by State CONSOLIDATED STATE PERFORMANCE REPORT[16]

CONSOLIDATED STATE PERFORMANCE REPORT: Parts I and II for STATE FORMULA GRANT PROGRAMS under the ELEMENTARY AND SECONDARY EDUCATION ACT As amended by the No Child Left Behind Act of 2001 For reporting on School Year 2006-07 WEST VIRGINIA PART I DUE FRIDAY, DECEMBER 28, 2007 PART II DUE FRIDAY, FEBRUARY 22, 2008 U.S. DEPARTMENT OF EDUCATION WASHINGTON, DC 20202 INTRODUCTION Sections 9302 and 9303 of the Elementary and Secondary Education Act (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB) provide to States the option of applying for and reporting on multiple ESEA programs through a single consolidated application and report. Although a central, practical purpose of the Consolidated State Application and Report is to reduce "red tape" and burden on States, the Consolidated State Application and Report are also intended to have the important purpose of encouraging the integration of State, local, and ESEA programs in comprehensive planning and service delivery and enhancing the likelihood that the State will coordinate planning and service delivery across multiple State and local programs. The combined goal of all educational agencies–State, local, and Federal–is a more coherent, well-integrated educational plan that will result in improved teaching and learning. The Consolidated State Application and Report includes the following ESEA programs: Title I, Part A – Improving Basic Programs Operated by Local Educational Agencies Title I, Part B, Subpart 3 – William F. Goodling Even Start Family Literacy Programs Title I, Part C – Education of Migratory Children Title I, Part D – Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or AtRisk Title I, Part F – Comprehensive School Reform Title II, Part A – Improving Teacher Quality State Grants (Teacher and Principal Training and Recruiting Fund) Title II, Part D – Enhancing Education through Technology Title III, Part A – English Language Acquisition, Language Enhancement, and Academic Achievement Act Title IV, Part A, Subpart 1 – Safe and Drug-Free Schools and Communities State Grants Title IV, Part A, Subpart 2 – Safe and Drug-Free Schools and Communities National Activities (Community Service Grant Program) st Title IV, Part B – 21 Century Community Learning Centers. Title V, Part A – Innovative Programs Title VI, Section 6111 – Grants for State Assessments and Related Activities Title VI, Part B – Rural Education Achievement Program Title X, Part C – Education for Homeless Children and Youths The NCLB Consolidated State Performance Report (CSPR) for school year (SY) 2006-07 consists of two information collections. PART I Part I of the CSPR requests information related to the five ESEA Goals, established in the June 2002 Consolidated State Application, and information required for the Annual State Report to the Secretary, as described in Section 1111(h)(4) of the ESEA. The five ESEA Goals established in the June 2002 Consolidated State Application are: Performance Goal 1: By SY 2013-14, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. 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. Performance Goal 3: By SY 2005-06, all students will be taught by highly qualified teachers. Performance Goal 4: All students will be educated in learning environments that are safe, drug free, and conducive to learning. Performance Goal 5: All students will graduate from high school. Starting with SY 2005-06, collection of data for the Education of Homeless Children and Youths was added to Part I in order to provide timely data for the program's performance measures. This change allowed ED to retire OMB collection 18100650. For SY 2006-07, Migrant Education Program child count information that is used for funding purposes is now collected via Part I. This change allowed ED to retire OMB collection 1810-0519 PART II Part II of the CSPR consists of information related to State activities and outcomes of specific ESEA programs. While the information requested varies from program to program, the specific information requested for this report meets the following criteria: 1. 2. 3. 4. The information is needed for Department program performance plans or for other program needs. The information is not available from another source, including program evaluations. The information will provide valid evidence of program outcomes or results. The CSPR is the best vehicle for collection of the data. GENERAL INSTRUCTIONS AND TIMELINES All States that received funding on the basis of the Consolidated State Application for the SY 2006-07 must respond to this Consolidated State Performance Report (CSPR). Part I of the Report is due to the Department by Friday, December 28, 2007. Part II of the Report is due to the Department by Friday, February 22, 2008. Both Part I and Part II should reflect data from the SY 2006-07, unless otherwise noted. The format states will use to submit the Consolidated State Performance Report has changed to an online submission starting with SY 2004-05. This online submission system is being developed through the Education Data Exchange Network (EDEN) and will make the submission process less burdensome. Please see the following section on transmittal instructions for more information on how to submit this year's Consolidated State Performance Report. TRANSMITTAL INSTRUCTIONS The Consolidated State Performance Report (CSPR) data will be collected online from the SEAs, using the EDEN web site. The EDEN web site will be modified to include a separate area (sub-domain) for CSPR data entry. This area will utilize EDEN formatting to the extent possible and the data will be entered in the order of the current CSPR forms. The data entry screens will include or provide access to all instructions and notes on the current CSPR forms; additionally, an effort will be made to design the screens to balance efficient data collection and reduction of visual clutter. Initially, a state user will log onto EDEN and be provided with an option that takes him or her to the "SY 2006-07 CSPR". The main CSPR screen will allow the user to select the section of the CSPR that he or she needs to either view or enter data. After selecting a section of the CSPR, the user will be presented with a screen or set of screens where the user can input the data for that section of the CSPR. A user can only select one section of the CSPR at a time. After a state has included all available data in the designated sections of a particular CSPR Part, a lead state user will certify that Part and transmit it to the Department. Once a Part has been transmitted, ED will have access to the data. States may still make changes or additions to the transmitted data, by creating an updated version of the CSPR. Detailed instructions for transmitting the SY 2006-07 CSPR will be found on the main CSPR page of the EDEN web site (https://EDEN.ED.GOV/EDENPortal/). According to the Paperwork Reduction Act of 1965, no persons are required to respond to a collection of information unless it displays a valid OMB control number. The valid OMB control number for this information collection is 1810-0614. The time required to complete this information collection is estimated to average 111 hours per response, including the time to review instructions, search existing data resources, gather the data needed, and complete and review the information collection. If you have any comments concerning the accuracy of the time estimates(s) contact School Support and Technology Programs, 400 Maryland Avenue, SW, Washington DC 20202-6140. Questions about the new electronic CSPR submission process, should be directed to the EDEN Partner Support Center at 1-877-HLP-EDEN (1-877-457-3336). OMB Number: 1810-0614 Expiration Date: 10/31/2010 Consolidated State Performance Report For State Formula Grant Programs under the Elementary And Secondary Education Act as amended by the No Child Left Behind Act of 2001 Check the one that indicates the report you are submitting: Part I, 2006-07 X Part II, 2006-07 Name of State Educational Agency (SEA) Submitting This Report: West Virginia Address: 1900 Kanawha Blvd Charleston, WV 25305 Person to contact about this report: Name: Nancy Walker Telephone: 304-558-8869 Fax: 304-558-3584 e-mail: nwalker@access.k12.wv.us Name of Authorizing State Official: (Print or Type): Steve Paine Wednesday, April 16, 2008, 11:08:25 AM Signature Date CONSOLIDATED STATE PERFORMANCE REPORT: PART II For reporting on School Year 2006-07 PART II DUE FEBRUARY 22, 2008 2.1 IMPROVING BASIC PROGRAMS OPERATED BY LOCAL EDUCATIONAL AGENCIES (TITLE I, PART A) This section collects data on Title I, Part A programs. 2.1.1 Student Achievement in Schools with Title I, Part A Programs The following sections collect data on student academic achievement on the State's NCLB assessments in schools that receive Title I, Part A funds and operate either Schoolwide programs or Targeted Assistance programs. 2.1.1.1 Student Achievement in Mathematics in Schoolwide Schools (SWP) In the format of the table below, provide the number of students in SWP schools who completed the assessment and for whom a performance level was reported, in grades 3 through 8 and high school, on the State's NCLB mathematics assessments under Section 1111(b)(3) of ESEA. Also, provide the number of those students who scored at or above proficient. The percentage of students who scored at or above proficient is calculated automatically. # Students Who Completed the Assessment & a Performance Level Reported 12061 11658 10096 4123 2569 2655 35 43197 Grade 3 4 5 6 7 8 High School Total Comments: # Students Scoring At or Above Proficient 9219 9103 8018 3222 1910 1893 20 33385 Percentage At or Above Proficient 76.4 78.1 79.4 78.1 74.3 71.3 57.1 77.3 Source – The table above is produced through EDFacts. The SEA submits the data in file N/X075 that is data group 583. In addition, the SEA submits the data in file N/X101 that includes data group 22. Note: New data collection for the SY 2006-07 CSPR. 2.1.1.2 Student Achievement in Reading/Language Arts in Schoolwide Schools (SWP) This section is similar to 2.1.1.1. The only difference is that this section collects data on performance on the State's NCLB reading/language arts assessment in SWP. # Students Who Completed the Assessment & a Performance Level Reported 13055 12591 10852 4445 2813 2937 126 46819 Grade 3 4 5 6 7 8 High School Total Comments: # Students Scoring At or Above Proficient 10106 10247 8446 3611 2310 2323 70 37113 Percentage At or Above Proficient 77.4 81.4 77.8 81.2 82.1 79.1 55.6 79.3 Source – The table above is produced through EDFacts. The SEA submits the data in files N/X076, N/X077, or N/X078 that are data group 584. In addition, the SEA submits the data in file N/X101 that includes data group 22. Note: New data collection for the SY 2006-07 CSPR. 2.1.1.3 Student Achievement in Mathematics in Targeted Assistance Schools (TAS) In the table below, provide the number of students in TAS who completed the assessment and for whom a performance level was reported, in grades 3 through 8 and high school, on the State's NCLB mathematics assessments under Section 1111(b) (3) of ESEA. Also, provide the number of those students who scored at or above proficient. The percentage of students who scored at or above proficient is calculated automatically. # Students Who Completed the Assessment & a Performance Level Reported 854 833 633 132 106 110 162 2830 Grade 3 4 5 6 7 8 High School Total Comments: # Students Scoring At or Above Proficient 698 687 515 99 78 74 101 2252 Percentage At or Above Proficient 81.7 82.5 81.4 75.0 73.6 67.3 62.3 79.6 Source – The table above is produced through EDFacts. The SEA submits the data in file N/X075 that is data group 583. In addition, the SEA submits the data in file N/X101 that includes data group 22. Note: New data collection for the SY 2006-07 CSPR. 2.1.1.4 Student Achievement in Reading/Language Arts in Targeted Assistance Schools (TAS) This section is similar to 2.1.1.3. The only difference is that this section collects data on performance on the State's NCLB reading/language arts assessment in TAS. # Students Who Completed the Assessment & a Performance Level Reported 914 888 672 134 114 118 164 3004 Grade 3 4 5 6 7 8 High School Total Comments: # Students Scoring At or Above Proficient 741 738 545 112 85 100 115 2436 Percentage At or Above Proficient 81.1 83.1 81.1 83.6 74.6 84.7 70.1 81.1 Source – The table above is produced through EDFacts. The SEA submits the data in files N/X076, N/X077, or N/X078 that are data group 584. In addition, the SEA submits the data in file N/X101 that includes data group 22. Note: New data collection for the SY 2006-07 CSPR. 2.1.2 Title I, Part A Student Participation The following sections collect data on students participating in Title I, Part A by various student characteristics. 