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.

    Title I Program Improvement LEA Requirements

    Title III Year 4 Program Improvement 

    Statewide System of District and School Support
    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.

    Parent Notification Letter Templates for PI Schools and LEAs
    Sample letters (with available translations) notifying parents of a school's and/or LEA's PI status.

    Parent Notification Model Letter of Four-Week Notice (DOC)
    Model letter for informing parents of a teacher's non highly qualified status can be found in the
    Teacher Requirement Resource Guide

    State Program 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 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.aburkhart@cnusd.k12.ca.us
    Director, 951-736-5140

    Cindy Bargarcbargar@cnusd.k12.ca.us
    Secretary, 951-736-5140


    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.

    Title I Program Improvement School Requirements

    Program Improvement (PI) Schools

    Adams Elementary
    Auburndale Intermediate
    Coronita Elementary   
    Garretson Elementary
    Home Gardens Academy
    Parkridge Elementary
    Stallings Elementary
    Vicentia Elementary
    Year 3
    Year 1
    Year 3
    Year 4
    Year 5
    Year 5
    Year 3
    Year 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.







    PI Letter

    PI 2015

    District PI

     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  Spanish 
     Approved Providers
     Note: Only providers on this list are contracted to serve CNUSD students
     Student Learning Plan Template English Spanish 

    Charla Cappsccapps@cnusd.k12.ca.us
    Director, 951-736-5117

    Lynda Fuertschlfuertsch@cnusd.k12.ca.us
    Secretary, 951-736-5117

    Tammy Baertbaer@cnusd.k12.ca.us
    Teacher on Special Assignment, 951-736-5117


Last Modified on October 4, 2016