Prior to 2006, identifying schools for PI differed according to the type of Title I program the school was operating: targeted assistance (TAS) or schoolwide program (SWP). Beginning with the 2006 AYP, the U. S. Department of Education (ED) approved California's request to eliminate the distinction between TAS and SWP schools in PI "identification." All schools are identified for PI using the same Title I funding criteria. Identifying Title I schools for PI is different from identifying Title I LEAs for PI. In March 2004, the State Board of Education approved the criteria for identifying Title I LEAs for PI. Title I LEAs were first identified for PI in 2004–05.
The rules applied in determining the PI status and placement year for 2014–15 differ from former years due to California’s transition from the Standardized Testing and Reporting (STAR) Program to the California Assessment of Student Performance and Progress (CAASPP) assessment system, which includes the new Smarter Balanced Assessments in English language arts (ELA) and math. California requested a one-year waiver to field test the new Smarter Balanced Assessments during spring 2014 in lieu of assessing students using ELA and math tests previously administered as a part of the STAR Program. California also requested flexibility in making accountability determinations for schools and LEAs participating in the spring 2014 Smarter Balanced Assessment field test. A waiver was granted by the U.S. Department of Education (ED) whereby: (1) only high schools and high school LEAs (as defined earlier in this Guide) receive a 2014 AYP based on California High School Exit Examination (CAHSEE) results, California Alternate Performance Assessment (CAPA) results, and graduation rate data and (2) Title I funded schools and LEAs that did not receive 2014 AYP will retain the PI status and placement from 2013–14. Use of the API as an additional AYP indicator for high schools and high school LEAs was eliminated for the 2013–14 year. The information below has been revised to specifically apply to program improvement determinations for 2014–15.
Title I School
A Title I school will be identified for PI when, for each of two consecutive years, the Title I school does not make AYP in the same content area (English-language arts [ELA] or mathematics) schoolwide or for any numerically significant subgroup, or on the same indicator (high school graduation rate) schoolwide.
Title I LEA
A Title I LEA will be identified for PI when, for each of two consecutive years, the LEA does not make AYP in the same content area (ELA or mathematics) LEA-wide or for any numerically significant subgroup, and does not meet AYP criteria in the same content area in each grade span (grades two through five, grades six through eight, and grade ten), or does not make AYP on the same indicator (graduation rate) LEA-wide. [Note: Grade span data is only applicable for the 2013 AYP, as there was only one grade span (i.e., high school) for the 2014 AYP.]
Supplemental Educational Services
Supplemental educational services (SES) are additional academic instruction provided outside of the regular school day and designed to increase the academic achievement of students attending schools in Program Improvement (PI) Years 2 through 5. SES, or free tutoring, must be high quality, research based, and specifically designed to increase student academic achievement. Eligible students are all low-income students who attend Title I PI Years 2 through 5 schools.
Students enrolled in a public school that is identified for Program Improvement (PI) have the option to transfer to a school in the local educational agency (LEA) that is not in PI, with paid transportation.
Under the Elementary and Secondary Education Act (ESEA), students who attend a Title I-funded school that is identified for school improvement, corrective action, or restructuring are eligible to participate in the Public School Choice (Choice) Program. This provision allows ALL students attending a Program Improvement (PI) school the option to transfer to another public school, including a public charter school, that is within the local educational agency (LEA) and that is not in PI or is not persistently dangerous.
The option of Choice must be made available to all students the first year a school is identified for PI and all subsequent years thereafter, until the school has made adequate yearly progress for two consecutive years and exits the PI status. LEAs must offer more than one school of choice if more than one non-PI school is available although they should strive to provide as many schools of choice as possible. The final decision as to which school a student attends is up to the LEA while it must take parents' preferences into consideration in their decision-making.
Students who exercise their right to attend another school under the school choice provision must be given the option to continue to attend that school until they complete the highest grade of that school, even if the home school is no longer in PI, corrective action, or restructuring.
LEAs that are offering Choice must provide transportation to students to, and from the school of choice until the home school exits PI. An LEA may continue to pay for transportation but is no longer required to do so because the school of choice no longer meets the statutory and regulatory requirements as a school of choice. LEAs are required to set aside an amount equal to 20 percent of the Title I, Part A allocation to be expended on Public School Choice and the Supplemental Educational Services (SES) programs. If funds to provide Choice transportation are limited, the LEA may give first priority to lowest-achieving students from low-income families based on achievement levels as evaluated by objective educational measures.
|California English Language Development Test (CELDT) Information||View/Ver|
|Overview of the California English Language Development Standards and Proficiency Level Descriptors||View/Ver|