The information below explains how Program Improvement (PI) determinations are made using two years of data for schools and local educational agencies (LEAs) that receive Title I funds. More information about accountability requirements under the ESEA, including California's definition of Adequate Yearly Progress (AYP) and identification for PI, can be found in the 2014 Adequate Yearly Progress Report Information Guide [http://www.cde.ca.gov/ta/ac/ay/documents/aypinfoguide14.pdf] (PDF).
Identification for Program Improvement
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.]
Program Improvement Status
A school or an LEA that does not meet specific indicators described above for two consecutive years will enter PI in 2014–15.
Advancing in PI
Only schools and LEAs that received a 2014 AYP may advance in PI for 2014–15. In such cases, a school or an LEA that was in PI during 2013–14 and did not make AYP in 2014 will advance to the next level of PI for 2014–15 and be required to immediately implement the applicable ESEA requirements.
Maintaining PI Status
A school or an LEA that was in PI during 2013–14 and met either of the following conditions will maintain the same PI status and placement that the entity held in 2013–14 for 2014–15: (A) did not receive a 2014 AYP, or (B) received a 2014 AYP and met all of the 2014 AYP criteria. This school or LEA will be required to continue implementing the applicable ESEA requirements.
Exiting from PI
Only schools and LEAs that receive a 2014 AYP may exit PI at the end of 2013–14. If a school or an LEA in PI met all AYP criteria for both 2013 and 2014, the school or LEA will exit from PI at the end of 2013–14.
Program Improvement Requirements
Schools and LEAs identified for PI under ESEA are required to implement certain federal and state requirements for each year they are in PI. More information about PI requirements may be found at CDEs Program Improvement Web page [http://www.cde.ca.gov/ta/ac/ti/programimprov.asp].