Consolidated State Performance Report For State Formula Grant Programs

A r c h i v e d  I n f o r m a t i o n

Part B
Consolidated Tables

A. Challenging and Clear Standards of Accountability and Achievement

Table III. SEA's Use of Federal Program Funds to Support Its Key Strategies or Priorities

FUNDING LEVEL BY STATE STRATEGIES OR PRIORITIES

(Fill in the strategies / priorities where indicated)

  __________
____
__________
____
__________
____
__________
____
__________
____

Title I-A



 

 

 

 

 

Title I-B



 

 

 

 

 

Title I-C

 



 

 

 

 

Title I-D



 

 

 

 

 

Title II



 

 

 

 

 

Title III



 

 

 

 

 

Title IV



 

 

 

 

 

Title VI



 

 

 

 

 

Goals 2000



 

 

 

 

 

Explanation

Under section 14201 of the ESEA, a central purpose of any consolidated plan is "to improve teaching and learning by encouraging greater cross-program coordination, planning, and service delivery under [the ESEA] and enhanced integration of programs under [the ESEA] with educational activities carried out with State and local funds." Therefore, the Department encouraged States that chose to prepare consolidated plans to describe in those plans how they proposed to use their federal program funds to support key State priorities (and/or goals) for all children. Many States responded by including information in their consolidated plans both about how they planned to align their federal program funds with these goals and priorities, and about key strategies they proposed to carry them out.

Table III solicits information about how federal program funding at the State level is contributing to the overall efforts to meet these State priorities. In it, SEAS are asked to report the uses, and approximate amount of funds, for each federal program that is being used to advance these goals. They may report this information using the Table or any other format.

In reporting information requested in the chart on uses of federal funds, the SEA determines its own priorities. The amount of federal funds expended to promote each priority should represent the State's best estimate for the 1998-1999 school year. The SEA should provide an explanation of the assumptions or estimation methods on which its response is based. An SEA that wishes to include additional federal programs (e.g., title VII of the ESEA, bilingual education programs) may do so.

Where the amount of funds that support certain priorities cannot be adequately estimated because of a lack of adequate data, SEAS should instead report the reasons difficulties have occurred. This information will help to determine the content of this Table for future years.

The information is gathered solely to gauge the extent to which the SEA has been able to use resources provided under the ESEA and Goals 2000 programs to support the State's priorities. It will help the Department to assess the impact of the programs covered by this report and to work with States to improve the effectiveness of these programs in promoting State needs.

Table IV. Student Participation

 

Title I A

Title I C

Total State

Participants by gender

TAS

SWP

TAS

SWP

All Students

Male

 

 

 

 

 

Female

 

 

 

 

 

Participants by special services / programs

Students with Disabilities

 

 

 

 

 

Limited English Proficiency

 

 

 

 

 

Pre-School    

 

 

 

Migrant Students* 

 

 

 

 

 

Participants by Racial/Ethnic Group

Amer. Indian/Alaskan Native

 

 

 

 

 

Asian/Pacific Islander

 

 

 

 

 

Black (not of Hispanic origin)

 

 

 

 

 

Hispanic

 

 

 

 

 

White (not of Hispanic origin)

 

 

 

 

 

Other:________________________

 

 

 

 

 

B. Homeless programs co-located with Title IA programs

 

Number of participating students

Homeless Children

 

C. Schoolwide migrant education programs

 

MEP Funded Services

Non-MEP Funded Services

Number of Schoolwide Program Sites

 

 

Table V. Participation by Type of Service

Program

Title IA

Title IC

Title ID

 

Public TAS

Non-public

Regular Term

Summer/Inter.

Sub-Part Level 2 Programs

Number of students

Number of students

Number of students

Number of students

Number of students

Instructional Services

Reading / Language arts

         

English for LEP children (ESL)

         

Mathematics

         

Science

         

Social Studies

         

Vocational/Career

         

Other (specify)________________

         

Support Services

Supporting Guidance / Counseling

         

Prevention Education

         

Social Work

         

Health, Dental and Eye Care

         

Transportation

         

Other (specify): ________________________

         

Note: This Column merges 3 columns in the former Title IC form, and for Title IA Supporting Guidance is to include Social Work.

Table VI. Staff Information

Number of staff employed under selected programs.

