4) of Title III) in the ALL LEP student count in this table. Number of ALL LEP students in the State 

## 1.6.2.2 **Number of LEP Students Who Received Title III Language Instruction Educational Program Services**  In the table below, provid e the October 1 count of LEP students in the State who received services in Title III language instructional education programs. **LEP Students Receiving Services #**  LEP students who received services in a Title III language instruction educational program in grades K through 12 for this**OMB.wd.3**



### 32 **LEP Students Receiving Services #**  reporting year. 

## 1.6.2.3 **Most Commonl y**  **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 language proficiency, as required by Sections 1111(h)(4)(D) and 3121(a)(2). 

## 1.6.3.1.1 **A LL 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)**OMB.wd.3**



### 33



## 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**  **nnual 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 assessment 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 results were not included in the calculation for AMAO1

. Report this number ONLY if the S tate 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 progress). **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 T itle III LEP students’ development of English and attainment of English proficiency. **Table 1.6.3.2.2 Definitions: OMB.wd.3** 



### 34 **1. An**  **nual Measureable A chiev** **ement Objectives (A MA** **Os) =** State targets for the number and percent of students making progress and attaining profi ciency. **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 State 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 (CSA), or as amended. **4. Results =**  Number and percent of Title III LEP students that met t he 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 progra m 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) Attained proficiency (Auto calculated) 

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

## 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.**OMB.wd.3**



### 35

**Native Language Testing** 

## Yes **No** State offers the State reading/language arts content tests in the stude nts’ 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 table 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 Ar** **ts 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)**



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

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



### 36



## 1.6.3.6 **Title III Served Monitored Former LEP (MFLEP) Students** This section collects data on the per formance of former LEP students as required by Sections 3121(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 receiv ing LEP services and who are being monitored for academic content 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.** 

### Total = Number of monitored former LEP students in year one and year two. This is automatically calculated.
**# 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 MFLEP 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 serv ices 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
- aggregat ed number of MFLEP students who were tested in mathematics in all AYP grades.**OMB.wd.3**



### 37 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 calc ulated based on number who scored at or above proficient divided 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 calculat ed

.
**# Tested # A** 

**t or A bove**  **Proficient % Results**  **# Belo w**  **Proficient** (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 assess ment. 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 L EP students in their first year of monitoring, and those in 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 Profi**  **cient =** State
- aggregated number of MFLEP students who scored at or above proficient on the State annual reading/language arts assessment. **3. % Results =**  Automatically calculated based on number who scored at or above proficient divided by the total number tes ted. This will be automatically calculated. **4. # Below proficient =**  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)**OMB.wd.3**



### 38



## 1.6.3.6.4 **MFLEP Students Results for 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 l anguage 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 ye ar 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 sci ence assessment. **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 proficient =**  State
- aggregated number MFLEP students who did not score proficient on the State annual science assessment.

**# Tested # 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. 

## 1.6.4.1 **Tit le III Subgrantee Performance** 
In the table below, report the 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. **Note:** 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) subgran ts in 1.6.5.1 ONLY.) **Title III Subgrantees #** **OMB.wd.3**



### 39

**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 that did not meet Title III AMAOs for two consecutive years (SYs 2013
- 14 and 2014
- 15 ) Number of subgrantees implementing an improvement plan in SY 2014
- 15 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 2011
- 12 , 2012
- 13 , 2013
- 14 and 2014
- 15 ) 

### 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. If applicable, also please note if this method is the same or different from the previous year. The response is limited to 4,000 characters.



## 1.6.4.3 **Termination of Title III Language Instruction Educational Prog**  **rams** 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. 

