Office of Finance & Management

ESEA Consolidated State Application

• Federal Register Document
• No Child Left Behind Act of 2001
• U.S. Department of Education NCLB website
• Performance Goals and Indicators

ESEA Application

PART I: ESEA GOALS, ESEA INDICATORS, STATE PERFORMANCE TARGETS

PART II: STATE ACTIVITIES TO IMPLEMENT ESEA PROGRAMS

1. Describe the State’s system of standards, assessments, and accountability and provide evidence that it meets the requirements of the ESEA. In doing so –
   1. In the June 2002 submission, provide a timeline of major milestones,
      for either:
      --adopting challenging content standards in reading/language arts and mathematics at each grade level for grades 3 through 8, consistent with section 1111(b)(1) or
      --disseminating grade-level expectations for reading/language arts and mathematics for grades 3 through 8 to LEAs and schools if the State’s academic content standards cover more than one grade level.
   2. In the June 2002 submission, provide a timeline of major milestones, for adopting challenging academic content standards in science that meet the requirements of section 1111(b)(1).
   3. In the June 2002 submission, provide a timeline of major milestones for the development and implementation, in consultation with LEAs, of assessments that meet the requirements of section 1111(b)(3) in the required subjects and grade levels.
   4. In the June 2002 submission, provide a timeline of major milestones for setting, in consultation with LEAs, academic achievement standards in mathematics, reading/language arts, and science that meet the requirements of section 1111(b)(1).
   5. No submission required 6/12/02
   6. No submission required 6/12/02
   7. No submission required 6/12/02
   8. In the June 2002 submission, provide a plan for how the State will implement a single accountability system that uses the same criteria, based primarily on assessments consistent with section 1111(b), for determining whether a school has made adequate yearly progress, regardless of whether the school receives Title I, Part A, or other federal funds.
   9. In the June 2002 submission, identify the languages present in the student population to be assessed, the languages in which the State administers assessments, and the languages in which the State will need to administer assessments. Use the most recent data available and identify when the data were collected.
   10. In the June 2002 submission, provide evidence that, beginning not later than the school year 2002-2003, LEAs will provide for an annual assessment of English proficiency that meets the requirements of section 1111(b)(7) and 3116(d)(4), including assessment of English proficiency in speaking, listening, reading, writing, and comprehension. Identify the assessment(s) the State will designate for this purpose.
   11. In the June 2002 submission, describe the status of the State’s effort to establish standards and annual measurable achievement objectives under section 3122(a) of the ESEA that relate to the development and attainment of English proficiency by limited English proficient children. These standards and objectives must relate to the development and attainment of English proficiency in speaking, listening, reading, writing, and comprehension, and be aligned with the State academic content and student academic achievement standards as required by section 1111(b)(1) of the ESEA. If they are not yet established, describe the State’s plan and timeline for completing the development of these standards and achievement objectives.
2. In the June 2002 submission, describe the process for awarding competitive subgrants for the programs listed below. In a separate response for each of these programs, provide a description of the following items, including how the State will address the related statutory requirements:
   1. Even Start Family Literacy (Title I, Part B).
   2. Education of Migrant Children (Title I, Part C).
   3. Prevention and Intervention for Children Who Are Neglected, Delinquent, or At-Risk -- Local Agency Programs (Title I, Part D, Subpart 2).
   4. Comprehensive School Reform (Title I, Part F).
   5. Teacher and Principal Training and Recruiting Fund -- subgrants to eligible partnerships (Title II, Part A, Subpart 3).
   6. Enhanced Education Through Technology (Title II, Part D).
   7. Safe and Drug-Free Schools and Communities -- reservation for the Governor (Title IV, Part A, section 4112).
   8. Community Service Grants (Title IV, Part A, section 4126).
   9. 21^ST Century Community Learning Centers (Title IV Part B)
3. In the June 2002 submission, describe how the State will monitor and provide professional development and technical assistance to LEAs, schools, and other subgrantees to help them implement their programs and meet the State’s (and those entities’ own) performance goals and objectives. This description should include the assistance the SEA will provide to LEAs, schools, and other subgrantees in identifying and implementing effective instructional programs and practices based on scientific research.
4. In the June 2002 submission, describe the Statewide system of support under section 1117 for ensuring that all schools meet the State’s academic content and student achievement standards, including how the State will provide assistance to low-performing schools.
5. In the June 2002 submission, describe the activities the State will conduct to --
   1. Help Title I schools make effective use of schoolwide programs to improve the achievement of all students, including specific steps the SEA is taking and will take to modify or eliminate State fiscal and accounting barriers so that schools can easily consolidate federal, State, and local funds for schoolwide programs;
   2. Ensure that all teachers, particularly those in high-poverty areas and those in schools in need of improvement, are highly qualified. This description should include the help the State’s will provide to LEAs and schools to –
   3. Ensure that all paraprofessionals (excluding those working with parents or as translators) attain the qualifications stated in sections 1119(c) and (d) by the 2005-2006 school year.
   4. Help LEAs with a high need for technology, high percentages or numbers of children in poverty, and low-performing schools to form partnerships with other LEAs, institutions of higher education (IHEs), libraries, and other private and public for-profit and non-profit entities with technology expertise to improve the use of technology in instruction.
   5. Promote parental and community participation in schools.
   6. Secure the baseline and follow-up data for the core ESEA accountability system described in Part I.
6. In the June 2002 submission, describe how
   1. SEA officials and staff consulted with the Governor’s office in the development of the State plan;
   2. State officials and staff will coordinate the various ESEA-funded programs with State-level activities the State administers;
   3. State officials and staff will coordinate with other organizations, such as businesses, IHEs, nonprofit organizations; and
   4. State officials and staff will coordinate with other agencies, including the Governor’s office, and with other Federal programs (including those authorized by Individuals with Disabilities Education Act, the Perkins Vocational and Technical Education Act, the Head Start Act, the Adult Education and Family Literacy Act, and the McKinney-Vento Homeless Assistance Act).
7. In the June 2002 submission, describe the strategies the State will use to determine, on a regular basis, whether LEAs, schools, and other subgrantees are making satisfactory progress in meeting State and local goals and desired program outcomes. In doing so, the SEA should also describe how it will use data it gathers from subgrantees on how well they are meeting State performance targets, and the actions the State will take to determine or revise interventions for any LEAs, schools, and other subgrantees that are not making substantial progress.

PART III: ESEA KEY PROGRAMMATIC REQUIREMENTS AND FISCAL INFORMATION

1. Title I, Part A -- Improving Basic Programs Operated by LEAs [Goals 1, 2, 3, 5]
2. Title I, Part B, Subpart 3 -- Even Start Family Literacy [Goals 1,2,5]
3. Title I, Part C -- Education of Migrant Children [Goals 1,2,5]
4. Title I, Part D -- Children and Youth who are Neglected, Delinquent, or At-Risk [Goals 1,2,5]
5. Title I, Part F --Comprehensive School Reform [Goals 1, 2,5]
6. Title II, Part A -- Teacher and Principal Training and Recruiting Fund [Goals 1,2,3,5]
7. Title II, Part D -- Enhanced Education Through Technology [Goals 1,2,3]
8. Title III, Part A -- English Language Acquisition and Language Enhancement [Goals 1,2,3,5]
9. Title IV, Part A -- Safe and Drug-Free Schools and Communities [Goal 4]
10. Title IV, Part A, Subpart I, section 4112(a) -- Safe and Drug-Free Schools and Communities Reservation of State Funds for the Governor [Goal 4]
11. Title IV, Part A, Subpart 2, section 4126 -- Safe and drug-Free Schools and Communities: Community Service Grants [Goal 4]
12. Title IV, Part B -- 21st Century Community Learning Centers [Goals 1,2,5]
13. Title V, Part A -- Innovation Programs [Any Goal(s) selected by State]
14. Title VI, Part A, Subpart 1, section 6111 -- State Assessments Formula Grants [Goals 1,2,3,5]
15. Title VI, Part B, Subpart 2 -- Rural and Low-Income School Program [Goals 1,2,3,5]

• GEPA (General Education Provisions Act), Section 427
• Consolidated Administrative Funds
• Transferability

Performance Goals and Indicators

Performance goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

1. Performance indicator: The percentage of students, in the aggregate and for each subgroup, who are at or above the proficient level in reading/language arts on the State’s assessment. (Note: These subgroups are those for which the ESEA requires State reporting, as identified in section 1111(h)(1)(C)(i).)
2. Performance indicator: The percentage of students, in the aggregate and in each subgroup, who are at or above the proficient level in mathematics on the State’s assessment. (Note: These subgroups are those for which the ESEA requires State reporting, as identified in section 1111(h)(1)(C)(i).)
3. Performance indicator: The percentage of Title I schools that make adequate yearly progress.

Performance goal 2: All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

1. Performance indicator: The percentage of limited English proficient students, determined by cohort, who have attained English proficiency by the end of the school year.
2. Performance indicator: The percentage of limited English proficient students who are at or above the proficient level in reading/language arts on the State’s assessment, as reported for performance indicator 1.1.
3. Performance indicator: The percentage of limited English proficient students who are at or above the proficient level in mathematics on the State’s assessment, as reported for performance indicator 1.2.

Performance goal 3: By 2005-2006, all students will be taught by highly qualified teachers.

1. Performance indicator: The percentage of classes being taught by "highly qualified" teachers (as the term is defined in section 9101(23) of the ESEA), in the aggregate and in "high-poverty" schools (as the term is defined in section 1111(h)(1)(C)(viii) of the ESEA).
2. Performance indicator: The percentage of teachers receiving high-quality professional development. (as the term, "professional development," is defined in section 9101 (34).)
3. Performance indicator: The percentage of paraprofessionals (excluding those with sole duties as translators and parental involvement assistants) who are qualified. (See criteria in section 1119(c) and (d).)

Performance goal 4: All students will be educated in learning environments that are safe, drug free, and conducive to learning.

1. Performance indicator: The number of persistently dangerous schools, as defined by the State.

Performance Goal 5: All students will graduate from high school.

1. Performance indicator: The percentage of students who graduate from high school each year with a regular diploma,

1. --disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically disadvantaged;
2. --calculated in the same manner as used in National Center for Education Statistics reports on Common Core of Data.

2. Performance indicator: The percentage of students who drop out of school,

1. --disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically disadvantaged;
2. --calculated in the same manner as used in National Center for Education Statistics reports on Common Core of Data.