Job Classification

Title I TAS
Full-time equivalents

Title IC Migrant Education

Regular Term
FTE

Summer/Intersession
FTE

Administrators (non-clerical)

     

Teachers

     

Bilingual Teachers ( ESL )

 

   

Teacher Aides

     

Staff providing support services (non-clerical)

     

Staff providing support services (clerical)

     

Recruiters

 

   

Records transfer

     

Counselors

     

Linker/Advocates

     

Other (specify)

     

Table VII. Title IA and IC Participants by Grade and Term

 

Title I Part A

Title I Part C

GRADE

Public TAS

Public SWP

Private

Neglected Local

LEP

Total IA

Regular Term

Summer / Intersession

Ages 0-2

               

Ages 3-5*

               

K

               

1

               

2

               

3

               

4

               

5

               

6

               

7

               

8

               

9

               

10

               

11

               

12

               

Out-of-school

               

Ungraded

               

TOTALS

               

Count of students served under provision of Section 1304 (d) statutory priority for services :

       

Count of students served based on continuation of services provision of Section 1304 (e) (2) and (3).

[When their eligibility ended prior to the beginning of the performance period.]:

       

Table VII. ITEM A.1

Title IC Twelve month count of children eligible for funding purposes

Enter the unduplicated number of eligible children ages 3-21 who, within 3 years of making a qualifying move, resided in the State for one or more days during the period September 1 - August 31 of this reporting year. This figure is different from the data reported in the above sections, as those reported under Item A.1 include eligible students who may not have participated in MEP services, and exclude participants who are not counted for funding purposes, such as students served in the year after their period of eligibility has expired when other services are not available to meet their needs, previously eligible secondary-school students who are receiving credit accrual services, and children ages 0-2.

12 Month Count of Students Eligible for Funding Purposes:

 

Table VII. ITEM A.2

Title IC Summer/Intercession count of participants eligible for funding purposes

Enter the unduplicated number of eligible children ages 3-21 who, within 3 years of making a qualifying move, resided in the State for one or more days during the period September 1 - August 31 of this reporting year. This figure is different from the data reported in the above sections, as those reported under Item A.2 exclude participants who are not counted for funding purposes, such as students served in the year after their period of eligibility has expired when other services are not available to meet their needs, previously eligible secondary-school students who are receiving credit accrual services, and children ages 0-2.

Summer/Intersession Count of Participants Eligible for Funding Purposes:

 

Table VIII. Regular-Term Extended-Time Instructional Approaches, Title I Parts A and C

Project Sites

Title I A

Title IC

Regular-Term Extended-Time Project Sites

   

Regular-Term Only Project Sites

   

Summer / Intersession Term Only Project Sites

   

LEAs Providing Family Literacy Services

   

Multi-Term Projects

   

Total Projects

   

Table IX. Information Regarding Neglected and Delinquent Students

A. Participation Information - Part D, Subpart 2 Local Agency Programs for at Risk Children and Youth.

 

Formula Grant

Competitive Grant

Combination Grant

Indicate the State Process Used

     

B. Number receiving services under Part D, Subpart 2 Funds:

 

School Districts Receiving Funds

Students Receiving Dropout Prevention

Number Receiving Part D, Subpart 2 Funds

   

C. Number of Institutions

Instructions:Enter the number of State operated or supported institutions or community day programs receiving Title I funds that serve(a) neglected children and youth, (b) delinquent children and youth, and (c) persons up to age 21 in adult corrections institutions. For each of these categories, also enter the number of students served in these institutions.

 

Neglected

Delinquent

Adult Correctional

Number of Institutions providing Title I services during the school year

     

Number of Participants

     

Title I, Part C (Migrant Education Program)

In responding to information requests regarding the Migrant Education Program respondents may wish to apply the following guidance:

Migrant education data gathered under consolidated tables IV, V and VI:

Consolidated Table IV: Student Participation (DEMOGRAPHIC INFORMATION)

Participation information is required for children who received instructional or support services funded totally or in part with MEP funds. DO NOT include children counted in

this form who were identified as eligible for funding purposes but who did not participate in instructional or support services funded totally or in part with MEP funds.

Participants by Gender and Race/Ethnicity

This table asks for the unduplicated number of children participating by gender, racial/ethnic group, and Special Services/Programs. Count a child only once (unduplicated count) in each category even if the child participated during more than one term or in more than one school or district in your State during the reporting period. Include students in both schoolwide and non-schoolwide programs.