2.1.2.1 Student Participation in Public Title I, Part A by Special Services or Programs In the table below, provide the number of public school students served by either Public Title I SWP or TAS programs at any time during the regular school year for each category listed. Count each student only once in each category even if the student participated during more than one term or in more than one school or district in the State. Count each student in as many of the categories that are applicable to the student. Include pre-kindergarten through grade 12. Do not include the following individuals: (1) adult participants of adult literacy programs funded by Title I, (2) private school students participating in Title I programs operated by local educational agencies, or (3) students served in Part A local neglected programs. # Students Served 20283 546 863 38 Children with disabilities (IDEA) Limited English proficient students Students who are homeless Migratory students Comments: Correct as reported. Source – Initially, pre-populated by EDFacts file N/X037 that is data group 538, category sets C-F. If necessary, it is updated through manual entry by the SEA into the online collection tool. Note: This table was formerly section 2.1.3.1.1 of the SY 2005-06 CSPR. 2.1.2.2 Student Participation in Public Title I, Part A by Racial/Ethnic Group In the table below, provide the unduplicated number of public school students served by either public Title I SWP or TAS at any time during the regular school year. Each student should be reported in only one racial/ethnic category. Include prekindergarten through grade 12. The total number of students served will be calculated automatically. Do not include: (1) adult participants of adult literacy programs funded by Title I, (2) private school students participating in Title I programs operated by local educational agencies, or (3) students served in Part A local neglected programs. Race/Ethnicity American Indian or Alaska Native Asian or Pacific Islander Black, nonHispanic Hispanic White, nonHispanic Total Comments: # Students Served 107 395 5981 894 96268 103645 Source – The table above is produced through EDFacts. The SEA submits the data in file N/X037, that is data group ID 548, category set B. Note: This table was formerly section 2.1.3.1.2 of the SY 2005-06 CSPR. The total row is new for the SY 2006-07 CSPR. 2.1.2.3 Student Participation in Title I, Part A by Grade Level In the table below, provide the unduplicated number of students participating in Title I, Part A programs by grade level and by type of program: Title I public targeted assistance programs (Public TAS), Title I schoolwide programs (Public SWP), private school students participating in Title I programs (private), and Part A local neglected programs (local neglected). The totals column by type of program will be automatically calculated. Local Neglected Age/Grade Age 0-2 Age 3-5 (not Kindergarten) K 1 2 3 4 5 6 7 8 9 10 11 12 Ungraded TOTALS Comments: Public TAS 374 934 995 913 914 892 676 134 115 117 200 168 153 158 6743 Public SWP 6187 14379 14640 13690 13245 12797 11062 4487 2834 2962 334 131 96 58 96902 Private Total 6561 15388 15721 14690 14218 13752 11796 4663 2995 3126 540 299 249 216 345 104559 75 86 87 59 63 58 42 46 47 N<10 569 345 345 Source – The table above is produced through EDFacts. The SEA submits the data in file N/X037, that is data group ID 548, category set A. Note: This table was formerly section 2.1.3.2 of the SY 2005-06 CSPR. The percent of total column has been deleted for the SY 2006-07 CSPR. 2.1.2.4 Student Participation in Title I, Part A Targeted Assistance Programs by Instructional and Support Services The following sections request data about the participation of students in TAS. 2.1.2.4.1 Student Participation in Title I, Part A Targeted Assistance Programs by Instructional Services In the table below, provide the number of students receiving each of the listed instructional services through a TAS program funded by Title I, Part A. Students may be reported as receiving more than one instructional service. However, students should be reported only once for each instructional service regardless of the frequency with which they received the service. # Students Served 623 1099 Mathematics Reading/language arts Science Social studies Vocational/career Other instructional services Comments: Correct as reported Source – The table above is produced through EDFacts. The SEA submits the data in file N/X036 that is data group ID 549, category set A. Note: This table was formerly part of section 2.1.3.3 of the SY 2005-06 CSPR. 2.1.2.4.2 Student Participation in Title I, Part A Targeted Assistance Programs by Support Services In the table below, provide the number of students receiving each of the listed support services through a TAS program funded by Title I, Part A. Students may be reported as receiving more than one support service. However, students should be reported only once for each support service regardless of the frequency with which they received the service. # Students Served Health, dental, and eye care Supporting guidance/advocacy Other support services Comments: N<10 Source – The table above is produced through EDFacts. The SEA submits the data in file N/X036 that is data group ID 549, category set B. Note: This table was formerly part of section 2.1.3.3 of the SY 2005-06 CSPR. 2.1.3 Staff Information for Title I, Part A Targeted Assistance Programs (TAS) In the table below, provide the number of full-time equivalent (FTE) staff funded by a Title I, Part A TAS in each of the staff categories. For staff who work with both TAS and SWP, report only the FTE attributable to their TAS responsibilities. For paraprofessionals only, provide the percentage of paraprofessionals who were qualified in accordance with Section 1119 (c) and (d) of the Elementary and Secondary Education Act (ESEA) as amended by the No Child Left Behind Act (NCLB) of 2002. See the FAQs following the table for additional information. Staff Category Teachers Paraprofessionals1 Other paraprofessionals (translators, parental involvement, computer assistance)2 Clerical support staff Administrators (non-clerical) Comments: Source – Manual entry by SEA into the online collection tool. Note: This table was formerly part of section 2.1.4 of the SY 2005-06 CSPR. The following changes have been made to this table for the SY 2006-07 CSPR: Instructional Paraprofessionals has been relabeled to paraprofessionals, Non-instructional paraprofessionals has been relabeled to other paraprofessionals(translators, parental involvement, computer assistance), Support staff (clerical and non-clerical) has been relabeled to Clerical support staff, Other (specify) has been deleted, and percentage qualified has been added. FAQs on staff information a. What is a "paraprofessional?" An employee of an LEA who provides instructional support in a program supported with Title I, Part A funds. Instructional support includes the following activities: (1) Providing one-on-one tutoring for eligible students, if the tutoring is scheduled at a time when a student would not otherwise receive instruction from a teacher; (2) Providing assistance with classroom management, such as organizing instructional and other materials; (3) Providing assistance in a computer laboratory; (4) Conducting parental involvement activities; (5) Providing support in a library or media center; (6) Acting as a translator; or (7) Providing instructional services to students. What is an "other paraprofessional?" Paraprofessionals who do not provide instructional support, for example, paraprofessionals who are translators or who work with parental involvement or computer assistance. Who is a qualified paraprofessional? A paraprofessional who has (1) completed 2 years of study at an institution of higher education; (2) obtained an associate's (or higher) degree; or (3) met a rigorous standard of quality and been able to demonstrate, through a formal State or local academic assessment, knowledge of and the ability to assist in instructing reading, writing, and mathematics (or, as appropriate, reading readiness, writing readiness, and mathematics readiness) (Section 1119(c) and (d).) For more information on qualified paraprofessionals, please refer to the Title I paraprofessionals Guidance, available at: http://www.ed.gov/policy/elsec/guid/paraguidance.doc. • • 1 Consistent with ESEA as amended by NCLB, Title I, Section 1119(g)(2). 2 Consistent with ESEA as amended by NCLB, Title I, Section 1119(e). Staff FTE 24.00 3.00 0.00 0.00 0.00 Percentage Qualified 100.0 b. c. 2.1.3.1 Paraprofessional Information for Title I, Part A Schoolwide Programs (formerly 1.5.4.) In the table below, provide the number of FTE paraprofessionals who served in SWP and the percentage of these paraprofessionals who were qualified in accordance with Section 1119 (c) and (d) of ESEA. Use the additional guidance found below the previous table. Paraprofessionals FTE Paraprofessionals3 Comments: Source – Manual entry by SEA into the online collection tool. Note: This table was formerly section 1.5.4 of the SY 2005-06 CSPR. For the SY 2006-07 CSPR, the paraprofessional FTE count has been added to this data collection. 3 Consistent with ESEA as amended by NCLB, Title I, Section 1119(g)(2). 85.1 100.0 Percentage Qualified 2.2 WILLIAM F. GOODLING EVEN START FAMILY LITERACY PROGRAMS (TITLE I, PART B, SUBPART 3) 2.2.1 Subgrants and Even Start Program Participants For the reporting program year July 1, 2006 to June 30, 2007, please provide the following information: 2.2.1.1 Federally Funded Even Start Subgrants in the State Source – Manual entry by SEA into the online collection tool 2.2.1.2 Even Start Families Participating During the Year In the table below, provide the number of participants for each of the groups listed below. The following terms apply: 1. "Participating" means enrolled and participating in all required core services. 2. "Adults" include teen parents. The number of participating children will be calculated automatically. # Participants 1. Families participating 2. Adults participating 3. Adults participating who are limited English proficient (LEP) 4. Participating children a. Infants and toddlers (birth through 2 years) b. Preschool age (age 3 through 5) c. School age (age 6 through 8) Comments: 91 94 4 100 27 57 16 Source – Manual entry by SEA into the online collection tool. Note: The participating children subcategories have been added to this data collection for the SY 2006-07 CSPR. 2.2.1.3 Characteristics of Newly Enrolled Families at the Time of Enrollment In the table below, provide the number of families at the time of enrollment for each of the groups listed below. The term "newly enrolled family" means a family who enrolls for the first time in the Even Start project at any time during the year. # 1. Number of newly enrolled families 2. Number of newly enrolled adult participants 3. Number of newly enrolled families at or below the federal poverty level 4. Number of newly enrolled adult participants without a high school diploma or GED at the time of enrollment 5. Number of newly enrolled adult participants who have not gone beyond the 9th grade Comments: Source – Manual entry by SEA into the online collection tool. Note: For the SY 2006-07 CSPR, three new rows have been added: the number of newly enrolled families at or below the federal poverty level, the number of newly enrolled adult participants without a high school diploma or GED at the time of enrollment, and the number of newly enrolled adult participants who have not gone beyond the 9 grade data collections have been changed from percent to number. 2.2.1.4 Retention of Families In the table below, provide the number of families who are newly enrolled, those who exited the program during the year, and those continuing in the program. For families who have exited, count the time between the family's start date and exit date. For families still participating, count the time between the family's start date and the end of the reporting year (June 30, 2007). Report each family only once in lines 1-4. The total number of families participating will be automatically calculated. Time in Program 1. Number of families participating 3 months or less 2. Number of families participating more than 3 months and fewer than 6 months 3. Number of families participating more than 6 months and fewer than 12 months 4. Number of families participating 12 months or longer 5. Total families participating Comments: Source – Manual entry by SEA into the online collection tool. Note: The additional calculation of total families participating is new for the SY 2006-07 CSPR. This data collection has been changed from collecting percent of families to collecting number of families for the SY 2006-07 CSPR. # Families 23 13 28 28 92 th 53 55 51 40 13 2.2.2 Federal Even Start Performance Indicators This section collects data about the federal Even Start Performance Indicators. Describe your State's progress in meeting the federal performance indicators listed for Even Start participants. States should always provide an explanation if they are using measures that differ from what is specified. WV monitors the progress of Even Start Performance Indicators annually through the use of on-site monitoring visits and reporting, as well as reports utilizing Literacy Pro. on a monthly basis. Initial monitoring visitis occur mid-year and follow-up visits during the spring. Performance Indicators are reported to the State coordinator of Even Start by the contracted monitor. For adult learners, eight sites utilize TABE, five utilize CASAS, and one BEST. The percentage of of adults who met the goals for reading equaled 80%. The percentatge of LEP adults who met the goals of reading was 75%. 