## 1.6.4 **Education Programs and A ctivities for Immigrant Students** 

This sectio n collects data on education programs and activities for immigrant students. **Note: A ll immigrant students are not LEP students.** **OMB.wd.3**



### 40



## 1.6.5.1 **Immigrant Students**

In the table below, report the 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 definition of immigrant children and youth under Section 3301(6) and enrol led 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 edu cation 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 Stat e under Section 3114(d)(1), with funds reserved for immigrant education programs/activities. Do not include Title III Language Instruction 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)

.**OMB.wd.3**



### 41



## 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 under 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) that may make instructional use of both English and a child’s native la nguage 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. **Tit le 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 educa tional programs in the 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 number 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 Development A ctivities of Subgrantees**  **Related to the Teaching and Learni ng of LEP Students**  In the tables below, provide information about the subgrantee professional development activities that meets the requirements of Section 3115(c)(2).**OMB.wd.3**



### 42 **Table 1.6.6.2 Definitions: 1.**  **Professional Development Topics:** Subgrantee professional d evelopment 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 professional development activity. (Use the same method of counting subgra ntees, 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 assessment 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 Other (Explain in comment box) 

### 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 provided to administrators/other than principals PD provided to oth er school personnel/non
administrative PD provided to community
- based organization personnel Total //////////////////////////////////////// (Auto calculated) 

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



### 43



## 1.6.7 **State Subgrant A ctiviti**  **es** 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 ED, normally on July 1 of each year for the upcoming school year, a nd 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 Received A llocation =**  Annual date the State receives the Title III al location 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/$$ Distribution =** Average number of days for States receiving Title III funds to make subgrants to subgrantees beginning from July 1 of each year, except under conditions where funds are being withheld. Example: State received SY 2014
- 15 funds July 1, 2014 , and then made these funds available to subgrantees on August 1, 2014 , for SY 2014
- 15 programs. Then the “# of days/$$ Distribution” is 30 days.

**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 bo x below, describe how your State can shorten the process of distributing Title III funds to subgrantees. The response is limited to 8,000 characters.**OMB.wd.3**



### 44



## 1.7 **PERSISTENTLY DANGEROUS SCHOOLS** In the table below, provide the number of schools identified a s 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 Dangerous 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 CHILDREN A**  **ND 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 and youth and the McKinney
Vento program. The totals will be automa tically calculated. **LEA s**  **# # LEA** **s Reporting Data** LEAs without subgrants LEAs with subgrants Total (Auto calculated) (Auto calculated) 

## 1.9.1 **Al l LEA** **s (w ith and w**  **ithout McKinne y**  **- Vento subgrants)**  The following questions collect data on homeless chil dren 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 during the regular school year. The totals will be automatically c alculated:

**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 through 5 (not Kindergarten)**OMB.wd.3**



### 45

**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** 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 number of homeless children and youth by primary nighttime residenc e 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 Res**  **idence # of Homeless**  **Children/Youth -**  **LEA s**  **W ithout**  **Subgrants # of Homeless**  **Children/Youth -**  **LEA s**  **With Subgrants**  Shelters, transitional housing, 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.**OMB.wd.3**



### 46 **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 belo w, 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/Grade**  **# Homeless Children/Youth Served by Subgrants**  Age Birth Through 2 Age 3 through 5 (not Kindergarten) K 1 2 3 4 5 6 7 8 9 10 11 12 Ungraded Total (Auto calculated)


## 1.9.2.2 **Subgroups of Homeless Students Served OMB.wd.3** 



### 47

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

.

**Grade LEA** **s W**  **ithout**

**Subgrants -**  **# of Homele**  **ss Students W**  **ho Received a**  **Valid Score and for Whom a**  **Proficiency Level Was**  **As signed**  **LEA s**  **W ithout** 

**Subgrants -**  **# of Homeless**  **Students Scoring at or**  **above Proficient**  **LEA s**  **W ithout** 

**Subgrants -**  **% of Homeless**  **Students scoring at or**  **above proficient**  **LEA s**  **With**

**Sub grants**  **- #**  **of Homeless**  **Students Who**  **Received a Valid Score**  **and for Whom a**  **Proficiency Level Was**  **As signed**  **LEA s**  **With**

**Subgrants**

**- #**  **of Homeless**  **Students Scoring at**  **or above Proficient**  **LEA s**  **With**

**Subgrants -**  **% of Homeless**  **Students scoring at**  **or above proficient**  3 4 5 6 7 8 High School**OMB.wd.3**



### 48



## 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 Scien**  **ce 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 reporting 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.