Include participants who are eligible for services but not for funding purposes (i.e., students ages 0-2, students receiving services for the year after their eligibility lapses, and students previously eligible in secondary school and receiving credit accrual services).

NOTE: The totals reported by gender and racial/ethnic group should be identical.

Participants in Schoolwide Programs

Enter the unduplicated number of eligible migrant students who attended schoolwide programs that combined MEP funds/services with those of other programs. DO NOT count migrant students served in schoolwide programs that were not supported with MEP funds.

Consolidated Table V: Participation by type of Service

This table asks for the numbers of children in regular and summer or intersession programs who participated in instructional or support services in non-schoolwide programs that were funded in whole or in part by the MEP. DO NOT count students in a term during which they were served through schoolwide programs that were supported with MEP funds/services.

For the "Other" category in both instructional services and support services, if you report a significant number of participants in this category and combine a variety of services in the single total, please attach an additional sheet with a break-out of the services provided with corresponding subtotals of participants.

Instructional Services

For each listed instructional service, enter the number of migratory students by school term who participated in MEP-supported services. Count a child only once for each type of instructional service in which he or she participated during each term (i.e., do not count the number of service interventions, such as tutorial sessions in a given subject, per child). A child who participated during more than one term should be counted separately, once in each column.

Remember that you should include participants who are eligible for services but not for funding purposes (i.e., students ages 0-2, students receiving services for the year after their eligibility lapses when no other services are available, and students previously eligible in secondary school and receiving credit accrual services).

Support Services

For each listed support service, enter the number of students by school term who participated in MEP-supported services. Count a child only once for each type of support service in which he or she participated during each term. (i.e., do not count the number of service interventions, such as doctor visits, per child). A child who participated during more than one term should be counted separately, once in each column.

Consolidated Table VI: Staff Information

For each school term, enter the number of program staff whose salaries are paid by the MEP. Report in full-time-equivalent (FTE) units by job classification. Define how many full-time days constitute one FTE for each term in your State. For example, one regular term FTE may equal 180 full-time (8 hour) work days, one summer term FTE may equal 30 full-time work days, and one intersession FTE may equal 45 full-time work days split between three 15-day non-contiguous blocks throughout the year. Do not include staff employed in schoolwide programs that combined MEP funds/services with those of other programs.

Table VII: Participants by Grade and Term

Enter the number of migrant children by grade level and school term who participated in instructional or support services during either the regular, summer or intersession terms. A child who participated in both regular and summer or intersession terms should be counted twice--once in each appropriate column. Count students in both non-schoolwide and schoolwide programs that are supported with MEP funds/services. Additionally, if a student's count applies to both Title IA and Title IC please indicate in both columns.

For a student who participates in services at more than one grade level in a single term, such as a student who is promoted from one grade to another in a year-round school during the reporting period, or a student in a traditional term who is advanced a grade, count the student in the grade in which he or she spent the majority of the reporting period. Count summer/intersession students in the appropriate grade based on the promotion date definition used in your State (see glossary).

At the bottom of the Table VII please indicate the total 12 month student count as well as the total Summer/Intersession student count. The student counts reported in this section will be used, along with other data, to develop annual estimates of the number of full-time equivalent students who resided in each State at any time during the reporting period, as well as those who were served in special summer or intersession programs.

Twelve-Month Count of Children Eligible for Funding Purposes

Enter the unduplicated number of eligible children ages 3 - 21 who, within three years of making a qualifying move, resided in the State for one or more days during the period September 1 - August 31 of this reporting year. A child who resided in more than one district in the State during the reporting period should be reported only once. [This figure is different from the data reported in the remainder of this report, since ITEM 1 includes eligible students who may not have participated in services, and excludes participants who are not counted for funding purposes, such as students served in the year after their period of eligibility has expired when other services are not available to meet their needs, or children ages 0-2.]

Summer/Intersession Count of Participants Eligible for Funding Purposes

Enter the unduplicated number of eligible participants ages 3 - 21 who, within three years of making a qualifying move, were served for one or more days in an MEP-funded project conducted during either the summer term or an intersession period that occurred within the period September 1 - August 31 of this reporting year. Count a child who moved to different schools in your State and was served in both traditional summer and year-round school intersession programs only once. [This figure is different from the data reported in the remainder of this report, since ITEM 2 excludes participants who are not counted for funding purposes, such as students served in the year after their period of eligibility has expired when other services are not available to meet their needs, or children ages 0-2.]