23 adults met the goal of a high school diploma or GED (one was school age -22 were non-school age adults), while one entered college. 97% of age eligible children for kindergarten demonstrated significant language gains, while 12.6 was the average number of letters measured by PALS. 86% of school age children participating read on grade level as reported thorugh report cards, PPVT III, IEPs and progress reports. Note: This is a new data collection for the SY 2006-07 CSPR. 2.2.2.1 Adults Showing Significant Learning Gains on Measures of Reading In the table below, provide the number of adults who showed significant learning gains on measures of reading. To be counted under "pre-and post-test", an individual must have completed both the pre-and post-tests. Do not include LEP adults. The definition of "significant learning gains" for adult education is determined by your State's adult education program in conjunction with the Department of Education's Office of Vocational and Adult Education (OVAE). These instructions/definitions apply to both 2.2.2.1 and 2.2.2.2. # Pre-and Post-Tested 61 N<10 0 # Who Met Goal 49 N<10 0 Explanation (if applicable) TABE CASAS Other Comments: Source – Manual entry by SEA into the online collection tool. Note: This table was formerly part of section 2.2.2 of the SY 2005-06 CSPR. For the SY 2006-07 CSPR, the number of adults pre-and post-tested has been added, but the number participating (cohort) has been deleted. This data collection requests the number of adults who showed significant gains. This is different from the SY 2005-06 CSPR, which requested the percentage of adults who showed significant gains. 2.2.2.2 LEP Adults Showing Significant Learning Gains on Measures of Reading In the table below, provide the number of LEP adults who showed significant learning gains on measures of reading. # Pre-and Post-Tested 0 N<10 N<10 # Who Met Goal 0 N<10 N<10 Explanation (if applicable) TABE CASAS Other Comments: ESL -BEST Source – Manual entry by SEA into the online collection tool. Note: This table was formerly part of section 2.2.2 of the SY 2005-06 CSPR. For the SY 2006-07 CSPR, the number of adults pre-and post-tested has been added, but the number participating (cohort) has been deleted. This data collection requests the number of adults who showed significant gains. This is different from the SY 2005-06 CSPR, which requested the percentage of adults who showed significant gains. 2.2.2.3 Adults Earning a High School Diploma or GED In the table below, provide the number of school-age adults who earned a high school diploma or GED. The following terms apply: 1. "School-age adults" is defined as any parent attending an elementary or secondary school. This also includes those adults within the State's compulsory attendance range who are being served in an alternative school setting, such as directly through the Even Start program. 2. "Non-school-age" adults are any adults who do not meet the definition of "school-age." 3. "Cohort" includes only those adult participants who had a realistic goal of earning a high school diploma or GED. Note that age limitations on taking the GED differ by State, so you should include only those adult participants for whom attainment of a GED or high school diploma is a possibility. School-Age Adults Diploma GED Other Comments: # In Cohort N<10 N<10 0 # Who Met Goal 0 N<10 0 Explanation (if applicable) Source – Manual entry by SEA into the online collection tool. Note: This table was formerly part of section 2.2.2 of the SY 2005-06 CSPR. This data collection is requesting the number of school age adults earning a diploma or GED, which is a change from the SY 2005-06 CSPR where it requested the percentage. Non-School-Age Adults Diploma GED Other Comments: # In Cohort N<10 34 N<10 # Who Met Goal N<10 18 N<10 Explanation (if applicable) one participant enterted college Source – Manual entry by SEA into the online collection tool. Note: This table was formerly part of section 2.2.2 of the SY 2005-06 CSPR. This data collection is requesting the number of non-school age adults earning a diploma or GED, which is a change from the SY 2005-06 CSPR where it requested the percentage. For the SY 2006-07 CSPR, the collection of diploma or GED data has been split into two rows, which is a change from the SY 2005-06 CSPR where it was collected together. 2.2.2.4 Children Entering Kindergarten Who Are Achieving Significant Learning Gains on Measures of Language Development In the table below, provide the number of children who are achieving significant learning gains on measures of language development. The following terms apply to 2.2.2.4 through 2.2.2.7: 1. A "significant learning gain" is considered to be a standard score increase of 4 or more points with a minimum 6 months between pre-and post-test. 2. "Age-Eligible" includes the total number of children who are expected to enter kindergarten in the school year following the reporting year. 3. "Tested" includes the number of age-eligible children who took both a pre-and post-test with at least 6 months of services in between. 4. "Exempted" includes the number of children exempted from testing due to a severe disability or inability to understand the directions in English. # Who Met Goal 34 # Age-Eligible PPVT-III 35 Comments: #Tested 33 # Exempted N<10 Explanation (if applicable) one esl child and one moved before testing Source – Manual entry by SEA into the online collection tool. Note: This table was formerly part of section 2.2.2 of the SY 2005-06 CSPR. For the SY 2006-07 CSPR, the number age eligible, the number tested and the number exempted have been added, but the number participating (cohort) has been deleted. This data collection is requesting the number of children entering kindergarten who are achieving significant learning gains, which is a change from the SY 2005-06 CSPR where it requested the percentage. 2.2.2.5 The Average Number of Letters Children Can Identify as Measured by the PALS Pre-K Upper Case Letter Naming Subtask In the table below, provide the average number of letters children can identify as measured by the PALS Pre-K Upper Case Letter Naming Subtask. The term "average number of letters" includes the average score for the children in your State who participated in this assessment. This should be provided as a weighted average and rounded to one decimal. # AgeEligible PALS PreK Upper Case Comments: 18 Average Number of Letters (Weighted Average) 12.6 Explanation (if applicable) # Tested 18 Source – Manual entry by SEA into the online collection tool. Note: This table was formerly part of section 2.2.2 of the SY 2005-06 CSPR. For the SY 2006-07 CSPR, the number age eligible, the number tested and the average number of letters (weighted average) have been added, but the number participating (cohort) has been deleted. This data collection is requesting the average number of letters children can identify, which is a change from the SY 2005-06 CSPR where it requested the percentage. 2.2.2.6 School-Aged Children Reading on Grade Level In the table below, provide the number of school-age children who read on grade level. The source of these data is usually determined by the State and, in some cases, by school district. Please indicate the source(s) of the data in the "Explanation" field. Grade K 1 2 3 Comments: # In Cohort N<10 N<10 N<10 N<10 # Who Met Goal N<10 N<10 N<10 N<10 Explanation (include source of data) report card report card, PPVT III, IEP, and progress reports report card, PPVT III, IEP, and progress reports report card, PPVT III, IEP, and progress reports Source – Manual entry by SEA into the online collection tool. Note: This table was formerly part of section 2.2.2 of the SY 2005-06 CSPR. This data collection is requesting the number of school-age children reading on grade level, which is a change from the SY 2005-06 CSPR where it requested the percentage. The breakdown of grades K through 3 is new for the SY 2006-07 CSPR. 2.2.2.7 Parents Who Show Improvement on Measures of Parental Support for Children's Learning in the Home, School Environment, and Through Interactive Learning Activities In the table below, provide the number of parents who show improvement on measures of parental support for children's learning in the home, school environment, and through interactive learning activities. While many states are using the PEP, other assessments of parenting education are acceptable. Please describe results and the source(s) of any non-PEP data in the "Other" field, with appropriate information in the Explanation field. # In Cohort 78 77 70 78 # Who Met Goal 58 54 62 57 Explanation (if applicable) rd PEP Scale I PEP Scale II PEP Scale III PEP Scale IV Other Comments: Source – Manual entry by SEA into the online collection tool. Note: This table was formerly part of section 2.2.2 of the SY 2005-06 CSPR. This data collection is requesting the number of parents who show improvement on measures of parental support, which is a change from the SY 200506 CSPR where it requested the percentage. The breakdown of PEP scales is new for the SY 2006-07 CSPR. 2.3 EDUCATION OF MIGRATORY CHILDREN (TITLE I, PART C) This section collects data on the Migrant Education Program (Title I, Part C) for the reporting period of September 1, 2006 through August 31, 2007. This section is composed of the following subsections: • • • • • • Population data of eligible migrant children; Academic data of eligible migrant students; Participation data – migrant children served during either the regular school year, summer/intersession term, or program year; School data; Project data; Personnel data. Where the table collects data by age/grade, report children in the highest age/grade that they attained during the reporting period. For example, a child who turns 3 during the reporting period would only be reported in the "Age 3 through 5 (not Kindergarten)" row. FAQs at 1.10 contain definitions of out-of-school and ungraded that are used in this section. 2.3.1 Population Data The following questions collect data on eligible migrant children. 2.3.1.1 Eligible Migrant Children In the table below, provide the unduplicated number of eligible migrant children by age/grade. The total is calculated automatically. Age/Grade Eligible Migrant Children Age birth through 2 N<10 Age 3 through 5 (not Kindergarten) N<10 K N<10 1 N<10 2 N<10 3 N<10 4 N<10 5 N<10 6 N<10 7 N<10 8 N<10 9 N<10 10 0 11 0 12 N<10 Ungraded 0 Out-of-school 0 Total 52 Comments: West Virginia has had difficulty retaining a qualified recruiter for the migrant program. We have contracted with recruiters from a neighboring state to conduct a "sweep" of the eastern panhandle of the state in February, 2008. Our numbers should increase at that time. Source – All rows except for "age birth through 2" are populated with the data provided in Part I, Section 1.10, Question 1.10.1. Initially, the row "age birth through 2" is pre-populated by EDFacts file N/X121 that is data group 634, subtotal 1. If necessary, it is updated through manual entry by the SEA into the online collection tool. 2.3.1.2 Priority for Services In the table below, provide the unduplicated number of eligible migrant children who have been classified as having "Priority for Services." The total is calculated automatically. Below the table is a FAQ about the data collected in this table. Age/Grade Priority for Services Age 3 through 5 (not Kindergarten) N<10 K N<10 1 N<10 2 N<10 3 N<10 4 N<10 5 N<10 6 N<10 7 N<10 8 N<10 9 N<10 10 0 11 0 12 N<10 Ungraded 0 Out-of-school 0 Total 48 Comments: West Virginia has had difficulty retaining a qualified recruiter for the migrant program. We have contracted with recruiters from a neighboring state to conduct a "sweep" of the eastern panhandle of the state in February, 2008. Our numbers should increase at that time. Source – Initially, pre-populated by EDFacts file N/X121 that is data group 634, category set B. If necessary, it is updated through manual entry by the SEA into the online collection tool. Note: This table was formerly part of section 2.3.1.1 of the SY 2005-06 CSPR. FAQ on priority for services: Who is classified as having "priority for service?" Migratory children who are failing, or most at risk of failing to meet the State's challenging academic content standards and student academic achievement standards, and whose education has been interrupted during the regular school year. 2.3.1.3 Limited English Proficient In the table below, provide the unduplicated number of eligible migrant children who are also limited English proficient (LEP). The total is calculated automatically. Age/Grade Age 3 through 5 (not Kindergarten) K 1 2 3 4 5 6 7 8 9 10 11 12 Ungraded Out-of-school Total Comments: Correct as reported Limited English Proficient (LEP) N<10 N<10 N<10 N<10 N<10 N<10 N<10 N<10 N<10 N<10 N<10 0 0 0 0 0 30 Source – Initially, pre-populated by EDFacts file N/X121 that is data group 634, category set C. If necessary, it is updated through manual entry by the SEA into the online collection tool. Note: This table was formerly part of section 2.3.1.1 of the SY 2005-06 CSPR. 2.3.1.4 Children with Disabilities (IDEA) In the table below, provide the unduplicated number of eligible migrant children who are also Children with Disabilities (IDEA) under Part B or Part C of the IDEA. The total is calculated automatically. Age/Grade Age birth through 2 Age 3 through 5 (not Kindergarten) K 1 2 3 4 5 6 7 8 9 10 11 12 Ungraded Out-of-school Total Comments: Correct as reported Children with Disabilities (IDEA) 0 N<10 0 0 0 N<10 N<10 0 0 0 0 0 0 0 0 0 0 N<10 Source – Initially, pre-populated by EDFacts file N/X121 that is data group 634, category set D. If necessary, it is updated through manual entry by the SEA into the online collection tool. Note: This table was formerly part of section 2.3.1.1 of the SY 2005-06 CSPR. 2.3.1.5 Last Qualifying Move In the table below, provide the unduplicated number of eligible migrant children by when the last qualifying move occurred. The months are calculated from the last day of the reporting period, August 31. The totals are calculated automatically. Last Qualifying Move Is within X months from the last day of the reporting period Previous 13 – 24 Previous 25 – 36 Previous 37 – 48 Months Months Age/Grade 12 Months Months Age birth through 2 0 N<10 0 N<10 Age 3 through 5 (not Kindergarten) 0 N<10 0 0 K 0 0 N<10 N<10 1 0 0 N<10 N<10 2 0 0 N<10 N<10 3 0 0 N<10 N<10 4 0 0 N<10 N<10 5 0 0 0 N<10 6 0 0 0 N<10 7 0 0 N<10 N<10 8 0 0 N<10 N<10 9 0 0 0 N<10 10 0 0 0 0 11 0 0 0 0 12 0 1 0 0 Ungraded 0 0 0 0 Out-of-school 0 0 0 0 Total 0 29 21 0 Comments: Without a recruiter, students were not identified as to qualifying moves. That problem is being corrected with the employment of a recruiter. Source – Manual entry by SEA into the online collection tool. Note: This table was formerly part of section 2.3.1.1 of the SY 2005-06 CSPR. New for this data collection for the SY 200607 CSPR is the column requesting data on students whose qualifying move occurred in the previous 37-48 months and the date of August 31 as the last day of the reporting period. 2.3.1.6 Qualifying Move During Regular School Year In the table below, provide the unduplicated number of eligible migrant children with any qualifying move during the regular school year within the previous 36 months calculated from the last day of the reporting period, August 31. The total is calculated automatically. Age/Grade Move During Regular School Year Age birth through 2 N<10 Age 3 through 5 (not Kindergarten) N<10 K N<10 1 N<10 2 N<10 3 N<10 4 N<10 5 N<10 6 N<10 7 N<10 8 N<10 9 N<10 10 0 11 0 12 N<10 Ungraded 0 Out-of-school 0 Total 52 Comments: Correct as reported Source – Manual entry by SEA into the online collection tool. Note: This table was formerly part of section 2.3.1.1 of the SY 2005-06 CSPR. New for this data collection for the SY 200607 CSPR is the date of August 31 as the last day of the reporting period. 2.3.2 Academic Status The following questions collect data about the academic status of eligible migrant students. 2.3.2.1 Dropouts In the table below, provide the unduplicated number of eligible migrant students who dropped out of school. The total is calculated automatically. Grade Dropped Out 7 0 8 0 9 0 10 0 11 0 12 0 Ungraded 0 Total 0 Comments: This information is correct as reported. WVDE has no record of anyone in this group dropping out of school in 2006-2007. There are very few students in this group. Source – Initially, pre-populated by EDFacts file N/X032 that is data group 326, category set E. If necessary, it is updated through manual entry by the SEA into the online collection tool. Note: This table was formerly part of section 2.3.1.2 of the SY 2005-06 CSPR. FAQ on Dropouts: How is "dropped out of school" defined? The term used for students, who, during the reporting period, were enrolled in a public or private school for at least one day, but who subsequently left school with no plans on returning to enroll in a school and continue toward a high school diploma. Students who dropped out-of-school prior to the 2006-07 reporting period should be classified NOT as "dropped-out-of-school" but as "out-of-school youth." 2.3.2.2 GED In the table below, provide the total unduplicated number of eligible migrant students who obtained a General Education Development (GED) Certificate in your state. Source – Manual entry by SEA into the online collection tool. Note: This table was formerly part of section 2.3.1.2 of the SY 2005-06 CSPR. 2.3.2.3 Participation in State NCLB Assessments The following questions collect data about the participation of eligible migrant students in State NCLB Assessments. 2.3.2.3.1 Reading/Language Arts Participation In the table below, provide the unduplicated number of eligible migrant students enrolled in school during the State testing window and tested by the State NCLB reading/language arts assessment by grade level. The totals are calculated automatically. Grade Enrolled Tested 3 N<10 N<10 4 N<10 N<10 5 N<10 N<10 6 N<10 N<10 7 N<10 N<10 8 N<10 N<10 9 0 0 10 0 0 11 0 0 12 0 0 Ungraded Total 30 30 Comments: Correct as reported. This number includes all atudents who took the test regardless of whether the student was in the school for a full-academic-year. Source – Initially, pre-populated by EDFacts file N/X081 that includes data group 589, category set F. If necessary, it is updated through manual entry by the SEA into the online collection tool. Note: This table was formerly part of section 2.3.1.2 of the SY 2005-06 CSPR. 2.3.2.3.2 Mathematics Participation This section is similar to 2.3.3.1. The only difference is that this section collects data on migrant students and the State's NCLB mathematics assessment. Grade Enrolled Tested 3 N<10 N<10 4 N<10 N<10 5 N<10 N<10 6 N<10 N<10 7 N<10 N<10 8 N<10 N<10 9 0 0 10 0 0 11 0 0 12 0 0 Ungraded Total 30 30 Comments: Correct as reported. This number includes all atudents who took the test regardless of whether the student was in the school for a full-academic-year. Source – Same as 2.3.3.1. Note: This table was formerly part of section 2.3.1.2 of the SY 2005-06 CSPR. 2.3.3 MEP Participation Data The following questions collect data about the participation of migrant students served during the regular school year, summer/intersession term, or program year. Unless otherwise indicated, participating migrant children include: • • Children who received instructional or support services funded in whole or in part with MEP funds. Children who received a MEP-funded service, even those children who continued to receive services (1) during the term their eligibility ended, (2) for one additional school year after their eligibility ended, if comparable services were not available through other programs, and (3) in secondary school after their eligibility ended, and served through credit accrual programs until graduation (e.g., children served under the continuation of services authority, Section 1304(e)(1– 3)). Do not include: • • Children who were served through a Title I SWP where MEP funds were consolidated with those of other programs. Children who were served by a "referred" service only. 2.3.3.1 MEP Participation – Regular School Year The following questions collect data on migrant children who participated in the MEP during the regular school year. Do not include: ● Children who were only served during the summer/intersession term. 2.3.3.1.1 MEP Students Served During the Regular School Year In the table below, provide the unduplicated number of participating migrant children who received MEP-funded instructional or support services during the regular school year. Do not count the number of times an individual child received a service intervention. The total number of students served is calculated automatically. Age/Grade Age Birth through 2 Age 3 through 5 (not Kindergarten) K 1 2 3 4 5 6 7 8 9 10 11 12 Ungraded Out-of-school Total Comments: Served During Regular School Year N<10 N<10 N<10 N<10 N<10 N<10 N<10 N<10 N<10 N<10 N<10 N<10 0 0 N<10 0 0 52 Source – Initially, pre-populated by EDFacts file N/X123 that includes data group 636, subtotal 1. If necessary, it is updated through manual entry by the SEA into the online collection tool. Note: This table was formerly part of section 2.3.1.3.1 of the SY 2005-06 CSPR. 2.3.3.1.2 Priority for Services – During the Regular School Year In the table below, provide the unduplicated number of participating migrant children who have been classified as having "priority for services" and who received instructional or support services during the regular school year. The total is calculated automatically. Age/Grade Priority for Services Age 3 through 5 N<10 K N<10 1 N<10 2 N<10 3 N<10 4 N<10 5 N<10 6 N<10 7 N<10 8 N<10 9 N<10 10 0 11 0 12 N<10 Ungraded 0 Out-of-school 0 Total 48 Comments: West Virginia has had difficulty retaining a qualified recruiter for the migrant program. We have contracted with recruiters from a neighboring state to conduct a "sweep" of the eastern panhandle of the state in February, 2008. Our numbers should increase at that time. Source – Initially, pre-populated by EDFacts file N/X123 that includes data group 636, category set A. If necessary, it is updated through manual entry by the SEA into the online collection tool. Note: This table was formerly part of section 2.3.1.3.1 of the SY 2005-06 CSPR. 2.3.3.1.3 Continuation of Services – During the Regular School Year In the table below, provide the unduplicated number of participating migrant children who received instructional or support services during the regular school year served under the continuation of services authority Sections 1304(e)(2)–(3). Do not include children served under Section 1304(e)(1), which are children whose eligibility expired during the school term. The total is calculated automatically. Age/Grade Age 3 through 5 (not Kindergarten) K 1 2 3 4 5 6 7 8 9 10 11 12 Ungraded Out-of-school Total Continuation of Services 0 0 0 N<10 N<10 N<10 0 N<10 0 0 N<10 0 0 0 0 0 N<10 Comments: Correct as reported Source – Manual entry by SEA into the online collection tool. Note: This table was formerly part of section 2.3.1.3.1 of the SY 2005-06 CSPR. 2.3.3.1.4 Services The following questions collect data on the services provided to participating migrant children during the regular school year. FAQ on Services: What are services? Services are a subset of all allowable activities that the MEP can provide through its programs and projects. "Services" are those educational or educationally related activities that: (1) directly benefit a migrant child; (2) address a need of a migrant child consistent with the SEA's comprehensive needs assessment and service delivery plan; (3) are grounded in scientifically based research or, in the case of support services, are a generally accepted practice; and (4) are designed to enable the program to meet its measurable outcomes and contribute to the achievement of the State's performance targets. Activities related to identification and recruitment activities, parental involvement, program evaluation, professional development, or administration of the program are examples of allowable activities that are NOT considered services. Other examples of an allowable activity that would not be considered a service would be the one-time act of providing instructional packets to a child or family, and handing out leaflets to migrant families on available reading programs as part of an effort to increase the reading skills of migrant children. Although these are allowable activities, they are not services because they do not meet all of the criteria above. 2.3.3.1.4.1 Instructional Service – During the Regular School Year In the table below, provide the unduplicated number of participating migrant children who received any type of MEP-funded instructional service during the regular school year. Include children who received instructional services provided by either a teacher or a paraprofessional. Children should be reported only once regardless of the frequency with which they received a service intervention. The total is calculated automatically. Age/Grade Children Receiving an Instructional Service Age birth through 2 0 Age 3 through 5 (not Kindergarten) N<10 K N<10 1 N<10 2 N<10 3 N<10 4 N<10 5 N<10 6 N<10 7 N<10 8 N<10 9 N<10 10 0 11 0 12 N<10 Ungraded 0 Out-of-school 0 Total 51 Comments: West Virginia has had difficulty retaining a qualified recruiter for the migrant program. We have contracted with recruiters from a neighboring state to conduct a "sweep" of the eastern panhandle of the state in February, 2008. Our numbers should increase at that time. Source – Manual entry by SEA into the online collection tool. Note: This table was formerly part of section 2.3.1.3.1 of the SY 2005-06 CSPR. 2.3.3.1.4.2 Type of Instructional Service In the table below, provide the number of participating migrant children reported in the table above who received reading instruction, mathematics instruction, or high school credit accrual during the regular school year. Include children who received such instructional services provided by a teacher only. Children may be reported as having received more than one type of instructional service in the table. However, children should be reported only once within each type of instructional service that they received regardless of the frequency with which they received the instructional service. The totals are calculated automatically. High School Credit Accrual Age/Grade Reading Instruction Mathematics Instruction Age birth through 2 0 0 Age 3 through 5 (not 0 0 Kindergarten) K N<10 N<10 1 N<10 N<10 2 N<10 N<10 3 N<10 N<10 4 N<10 N<10 5 N<10 N<10 6 N<10 N<10 7 0 0 8 0 0 9 0 0 0 10 0 0 0 11 0 0 0 12 0 0 0 Ungraded 0 0 0 Out-of-school 0 0 0 Total 33 33 0 Comments: Values are correct. West Virginia has had difficulty retaining a qualified recruiter for the migrant program. We have contracted with recruiters from a neighboring state to conduct a "sweep" of the eastern panhandle of the state in February, 2008. Our numbers should increase at that time. Source – Manual entry by SEA into the online collection tool. Note: This table was formerly part of section 2.3.1.3.1 of the SY 2005-06 CSPR. 2.3.3.1.4.3 Support Services with Breakout for Counseling Service In the table below, in the column titled Support Services, provide the unduplicated number of participating migrant children who received any MEP-funded support service during the regular school year. In the column titled Counseling Service, provide the unduplicated number of participating migrant children who received a counseling service during the regular school year. Children should be reported only once in each column regardless of the frequency with which they received a support service intervention. The totals are calculated automatically. Breakout of Children Receiving Counseling Service 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Age/Grade Age birth through 2 Age 3 through 5 (not Kindergarten) K 1 2 3 4 5 6 7 8 9 10 11 12 Ungraded Out-of-school Total Comments: Zero values are correct. Children Receiving Support Services 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Source – Manual entry by SEA into the online collection tool. Note: This table was formerly part of section 2.3.1.3.1 of the SY 2005-06 CSPR. FAQs on Support Services: a. What are support services? These MEP-funded services include, but are not limited to, health, nutrition, counseling, and social services for migrant families; necessary educational supplies, and transportation. The one-time act of providing instructional or informational packets to a child or family does not constitute a support service. What are counseling services? Services to help a student to better identify and enhance his or her educational, personal, or occupational potential; relate his or her abilities, emotions, and aptitudes to educational and career opportunities; utilize his or her abilities in formulating realistic plans; and achieve satisfying personal and social development. These activities take place between one or more counselors and one or more students as counselees, between students and students, and between counselors and other staff members. The services can also help the child address life problems or personal crisis that result from the culture of migrancy. b. 2.3.3.1.4.4 Referred Service – During the Regular School Year In the table below, provide the unduplicated number of participating migrant children who, during the regular school year, received an educational or educationally related service funded by another non-MEP program/organization that they would not have otherwise received without efforts supported by MEP funds. Children should be reported only once regardless of the frequency with which they received a referred service. Include children who were served by a referred service only or who received both a referred service and MEP-funded services. Do not include children who were referred, but received no services. The total is calculated automatically. Age/Grade Age birth through 2 Age 3 through 5 (not Kindergarten) K 1 2 3 4 5 6 7 8 9 10 11 12 Ungraded Out-of-school Total Comments: Zero values are correct. Referred Service 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Source – Manual entry by SEA into the online collection tool. Note: This table was formerly part of section 2.3.1.3.1 of the SY 2005-06 CSPR. 2.3.3.2 MEP Participation – Summer/Intersession Term The questions in this subsection are similar to the questions in the previous section. There are two differences. First, the questions in this subsection collect data on the summer/intersession term instead of the regular school year. The second is the source for the table on migrant students served during the summer/intersession is EDFacts file N/X124 that includes data group 637. 2.3.3.2.1 MEP Students Served During the Summer/Intersession Term In the table below, provide the unduplicated number of participating migrant children who received MEP-funded instructional or support services during the summer/intersession term. Do not count the number of times an individual child received a service intervention. The total number of students served is calculated automatically. Age/Grade Age Birth through 2 Age 3 through 5 (not Kindergarten) K 1 2 3 4 5 6 7 8 9 10 11 12 Ungraded Out-of-school Total Comments: Correct as reported Served During Summer/Intersession Term 0 0 N<10 N<10 N<10 N<10 N<10 N<10 N<10 0 0 0 0 0 0 0 0 21 Source – Initially, pre-populated by EDFacts file N/X124 that includes data group 637, subtotal 1. If necessary, it is updated through manual entry by the SEA into the online collection tool. Note: This table was formerly part of section 2.3.1.3.2 of the SY 2005-06 CSPR. 2.3.3.2.2 Priority for Services – During the Summer/Intersession Term In the table below, provide the unduplicated number of participating migrant children who have been classified as having "priority for services" and who received instructional or support services during the summer/intersession term. The total is calculated automatically. Age/Grade Age 3 through 5 K 1 2 3 4 5 6 7 8 9 10 11 12 Ungraded Out-of-school Total Comments: correct as reported Priority for Services 0 N<10 N<10 N<10 N<10 N<10 N<10 N<10 0 0 0 0 0 0 0 0 21 Source – Initially, pre-populated by EDFacts file N/X124 that includes data group 637, category set A. If necessary, it is updated through manual entry by the SEA into the online collection tool. Note: This table was formerly part of section 2.3.1.3.2 of the SY 2005-06 CSPR. 2.3.3.2.3 Continuation of Services – During the Summer/Intersession Term In the table below, provide the unduplicated number of participating migrant children who received instructional or support services during the summer/intersession term served under the continuation of services authority Sections 1304(e)(2)–(3). Do not include children served under Section 1304(e)(1), which are children whose eligibility expired during the school term. The total is calculated automatically. Age/Grade Age 3 through 5 (not Kindergarten) K 1 2 3 4 5 6 7 8 9 10 11 12 Ungraded Out-of-school Total Continuation of Services 0 N<10 N<10 N<10 0 N<10 0 0 0 0 0 0 0 0 0 0 N<10 Comments: correct as reported Source – Manual entry by SEA into the online collection tool. Note: This table was formerly part of section 2.3.1.3.2 of the SY 2005-06 CSPR. 2.3.3.2.4 Services The following questions collect data on the services provided to participating migrant children during the summer/intersession term. FAQ on Services: What are services? Services are a subset of all allowable activities that the MEP can provide through its programs and projects. "Services" are those educational or educationally related activities that: (1) directly benefit a migrant child; (2) address a need of a migrant child consistent with the SEA's comprehensive needs assessment and service delivery plan; (3) are grounded in scientifically based research or, in the case of support services, are a generally accepted practice; and (4) are designed to enable the program to meet its measurable outcomes and contribute to the achievement of the State's performance targets. Activities related to identification and recruitment activities, parental involvement, program evaluation, professional development, or administration of the program are examples of allowable activities that are NOT considered services. Other examples of an allowable activity that would not be considered a service would be the one-time act of providing instructional packets to a child or family, and handing out leaflets to migrant families on available reading programs as part of an effort to increase the reading skills of migrant children. Although these are allowable activities, they are not services because they do not meet all of the criteria above. 2.3.3.2.4.1 Instructional Service – During the Summer/Intersession Term In the table below, provide the unduplicated number of participating migrant children who received any type of MEPfunded instructional service during the summer/intersession term. Include children who received instructional services provided by either a teacher or a paraprofessional. Children should be reported only once regardless of the frequency with which they received a service intervention. The total is calculated automatically. Age/Grade Age birth through 2 Age 3 through 5 (not Kindergarten) K 1 2 3 4 5 6 7 8 9 10 11 12 Ungraded Out-of-school Total Children Receiving an Instructional Service 0 0 N<10 N<10 N<10 N<10 N<10 N<10 N<10 N<10 N<10 N<10 0 0 0 0 0 44 Comments: Source – Manual entry by SEA into the online collection tool. Note: This table was formerly part of section 2.3.1.3.2 of the SY 2005-06 CSPR. 2.3.3.2.4.2 Type of Instructional Service In the table below, provide the number of participating migrant children reported in the table above who received reading instruction, mathematics instruction, or high school credit accrual during the summer/intersession term. Include children who received such instructional services provided by a teacher only. Children may be reported as having received more than one type of instructional service in the table. However, children should be reported only once within each type of instructional service that they received regardless of the frequency with which they received the instructional service. The totals are calculated automatically. High School Credit Accrual Age/Grade Reading Instruction Mathematics Instruction Age birth through 2 0 0 Age 3 through 5 (not 0 0 Kindergarten) K 0 0 1 N<10 N<10 2 N<10 N<10 3 N<10 N<10 4 N<10 N<10 5 N<10 N<10 6 0 0 7 0 0 8 0 0 9 0 0 0 10 0 0 0 11 0 0 0 12 0 0 0 Ungraded 0 0 0 Out-of-school 0 0 0 Total 11 11 0 Comments: West Virginia has had difficulty retaining a qualified recruiter for the migrant program. We have contracted with recruiters from a neighboring state to conduct a "sweep" of the eastern panhandle of the state in February, 2008. Our numbers should increase at that time. Source – Manual entry by SEA into the online collection tool. Note: This table was formerly part of section 2.3.1.3.2 of the SY 2005-06 CSPR. 2.3.3.2.4.3 Support Services with Breakout for Counseling Service In the table below, in the column titled Support Services, provide the unduplicated number of participating migrant children who received any MEP-funded support service during the summer/intersession term. In the column titled Counseling Service, provide the unduplicated number of participating migrant children who received a counseling service during the summer/intersession term. Children should be reported only once in each column regardless of the frequency with which they received a support service intervention. The totals are calculated automatically. Breakout of Children Receiving Counseling Service 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Age/Grade Age birth through 2 Age 3 through 5 (not Kindergarten) K 1 2 3 4 5 6 7 8 9 10 11 12 Ungraded Out-of-school Total Comments: Children Receiving Support Services 0 N<10 N<10 N<10 N<10 N<10 N<10 N<10 N<10 N<10 N<10 N<10 0 0 0 0 0 47 Source – Manual entry by SEA into the online collection tool. Note: This table was formerly part of section 2.3.1.3.2 of the SY 2005-06 CSPR. FAQs on Support Services: a. What are support services? These MEP-funded services include, but are not limited to, health, nutrition, counseling, and social services for migrant families; necessary educational supplies, and transportation. The one-time act of providing instructional or informational packets to a child or family does not constitute a support service. What are counseling services? Services to help a student to better identify and enhance his or her educational, personal, or occupational potential; relate his or her abilities, emotions, and aptitudes to educational and career opportunities; utilize his or her abilities in formulating realistic plans; and achieve satisfying personal and social development. These activities take place between one or more counselors and one or more students as counselees, between students and students, and between counselors and other staff members. The services can also help the child address life problems or personal crisis that result from the culture of migrancy. b. 2.3.3.2.4.4 Referred Service – During the Summer/Intersession Term In the table below, provide the unduplicated number of participating migrant children who, during the summer/intersession term, received an educational or educationally related service funded by another non-MEP program/organization that they would not have otherwise received without efforts supported by MEP funds. Children should be reported only once regardless of the frequency with which they received a referred service. Include children who were served by a referred service only or who received both a referred service and MEP-funded services. Do not include children who were referred, but received no services. The total is calculated automatically. Age/Grade Age birth through 2 Age 3 through 5 (not Kindergarten) K 1 2 3 4 5 6 7 8 9 10 11 12 Ungraded Out-of-school Total Comments: Referred Service 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Source – Manual entry by SEA into the online collection tool. Note: This table was formerly part of section 2.3.1.3.2 of the SY 2005-06 CSPR. 2.3.3.3 MEP Participation – Program Year In the table below, provide the unduplicated number of participating migrant children who received MEP-funded instructional or support services at any time during the program year. Do not count the number of times an individual child received a service intervention. The total number of students served is calculated automatically. Age/Grade Age Birth through 2 Age 3 through 5 (not Kindergarten) K 1 2 3 4 5 6 7 8 9 10 11 12 Ungraded Out-of-school Total Served During the Program Year N<10 N<10 N<10 N<10 N<10 N<10 N<10 N<10 N<10 N<10 N<10 N<10 0 0 N<10 0 0 52 Comments: Source – Initially, pre-populated by EDFacts file N/X054 that includes data group 102, subtotal 1. If necessary, it is updated through manual entry by the SEA into the online collection tool. 2.3.4 School Data The following questions are about the enrollment of eligible migrant children in schools during the regular school year. 2.3.4.1 Schools and Enrollment In the table below, provide the number of public schools that enrolled eligible migrant children at any time during the regular school year. Schools include public schools that serve school age (e.g., grades K through 12) children. Also, provide the number of eligible migrant children who were enrolled in those schools. Since more than one school in a State may enroll the same migrant child at some time during the year, the number of children may include duplicates. Number Number of schools that enrolled eligible migrant children Number of eligible migrant children enrolled in those schools Comments: 22 70 Source – Initially, pre-populated by EDFacts file N/X102 that includes data group 110. If necessary, it is updated through manual entry by the SEA into the online collection tool. Note: This table was formerly part of section 2.3.1.4 of the SY 2005-06 CSPR. This data collection has been changed to include public schools only. 2.3.4.2 Schools Where MEP Funds Were Consolidated in Schoolwide Programs In the table below, provide the number of schools where MEP funds were consolidated in an SWP. Also, provide the number of eligible migrant children who were enrolled in those schools at any time during the regular school year. Since more than one school in a State may enroll the same migrant child at some time during the year, the number of children may include duplicates. Number Number of schools where MEP funds were consolidated in a schoolwide program 22 Number of eligible migrant children enrolled in those schools 70 Comments: West Virginia has had difficulty retaining a qualified recruiter for the migrant program. We have contracted with recruiters from a neighboring state to conduct a "sweep" of the eastern panhandle of the state in February, 2008. Our numbers should increase at that time. Source – Initially, pre-populated by EDFacts file N/X102 that includes data groups 110 and 514. If necessary, it is updated through manual entry by the SEA into the online collection tool. Note: This table was formerly part of section 2.3.1.4 of the SY 2005-06 CSPR. 2.3.5 MEP Project Data The following questions collect data on MEP projects. 2.3.5.1 Type of MEP Project In the table below, provide the number of projects that are funded in whole or in part with MEP funds. A MEP project is the entity that receives MEP funds by a subgrant from the State or through an intermediate entity that receives the subgrant and provides services directly to the migrant child. Do not include projects where MEP funds were consolidated in SWP. Also, provide the number of migrant children participating in the projects. Since children may participate in more than one project, the number of children may include duplicates. Below the table are FAQs about the data collected in this table. Number of MEP Projects Number of Migrant Children Participating in the Projects 0 4 1 0 70 52 0 Type of MEP Project 1. Regular school year – school day only 2. Regular school year – school day/extended day 3. Summer/intersession only 4. Year round Comments: Source – Manual entry by SEA into the online collection tool. Note: This table was formerly part of section 2.3.1.5.1 of the SY 2005-06 CSPR. FAQs on type of MEP project: a. What is a project? A project is any entity that receives MEP funds either as a subgrantee or from a subgrantee and provides services directly to migrant children in accordance with the State Service Delivery Plan and State approved subgrant applications. A project's services may be provided in one or more sites. What are Regular School Year – School Day Only projects? Projects where all MEP services are provided during the school day during the regular school year. What are Regular School Year – School Day/Extended Day projects? Projects where some or all MEP services are provided during an extended day or week during the regular school year (e.g., some services are provided during the school day and some outside of the school day; e.g., all services are provided outside of the school day). What are Summer/Intersession Only projects? Projects where all MEP services are provided during the summer/intersession term. What are Year Round projects? Projects where all MEP services are provided during the regular school year and summer/intersession term. b. c. d. e. 2.3.6 MEP Personnel Data The following questions collect data on MEP personnel data. 2.3.6.1 Key MEP Personnel The following questions collect data about the key MEP personnel. 2.3.6.1.1 MEP State Director In the table below, provide the FTE amount of time the State director performs MEP duties (regardless of whether the director is funded by State, MEP, or other funds) during the reporting period (e.g., September 1 through August 31). Below the table are FAQs about the data collected in this table. Source – Manual entry by SEA into the online collection tool. Note: This table was formerly part of section 2.3.1.5.2 of the SY 2005-06 CSPR. For the SY 2006-07 CSPR, the number of MEP funded staff in the regular school year, the number of MEP funded staff in summer term/intersession and the FTE amount of time in summer term/intersession have been deleted. FAQs on the MEP State director a. How is the FTE calculated for the State director? Calculate the FTE using the number of days worked for the MEP. To do so, first define how many full-time days constitute one FTE for the State director in your State for the reporting period. To calculate the FTE number, sum the total days the State director worked for the MEP during the reporting period and divide this sum by the number of full-time days that constitute one FTE in the reporting period. Who is the State director? The manager within the SEA who administers the MEP on a statewide basis. b. 2.3.6.1.2 MEP Staff In the table below, provide the headcount and FTE by job classification of the staff funded by the MEP. Do not include staff employed in SWP where MEP funds were combined with those of other programs. Below the table are FAQs about the data collected in this table. Regular School Year Headcount FTE 0.00 0.00 0.00 1.00 0.00 Summer/Intersession Term Headcount FTE 0.00 0.00 0.00 1.00 0.00 Job Classification Teachers Counselors All paraprofessionals Recruiters Records transfer staff Comments: Data correct as reported 0 0 0 1 0 0 0 0 1 0 Source – Initially, pre-populated by EDFacts file N/X065 that includes data groups 515 and 625, category A. If necessary, it is updated through manual entry by the SEA into the online collection tool. Note: This table was formerly part of section 2.3.1.5.2 of the SY 2005-06 CSPR. FAQs on MEP staff: a. • • How is the FTE calculated? The FTE may be calculated using one of two methods: To calculate the FTE, in each job category, sum the percentage of time that staff were funded by the MEP and enter the total FTE for that category. Calculate the FTE using the number of days worked. To do so, first define how many full-time days constitute one FTE for each job classification in your State for each term. (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; or one intersession FTE may equal 45 full-time work days split between three 15-day non-contiguous blocks throughout the year.) To calculate the FTE number, sum the total days the individuals worked in a particular job classification for a term and divide this sum by the number of full-time days that constitute one FTE in that term. Who is a teacher? A classroom instructor who is licensed and meets any other teaching requirements in the State. Who is a counselor? A professional staff member who guides individuals, families, groups, and communities by assisting them in problem-solving, decision-making, discovering meaning, and articulating goals related to personal, educational, and career development. Who is a paraprofessional? An individual who: (1) provides one-on-one tutoring if such tutoring is scheduled at a time when a student would not otherwise receive instruction from a teacher; (2) assists with classroom management, such as organizing instructional and other materials; (3) provides instructional assistance in a computer laboratory; (4) conducts parental involvement activities; (5) provides support in a library or media center; (6) acts as a translator; or (7) provides instructional support services under the direct supervision of a teacher (Title I, Section 1119(g)(2)). Because a paraprofessional provides instructional support, he/she should not be providing planned direct instruction or introducing to students new skills, concepts, or academic content. Individuals who work in food services, cafeteria or playground supervision, personal care services, non-instructional computer assistance, and similar positions are not considered paraprofessionals under Title I. Who is a recruiter? A staff person responsible for identifying and recruiting children as eligible for the MEP and documenting their eligibility on the Certificate of Eligibility. Who is a record transfer staffer? An individual who is responsible for entering, retrieving, or sending student records from or to another school or student records system. b. c. d. e. f. 2.3.6.1.3 Qualified Paraprofessionals In the table below, provide the headcount and FTE of the qualified paraprofessionals funded by the MEP. Do not include staff employed in SWP where MEP funds were combined with those of other programs. Below the table are FAQs about the data collected in this table. Regular School Year Headcount FTE 0 0 Summer/Intersession Term Headcount FTE Job Classification Qualified paraprofessionals Comments: Source – Manual entry by SEA into the online collection tool. Note: This table was formerly part of section 2.3.1.5.2 of the SY 2005-06 CSPR. FAQs on qualified paraprofessionals: a. • • How is the FTE calculated? The FTE may be calculated using one of two methods: To calculate the FTE, sum the percentage of time that staff were funded by the MEP and enter the total FTE for that category. Calculate the FTE using the number of days worked. To do so, first define how many full-time days constitute one FTE in your State for each term. (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; or one intersession FTE may equal 45 full-time work days split between three 15-day non-contiguous blocks throughout the year.) To calculate the FTE number, sum the total days the individuals worked for a term and divide this sum by the number of full-time days that constitute one FTE in that term. b. Who is a qualified paraprofessional? A qualified paraprofessional must have a secondary school diploma or its recognized equivalent and have (1) completed 2 years of study at an institution of higher education; (2) obtained an associate's (or higher) degree; or (3) met a rigorous standard of quality and be able to demonstrate, through a formal State or local academic assessment, knowledge of and the ability to assist in instructing reading, writing, and mathematics (or, as appropriate, reading readiness, writing readiness, and mathematics readiness) (Section 1119(c) and (d) of ESEA). 2.4 PREVENTION AND INTERVENTION PROGRAMS FOR CHILDREN AND YOUTH WHO ARE NEGLECTED, DELINQUENT, OR AT RISK (TITLE I, PART D, SUBPARTS 1 AND 2) This section collects data on programs and facilities that serve students who are neglected, delinquent, or at risk under Title I, Part D, and characteristics about and services provided to these students. Throughout this section: • • • • Report data for the program year of July 1, 2006 through June 30, 2007. Count programs/facilities based on how the program was classified to ED for funding purposes. Do not include programs funded solely through Title I, Part A. Use the definitions listed below: o Adult Corrections: An adult correctional institution is a facility in which persons, including persons 21 or under, are confined as a result of conviction for a criminal offense. o At-Risk Programs: Programs operated (through LEAs) that target students who are at risk of academic failure, have a drug or alcohol problem, are pregnant or parenting, have been in contact with the juvenile justice system in the past, are at least 1 year behind the expected age/grade level, have limited English proficiency, are gang members, have dropped out of school in the past, or have a high absenteeism rate at school. o Juvenile Corrections: An institution for delinquent children and youth is a public or private residential facility other than a foster home that is operated for the care of children and youth who have been adjudicated delinquent or in need of supervision. Include any programs serving adjudicated youth (including non-secure facilities and group homes) in this category. o Juvenile Detention Facilities: Detention facilities are shorter-term institutions that provide care to children who require secure custody pending court adjudication, court disposition, or execution of a court order, or care to children after commitment. o Multiple Purpose Facility: An institution/facility/program that serves more than one programming purpose. For example, the same facility may run both a juvenile correction program and a juvenile detention program. o Neglected Programs: An institution for neglected children and youth is a public or private residential facility, other than a foster home, that is operated primarily for the care of children who have been committed to the institution or voluntarily placed under applicable State law due to abandonment, neglect, or death of their parents or guardians. o Other: Any other programs, not defined above, which receive Title I, Part D funds and serve nonadjudicated children and youth. 2.4.1 State Agency Title I, Part D Programs and Facilities – Subpart 1 The following questions collect data on Title I, Part D, Subpart 1 programs and facilities. 2.4.1.1 Programs and Facilities -Subpart 1 In the table below, provide the number of State agency Title I, Part D, Subpart 1 programs and facilities that serve neglected and delinquent students and the average length of stay by program/facility type, for these students. Report only programs and facilities that received Title I, Part D, Subpart 1 funding during the reporting year. Count a facility once if it offers only one type of program. If a facility offers more than one type of program (i.e., it is a multipurpose facility), then count each of the separate programs. Make sure to identify the number of multipurpose facilities that were included in the facility/program count in the second table. The total number of programs/facilities will be automatically calculated. Below the table is a FAQ about the data collected in this table. State Program/Facility Type 1. Neglected programs 2. Juvenile detention 3. Juvenile corrections 4. Adult corrections 5. Other Total # Programs/Facilities 7 9 2 1 0 19 Average Length of Stay in Days 229 40 182 310 0 0 Source – Manual entry by SEA into the online collection tool. How many of the programs listed in the table above are in a multiple purpose facility? # Programs in a multiple purpose facility Comments: 0 Note: This table was formerly part of section 2.4.1.1 of the SY 2005-06 CSPR. The unduplicated count of Neglected and Delinquent students has been moved for the SY 2006-07 CSPR. The additional calculation of total number of programs/facilities is new for the SY 2006-07 CSPR. FAQ on Programs and Facilities -Subpart I: How is average length of stay calculated? The average length of stay should be weighted by number of students and should include the number of days, per visit, for each student enrolled during the reporting year, regardless of entry or exit date. Multiple visits for students who entered more than once during the reporting year can be included. The average length of stay in days should not exceed 365. 2.4.1.1.1 Programs and Facilities That Reported -Subpart 1 In the table below, provide the number of State agency programs/facilities that reported data on neglected and delinquent students. The total row will be automatically calculated. State Program/Facility Type 1. Neglected Programs 2. Juvenile Detention 3. Juvenile Corrections 4. Adult Corrections 5. Other Total Comments: # Reporting Data 7 9 2 1 0 19 Source – Manual entry by SEA into the online collection tool. Note: This is a new data collection for the SY 2006-07 CSPR. 2.4.1.2 Students Served – Subpart 1 In the tables below, provide the number of neglected and delinquent students served in State agency Title I, Part D, Subpart 1 programs and facilities. Report only students who received Title I, Part D, Subpart 1 services during the reporting year. In the first table, provide in row 1 the unduplicated number of students served by each program, and in row 2, the total number of students in row 1 that are long-term. In the subsequent tables provide the number of students served by race/ethnicity, by sex, and by age. The total number of students by race/ethnicity, by sex and by age will be automatically calculated. Neglected Programs 729 729 Neglected Programs N<10 N<10 88 N<10 628 729 Neglected Programs 486 243 729 Neglected Programs 0 0 0 0 0 N<10 N<10 16 65 127 150 206 140 13 0 0 0 729 Juvenile Detention 1517 0 Juvenile Detention N<10 74 198 18 1224 1517 Juvenile Detention 1208 309 1517 Juvenile Detention 0 0 0 0 N<10 N<10 12 19 67 160 337 404 412 89 10 N<10 0 1517 Juvenile Corrections 363 363 Juvenile Corrections N<10 N<10 82 N<10 274 363 Juvenile Corrections 338 25 363 Juvenile Corrections 0 0 0 0 0 0 0 0 N<10 10 38 67 130 95 19 N<10 0 363 Adult Corrections 236 236 Adult Corrections 0 0 40 0 196 236 Adult Corrections 217 19 236 Adult Corrections 0 0 0 0 0 0 0 0 0 0 0 0 0 N<10 38 55 134 236 0 0 Other Programs 0 0 0 0 0 0 Other Programs 0 0 0 Other Programs 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Other Programs # of Students Served Total Unduplicated Students Served Long Term Students Served Race/Ethnicity American Indian or Alaska Native Asian or Pacific Islander Black, non-Hispanic Hispanic White, non-Hispanic Total Sex Male Female Total Age 3 through 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Total If the total number of students differs by demographics, please explain. Comments: Note: For the SY 2006-07 CSPR, the age groupings that were present in the SY 2005-06 CSPR have been changed to collect data by each age year. FAQ on Unduplicated Count: What is an unduplicated count? An unduplicated count is one that counts students only once, even if they were admitted to a facility or program multiple times within the reporting year. FAQ on long-term: What is long-term? Long-term refers to students who were enrolled for at least 90 consecutive calendar days from July 1, 2006 through June 30, 2007. Note: In the remaining tables, report numbers for juvenile detention and correctional facilities together in a single column. 2.4.1.3 Programs/Facilities Academic Offerings – Subpart 1 In the table below, provide the number of programs/facilities (not students) that received Title I, Part D, Subpart 1 funds and awarded at least one high school course credit, one high school diploma, and/or one GED within the reporting year. Include programs/facilities that directly awarded a credit, diploma, or GED, as well as programs/facilities that made awards through another agency. The numbers should not exceed those reported earlier in the facility counts. Neglected Programs Juvenile Corrections/Detention Facilities Adult Corrections Facilities Other Programs # Programs That 1. Awarded high school course credit(s) 2. Awarded high school diploma(s) 3. Awarded GED(s) Comments: N<10 N<10 N<10 N<10 N<10 N<10 N<10 N<10 N<10 0 0 0 Source – Manual entry by the SEA into the online collection tool. 2.4.1.4 Academic Outcomes – Subpart 1 The following questions collect academic outcome data on students served through Title I, Part D, Subpart 1. 2.4.1.4.1 Academic Outcomes While in the State Agency Program/Facility In the table below, provide the unduplicated number of students who attained academic outcomes while in the State agency program/facility by type of program/facility. Neglected Programs 414 27 Juvenile Corrections/Detention Facilities 668 124 Adult Corrections Facilities N<10 189 Other Programs 0 0 # of Students Who 1. Earned high school course credits 2. Enrolled in a GED program Comments: Source – Manual entry by the SEA into the online collection tool. Note: This was formerly part of section 2.4.1.3 of the SY 2005-06 CSPR. 2.4.1.4.2 Academic Outcomes While in the State Agency Program/Facility or Within 30 Calendar Days After Exit In the table below, provide the unduplicated number of students who attained academic outcomes while in the State agency program/facility or within 30 calendar days after exit, by type of program/facility. Neglected Programs 248 17 N<10 N<10 N<10 Juvenile Corrections/Detention Facilities 197 94 26 18 10 Adult Corrections Facilities 0 73 N<10 134 134 Other Programs 0 0 0 0 0 # of Students Who 1. Enrolled in their local district school 2. Earned a GED 3. Obtained high school diploma 4. Were accepted into postsecondary education 5. Enrolled in post-secondary education Comments: Source – Manual entry by the SEA into the online collection tool. Note: This was formerly part of section 2.4.1.3 of the SY 2005-06 CSPR. 2.4.1.5 Vocational Outcomes – Subpart 1 The following questions collect data on vocational outcomes of students served through Title I, Part D, Subpart 1. 2.4.1.5.1 Vocational Outcomes While in the State Agency Program/Facility In the table below, provide the unduplicated number of students who attained vocational outcomes while in the State agency program by type of program/facility. Neglected Programs # of Students Who Enrolled in elective job training courses/programs Comments: Juvenile Corrections/Detention Facilities 366 Adult Corrections Facilities 0 Other Programs N<10 0 Source – Manual entry by the SEA into the online collection tool. Note: This was formerly part of section 2.4.1.3 of the SY 2005-06 CSPR. 2.4.1.5.2 Vocational Outcomes While in the State Agency Program/Facility or Within 30 Days After Exit In the table below, provide the unduplicated number of students who attained vocational outcomes while in the State agency program/facility or within 30 days after exit, by type of program/facility. Neglected Programs 0 29 Juvenile Corrections/Detention Facilities 38 52 Adult Corrections Facilities 20 48 Other Programs 0 0 # of Students Who 1. Enrolled in external job training education 2. Obtained employment Comments: Source – Manual entry by the SEA into the online collection tool. Note: This was formerly part of section 2.4.1.3 of the SY 2005-06 CSPR. 2.4.1.6 Academic Performance – Subpart 1 The following questions collect data on the academic performance of neglected and delinquent students served by Title I, Part D, Subpart 1 in reading and mathematics. 2.4.1.6.1 Academic Performance in Reading – Subpart 1 In the format of the table below, provide the unduplicated number of long-term students served by Title I, Part D, Subpart 1, who participated in pre-and post-testing in reading. Report only information on a student's most recent testing data. Students who were pre-tested prior to July 1, 2006, may be included if their post-test was administered during the reporting year. Students who were post-tested after the reporting year ended should be counted in the following year. Throughout the table, report numbers for juvenile detention and correctional facilities together in a single column. Students should be reported in only one of the five change categories (rows 3 through 7). Below the table is a FAQ about the data collected in this table. Performance Data (Based on most recent pre/post-test data) 1. Long-term students who tested below grade level upon entry 2. Long-term students who have complete preand post-test results (data) Juvenile Corrections/ Detention 247 289 Neglected Programs 101 156 Adult Corrections 17 17 0 0 Other Programs Of the students reported in row 2 above, indicate the number who showed: Performance Data (Based on most recent pre/post-test data) 3. Negative grade level change from the pre-to post-test exams 4. No change in grade level from the pre-to posttest exams 5. Improvement of up to 1/2 grade level from the pre-to post-test exams 6. Improvement from 1/2 up to one full grade level from the pre-to post-test exams 7. Improvement of more than one full grade level from the pre-to post-test exams Comments: Juvenile Corrections/ Detention 116 104 16 N<10 48 Neglected Programs 56 13 14 N<10 66 Adult Corrections 0 N<10 N<10 N<10 10 Other Programs 0 0 0 0 0 Source – Initially, pre-populated by EDFacts file N/X113 that is data group 628, category sets A and B. If necessary, it is updated through manual entry by the SEA into the online collection tool. Note: This was formerly part of section 2.4.1.6 of the SY 2005-06 CSPR. FAQ on long-term students: What is long-term? Long-term refers to students who were enrolled for at least 90 consecutive calendar days from July 1, 2006 through June 30, 2007. 2.4.1.6.2 Academic Performance in Mathematics – Subpart 1 This section is similar to 2.4.1.6.1. The only difference is that this section collects data on mathematics performance. Performance Data (Based on most recent pre/post-test data) 1. Long-term students who tested below grade level upon entry 2. Long-term students who have complete pre-and post-test results (data) Juvenile Corrections/ Detention 247 289 Neglected Programs 101 156 Adult Corrections 17 17 Other Programs 0 0 Of the students reported in row 2 above, indicate the number who showed: Performance Data (Based on most recent pre/post-test data) 3. Negative grade level change from the pre-to posttest exams 4. No change in grade level from the pre-to post-test exams 5. Improvement of up to 1/2 grade level from the preto post-test exams 6. Improvement from 1/2 up to one full grade level from the pre-to post-test exams 7. Improvement of more than one full grade level from the pre-to post-test exams Comments: Juvenile Corrections/ Detention 100 98 22 N<10 60 Neglected Programs 59 13 19 18 47 Adult Corrections 0 N<10 N<10 0 14 Other Programs 0 0 0 0 0 Source – Initially, pre-populated by EDFacts file N/X113 that is data group 628, category sets A and B. If necessary, it is updated through manual entry by the SEA into the online collection tool. Note: This was formerly part of section 2.4.1.6 of the SY 2005-06 CSPR. 2.4.2 LEA Title I, Part D Programs and Facilities – Subpart 2 The following questions collect data on Title I, Part D, Subpart 2 programs and facilities. 2.4.2.1 Programs and Facilities – Subpart 2 In the table below, provide the number of LEA Title I, Part D, Subpart 2 programs and facilities that serve neglected and delinquent students and the yearly average length of stay by program/facility type for these students. Report only the programs and facilities that received Title I, Part D, Subpart 2 funding during the reporting year. Count a facility once if it offers only one type of program. If a facility offers more than one type of program (i.e., it is a multipurpose facility), then count each of the separate programs. Make sure to identify the number of multipurpose facilities that were included in the facility/program count in the second table. The total number of programs/ facilities will be automatically calculated. Below the table is a FAQ about the data collected in this table. State Program/Facility Type 1. At-risk programs 2. Neglected programs 3. Juvenile detention 4. Juvenile corrections 5. Other Total # Programs/Facilities 5 7 1 0 2 15 Average Length of Stay in Days 131 172 314 0 145 Source – Manual entry by SEA into the online collection tool. How many of the programs listed in the table above are in a multiple purpose facility? # Programs in a multiple purpose facility Comments: 3 Note: This table was formerly part of section 2.4.2.1 of the SY 2005-06 CSPR. For the SY 2006-07 CSPR, the unduplicated count of neglected and delinquent children has been moved. The category At-risk or Other has been split into two separate categories for the SY 2006-07 CSPR. FAQ on average length of stay: How is average length of stay calculated? The average length of stay should be weighted by number of students and should include the number of days, per visit for each student enrolled during the reporting year, regardless of entry or exit date. Multiple visits for students who entered more than once during the reporting year can be included. The average length of stay in days should not exceed 365. 2.4.2.1.1 Programs and Facilities That Reported -Subpart 2 In the table below, provide the number of LEAs that reported data on neglected and delinquent students. The total row will be automatically calculated. State Program/Facility Type 1. At-risk programs 2. Neglected programs 3. Juvenile detention 4. Juvenile corrections 5. Other Total Comments: # Reporting Data 5 7 1 0 2 15 Source – Manual entry by SEA into the online collection tool. Note: This is a new data collection for the SY 2006-07 CSPR. 2.4.2.2 Students Served – Subpart 2 In the tables below, provide the number of neglected and delinquent students served in LEA Title I, Part D, Subpart 2 programs and facilities. Report only students who received Title I, Part D, Subpart 2 services during the reporting year. In the first table, provide in row 1 the unduplicated number of students served by each program, and in row 2, the total number of students in row 1 who are long-term. In the subsequent tables, provide the number of students served by race/ethnicity, by sex, and by age. The total number of students by race/ethnicity, by sex, and by age will be automatically calculated. At-Risk Programs 348 20 At-Risk Programs 0 0 19 N<10 328 348 At-Risk Programs 173 175 348 At-Risk Programs 0 0 N<10 N<10 0 N<10 17 12 24 64 80 62 63 14 0 0 0 348 Neglected Programs 308 132 Neglected Programs 0 0 32 N<10 275 308 Neglected Programs 160 148 308 Neglected Programs 0 0 N<10 N<10 N<10 N<10 N<10 16 35 44 82 60 50 N<10 0 0 0 308 Juvenile Detention 20 20 Juvenile Detention 0 0 N<10 0 17 20 Juvenile Detention 20 0 20 Juvenile Detention 0 0 0 0 0 0 0 0 0 N<10 N<10 N<10 N<10 N<10 0 0 0 20 0 0 0 Juvenile Corrections 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Juvenile Corrections 0 0 0 0 0 0 Juvenile Corrections Juvenile Corrections Other Programs 202 33 Other Programs 0 0 16 N<10 184 202 Other Programs 106 96 202 Other Programs 0 0 0 0 0 0 0 N<10 N<10 32 44 60 45 8 0 0 0 202 # of Students Served Total Unduplicated Students Served Total Long Term Students Served Race/Ethnicity American Indian or Alaska Native Asian or Pacific Islander Black, non-Hispanic Hispanic White, non-Hispanic Total Sex Male Female Total Age 3-5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Total If the total number of students differs by demographics, please explain. Comments: Note: For this data collection, the age groupings that were present in the SY 2005-06 CSPR have been changed to collect data by each age year. In addition, the column At-risk and Other was split into two separate columns. FAQ on Unduplicated Count: What is an unduplicated count? An unduplicated count is one that counts students only once, even if they were admitted to a facility or program multiple times within the reporting year. FAQ on long-term: What is long-term? Long-term refers to students who were enrolled for at least 90 consecutive calendar days from July 1, 2006 through June 30, 2007. Note: In the remaining tables, report numbers for juvenile detention and correctional facilities together in a single column. 2.4.2.3 Programs/Facilities Academic Offerings – Subpart 2 In the table below, provide the number of programs/facilities (not students) that received Title I, Part D, Subpart 2 funds and awarded at least one high school course credit, one high school diploma, and/or one GED within the reporting year. Include programs/facilities that directly awarded a credit, diploma, or GED, as well as programs/facilities that made awards through another agency. The numbers should not exceed those reported earlier in the facility counts. At-Risk Programs N<10 N<10 N<10 N<10 0 N<10 Neglected Programs Juvenile Detention/Corrections N<10 N<10 0 Other Programs N<10 0 0 LEA Programs That 1. Awarded high school course credit(s) 2. Awarded high school diploma(s) 3. Awarded GED(s) Comments: Source – Manual entry by the SEA into the online collection tool. Note: This was formerly part of section 2.4.2.3 of the SY 2005-06 CSPR. In addition, the column At-risk and Other was split into two separate columns. 2.4.2.4 Academic Outcomes – Subpart 2 The following questions collect academic outcome data on students served through Title I, Part D, Subpart 2. 2.4.2.4.1 Academic Outcomes While in the LEA Program/Facility In the table below, provide the unduplicated number of students who attained academic outcomes while in the LEA program/facility by type of program/facility. At-Risk Programs 237 7 Neglected Programs 188 5 Juvenile Corrections/Detention 17 0 Other Programs 106 0 # of Students Who 1. Earned high school course credits 2. Enrolled in a GED program Comments: Source – Manual entry by the SEA into the online collection tool. Note: This was formerly part of section 2.4.1.3 of the SY 2005-06 CSPR. 2.4.2.4.2 Academic Outcomes While in the LEA Program/Facility or Within 30 Calendar Days After Exit In the table below, provide the unduplicated number of students who attained academic outcomes while in the LEA program/facility or within 30 calendar days after exit, by type of program/facility. At-Risk Programs 291 N<10 N<10 N<10 0 Neglected Programs 279 N<10 0 0 0 Juvenile Corrections/Detention 20 0 N<10 N<10 0 Other Programs 202 0 0 0 0 # of Students Who 1. Enrolled in their local district school 2. Earned a GED 3. Obtained high school diploma 4. Were accepted into postsecondary education 5. Enrolled in post-secondary education Comments: Source – Manual entry by the SEA into the online collection tool. Note: This was formerly part of section 2.4.2.3 of the SY 2005-06 CSPR. In addition, the column At-risk and Other was split into two separate columns. 2.4.2.5 Vocational Outcomes – Subpart 2 The following questions collect data on vocational outcomes of students served through Title I, Part D, Subpart 2. 2.4.2.5.1 Vocational Outcomes While in the LEA Program/Facility In the table below, provide the unduplicated number of students who attained vocational outcomes while in the LEA program by type of program/facility. At-Risk Programs 2 Neglected Programs 0 0 Juvenile Corrections/Detention Other Programs 0 # of Students Who 1. Enrolled in elective job training courses/programs Comments: Source – Manual entry by the SEA into the online collection tool. Note: This was formerly part of section 2.4.2.3 of the SY 2005-06 CSPR. For the SY 2006-07 CSPR, the column Atrisk and Other was split into two separate columns. 2.4.2.5.2 Vocational Outcomes While in the LEA Program/Facility or Within 30 Days After Exit In the table below, provide the unduplicated number of students who attained vocational outcomes while in the LEA program/facility or within 30 days after exit, by type of program/facility. At-Risk Programs 1 4 0 0 Neglected Programs 0 2 Juvenile Corrections/Detention 0 0 Other Programs # of Students Who 1. Enrolled in external job training education 2. Obtained employment Comments: Source – Manual entry by the SEA into the online collection tool. Note: This was formerly part of section 2.4.2.3 of the SY 2005-06 CSPR. For the SY 2006-07 CSPR, the column Atrisk and Other was split into two separate columns. 2.4.2.6 Academic Performance – Subpart 2 The following questions collect data on the academic performance of neglected and delinquent students served by Title I, Part D, Subpart 2 in reading and mathematics. 2.4.2.6.1 Academic Performance in Reading – Subpart 2 In the format of the table below, provide the unduplicated number of long-term students served by Title I, Part D, Subpart 2, who participated in pre-and post-testing in reading. Report only information on a student's most recent testing data. Students who were pre-tested prior to July 1, 2006, may be included if their post-test was administered during the reporting year. Students who were post-tested after the reporting year ended should be counted in the following year. Throughout the table, report numbers for juvenile detention and correctional facilities together in a single column. Students should be reported in only one of the five change categories (rows 3 through 7). Below the table is a FAQ about the data collected in this table. Performance Data (Based on most recent pre/post-test data) 1. Long-term students who tested below grade level upon entry 2. Long-term students who have complete preand post-test results (data) