dISTRICT pROGRAM improvement (PI)
The Elementary and Secondary Education Act (ESEA) requires all states to implement statewide accountability systems based on challenging state standards and annual statewide progress objectives ensuring that all groups of students reach proficiency. Assessment results are disaggregated by socioeconomic status, race, ethnicity, disability, and limited English proficiency to ensure that no group is left behind.
Important Changes in PI Status Determinations
The California Department of Education (CDE) did not produce a 2014 Adequate Yearly Progress (AYP) report for elementary and middle schools and elementary and unified school districts. Therefore, PI status for and districts have not changed; thus, districts will not enter or exit PI. However, districts will continue to implement PI requirements associated with their current PI status.
The CDE will continue to make AYP determinations for any high schools serving only grades nine through twelve and high school districts based on achievement results from the grade ten California High School Exit Examination (CAHSEE) and the California Alternate Performance Assessment (CAPA). The AYP will be used to identify PI status for these high schools and high school districts.
The Statewide System of School Support provides intensive and sustained support and improvement for LEAs and schools receiving Title I funds to increase the opportunity for all students to meet the state's academic content and achievement standards.
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 District Assistance Survey (DAS), the English Learner Subgroup Self Assessment (ELSSA), and the Inventory of Services and Supports (ISS) for Students with Disabilities.
A LEA (local educational agency) 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 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.
Adriana Burkhart, Ed. D., firstname.lastname@example.org
Cindy Bargar, email@example.com
SCHOOL SITE PROGRAM IMPROVEMENT (PI)
Under ESEA, PI schools are responsible for implementing certain federal and state requirements during each year that they are in PI. The requirements vary based on the PI year.
Program Improvement (PI) Schools
Adams ElementaryAuburndale IntermediateCoronita ElementaryGarretson Elementary
Home Gardens Academy
Vicentia ElementaryYear 3Year 1Year 3Year 4Year 5Year 5Year 3Year 1
school Choice & Ses services
Under No Child Left Behind, students who attend a Title I-funded school that is identified for program improvement, corrective action, or restructuring must be given the option of school choice OR SES services. This provision allows all students attending such a Title I school the option to transfer to another public school, including a public charter school, that is within the LEA and that is not in program improvement or is not persistently dangerous.
Adams Elementary English Spanish Coronita Elementary English Spanish Garretson Elementary English Spanish Parkridge Elementary English Spanish Stallings Elementary English Spanish Vicentia Elementary English Spanish Home Gardens Academy English Spanish Auburndale Intermediate English Spanish
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 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.
Communication English Spanish SES Flyer SES Flyer SES Flyer Spanish Parent SES Presentation SES Presentations SES Presentations Spanish Application for Services English Spanish Suggested Questions to ask Providers English SpanishApproved ProvidersNote: Only providers on this list are contracted to serve CNUSD students Student Learning Plan Template English SpanishContacts
Charla Capps, firstname.lastname@example.org
Lynda Fuertsch, email@example.com
Tammy Baer, firstname.lastname@example.org
Teacher on Special Assignment, 951-736-5117