Table VIII: Number of Project Sites Under Regular Term Extended-Time

Enter the number of project sites, by term, that used MEP funds/services to operate either schoolwide or non-schoolwide programs. Aside from the intersession and summer programs already noted, enter the number of regular-term program sites (including both traditional and year-round calendars) that used after-school, before-school, Saturday, or other extended-time instructional strategies. Count both schoolwide and non-schoolwide MEP sites.


Glossary


Administrator

A staff person who plans and oversees the general execution of MEP projects at the State or local level, and is paid in full or in part with MEP funds. Examples include a state director, principal, or local project director.

Advocacy

See "outreach."

Counseling

Activities, usually employing psychological methods, designed to enhance educational or personal development, prevent life problems, or handle personal crisis situations. Counseling activities are normally conducted directly with individual students or small groups of students.

Enrolled

The term "enrolled" is used generally to refer to enrollment of a child in any school program supported with MEP funds.

Extended-time

Any method of MEP-sponsored (including schoolwide program) service instructional delivery that extends the total hours of a school day, week or regular approach term beyond that which would otherwise be available for learning. This category would include early-morning and after-school programs; evening programs and other programs that alter the school schedule to accommodate migratory student schedules; Saturday programs; and other programs that extend the time for learning outside of the traditional "9:00-3:00" school day. Methods that substitute one type of learning time for another within the traditional school day, such as pull-outs or in-class tutoring, are not considered extended-time instructional approaches for purposes of this report.

Full-time

The amount of time a person performs MEP duties and is paid by the equivalent (FTE) MEP, as a percentage of a full-time work year (as defined by your State) for the regular term, and as a percentage of a full-time summer-school or intersession program (as defined by your State) for the summer or intersession periods. If your State does not define a full-time summer-school session, define it yourself.

For example, if your State defines a full-time work year as 180 days and a teacher works the full regular term for the MEP, that teacher would be reported as 1.0 FTE for the regular term. (Another teacher who worked only 18 days during the regular term would be reported as 0.1 FTEs.) If that same teacher also taught 30 days during the summer term for the MEP, and 30 days represents a complete summer session in your State, you would report a 1.0 summer-school FTE for that teacher under the summer column. If the teacher taught for 30 days in summer school, but worked only half days, you would report 0.5 FTEs under the summer column. Record all FTE entries to the nearest tenth, e.g., 1.0, 0.7, 0.5, not 0.75. See Q37 for information on prorating FTEs for staff who perform MEP duties or are paid by the MEP for only a portion of their work schedules.

Guidance

See "counseling."

Intersession

For schools on a year-round calendar, an intersession term is the aggregate of all those periods throughout the year when the school (or part of the school) is not in session or not providing the annual instruction analogous to the traditional school-year regular term only. Even though the intersession periods occur at different times throughout the year, for the purposes of this report, those periods are all considered a single term. Thus, a student who participates in intersession programs in October, February, and June would be counted as participating in one intersession term (not three).

Linker/advocate

A type of counselor who ensures that participating migrant children and their families are aware of and enrolled in all educational and support services to which they are entitled, both inside and outside the school setting.

Migrant Students

Means a child who is, or whose parent, spouse, or guardian is, a migratory agricultural worker, including a migratory dairy worker, or a migratory fisher, and who, in the proceeding 36 months, in order to obtain, or accompany such parent, spouse, or guardian in order to obtain, temporary or seasonal employment in agricultural or fishing work, has moved from one school district to another, or from one administration area to another in a single school district state, or resides in a school district of more than 15,000 square miles, and migrates a distance of 20 miles or more to a temporary residence for fishing purposes.

Other staff

All staff not counted in remaining staff categories in the staffing section of the performance report. These might include curriculum specialists, water safety instructors, lifeguards, vocational specialists, custodians, child care workers, or other types of workers. See "support services staff (not above)" in glossary to differentiate that category from "other" staff.

Out-of-school

Out-of-school youth may include, for example, drop-out students or youth those working on a GED outside of a K-12 institution. It does not include preschoolers, who are counted by age grouping.

Outreach

Coordination activities with parents, other family members, teachers, service agencies, and others designed to ensure that migrant children and families receive the full range of services available to them. Activities include but are not limited to:

Participant

The term "participant" refers to a migratory child who has been determined eligible for the MEP and who receives some type of assistance from the MEP beyond identification and recruitment, inclusion in Statewide or local needs assessment, records transfer, or activity insurance. The assistance may include, but is not limited to, the following types of services: referral to other services, direct provision of instructional services, counseling, health services, school advocacy, and other types of support services. Note that in ITEM A.1, all children eligible for funding purposes, not just participants, are to be reported.

Project sites

A project site is a central point, frequently a school building, where people come together to receive or provide services. A site may also be a sending office which coordinates outreach activity not actually performed in the central location. For example, an office at which recruiters or social workers who visit homes or camps are based would most likely be counted as the single project site, rather than counting the individual homes or camps as project sites.

Promotion date

A child is considered as promoted to the next grade for performance report purposes according to the definition used in your State or district. If this occurs at the end of the regular term, a child participating in the third grade from September to June would be considered in the fourth grade during summer school in July.

Pupil

Whenever migrant program funds are used to pay for the transportation.

Transportation

Costs or the salary of the person providing transportation for migrant children, consider affected children as participants in the MEP. For example, children participating in field trips or who ride busses to school (in the summer), or taxis to the doctor would be counted.

Records transfer staff

Staff responsible for entering, retrieving or sending student records from or to another school or student records system.

Recruiter

A staff person responsible for identifying eligible migrant children in the MEP.

Regular school

For schools that operate on a traditional calendar, the regular school term is the period from the beginning of school in your State in the fall to the end in the spring, generally from September to June. For schools that operate on a year-round schedule without a traditional long summer break, the regular school term is the aggregate of all those periods throughout the year when the school (or part of the school) is in session providing the annual amount of instruction analogous to the traditional school-year regular term.

Reporting year

The reporting year is from September 1 - August 31. In all other portions of the report, for programs that operate on a traditional school-year calendar, the reporting year consists of the full regular school term (normally beginning in August or September) and the subsequent summer term. For programs that operate on a year-round calendar, the reporting year consists of the 12-month period beginning with the term or intersession that starts closest to September 1.

Schoolwide

A schoolwide program that operates as provided for in section 1114 of program Title I of the Elementary and Secondary Education Act and combines MEP funds/services with those of other programs would be included in this report. Data from a schoolwide program that does not include MEP funds/services would not be reported on this form, even if eligible migrant children attend the school, and even if the school provides special MEP-supported services for eligible migratory children only.

Social work

See "outreach."

Summer term

Any period of time in a locality that operates a traditional-calendar school year when the regular term of that school year is not in session and a MEP-sponsored instructional program is offered. Year-round schools, for the purposes of this report, are not considered to have summer terms. Any break in the regular term of a year-round school is considered an intersession term, regardless of what season of the year in which it occurs.

Support services

Those staff not already specified and counted in other staffing staff (not above) categories who were involved in providing the services listed in the support services section of the performance report. This might include bus drivers providing pupil transportation, nutritionists and cafeteria workers providing nutrition services, a nurse providing health services, or a counselor providing guidance counseling.

Teacher

A classroom instructor who is licensed and meets any other teaching requirements in your State.

Teacher aide

An assistant in the classroom who is not licensed or qualified as a teacher, but who is qualified according to State definitions to assist a teacher.

Unduplicated

A count in which a given student or staff member is represented only count once in a single category. All counts contained in specific sections of the report are to be unduplicated. How students and staff should be counted in each section of the performance report is explained in Q5 of the Questions and Answers appendix.

Ungraded

A child is ungraded if the school has an educational unit that has no separate grades. For example, some schools have primary grade groupings that are not traditionally graded, or ungraded groupings for children with learning disabilities. In some cases, ungraded students may also include special education children, transitional bilingual students, students working on a GED through a K-12 institution, or those in a correctional setting. (Students working on a GED outside of a K-12 institution are counted as out-of-school youth.)
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[Part A. General Questions: Progress Under the Consolidated State Plan and Other Program Plans] [Table of Contents] [Part C. Specific Priority Areas]

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