The NCLB Act requires all states to implement statewide accountability systems based on challenging state standards in reading and mathematics, annual testing for all students in grades 3-8, and annual statewide progress objectives ensuring that all groups of students reach proficiency within 12 years. Assessment results are disaggregated by socioeconomic status, race, ethnicity, disability, and limited English proficiency to ensure that no group is left behind. Local educational agencies (LEAs) and schools that fail to make adequate yearly progress (AYP) toward statewide proficiency goals are subject to improvement and corrective action measures.
In California, Program Improvement (PI) is the formal designation for Title I-funded schools and LEAs that fail to make AYP for two consecutive years.
PI Status Determinations
Determinations are made using two years of data for schools and local educational agencies (LEAs) that receive Title I funds. Additional information on PI status determinations for both schools and LEAs can be found at Title I PI Status Determinations.
See also the Lists of Schools and LEAs in PI or At Risk of Entering PI.
PI Identification Criteria
Distinct identification criteria apply to Title I schools and LEAs:
Schools
A Title I school is identified for PI when, for each of two consecutive years, it fails to make AYP in the same content area (English-language arts or mathematics) school-wide or for any numerically significant subgroup, or on the same indicator (Academic Performance Index [API] or high school graduation rate) school-wide.
LEAs
A Title-I funded LEA will be identified for PI when, for each of two consecutive years, it fails to make AYP in the same content area (English-language arts 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 2-5, grades 6-8, and grade 10), or does not make AYP on the same indicator (API or graduation rate) LEA-wide.
PI Advancement Criteria
Once in PI, a school or LEA that fails to make AYP will advance further in PI status.
PI Exit Criteria
A PI school or LEA that makes AYP for one year will maintain the same PI status for one additional year and be required to continue implementing the applicable NCLB requirements. In order to exit PI, a school or LEA must make AYP for two consecutive years.
CDE Web-Based Resources on AYP
2007 Adequate Yearly Progress Report Information Guide (PDF; 1MB; 85pp.)
This guide provides accountability requirements under the No Child Left Behind (NCLB) Act of 2001, including California's definition of Adequate Yearly Progress (AYP) and identification for PI.
Adequate Yearly Progress (AYP) Reports for Title I Schools and LEAs
The California Department of Education (CDE) must annually produce AYP reports for all public schools in the state, including Title I-funded schools and LEAs. The CDE also identifies schools and LEAs for PI. PI appeal decisions are also provided.
Title I PI Status Reports
The California Department of Education must annually produce AYP reports for all Title I-funded schools and LEAs, including identifying schools and LEAs for Program Improvement.
PI Requirements
Under NCLB, PI schools and LEAs are responsible for implementing certain federal and state requirements during each year that they are in PI. These vary, based on the PI year and whether the entity is a school or LEA:
Program Improvement School Requirements
Resources for schools in PI Years 1 – 5, including timeline of requirements, detailed outline of requirements and recommendations for schools in PI, power-point slides, and information on school choice and supplemental educational services.
Program Improvement LEA Requirements
Resources for LEAs in PI Years 1 – 3, including timeline of requirements, power-point slides, resources for the LEA Plan Addendum (including template, assurances and guidance), template for Notice of Intent to Bifurcate Services, and information on federal and state sanctions for LEAs in Corrective Action.
Parent Notification Letter Templates for PI Schools and LEAs
Sample letters and flyers (with available translations) notifying parents of a school's and/or LEA's PI status.
State Assessment Tools
Underperforming schools and districts need policy and programmatic coherence to effectively address their students’ diverse needs. The state has developed several tools to help create this coherence, including the Academic Program Survey (APS), the Least Restrictive Environment (LRE) Self Assessment, the English Learner Subgroup Self Assessment (ELSSA), the District Assistance Survey (DAS), and the Blueprint for District Assistance and Intervention.
Correspondence
A comprehensive collection of all correspondence to the field regarding PI.
PI Funding to LEAs
LEAs identified as PI receive funding to implement provisions of the federal No Child Left Behind (NCLB) Act of 2001 and California Education Code Section 52055.57. Funding is provided with the goal to improve student achievement while meeting the state's standards that will allow identified districts and county offices to exit from PI status.
Funding Profiles and Results
Funding profiles and results for both PI LEAs and Non-PI LEAs with PI schools.
Technical Assistance to PI Schools and LEAs
A statewide system of intensive and sustained support assists LEAs with PI schools and PI LEAs to increase the opportunity for all students in those agencies and schools to successfully meet academic standards.
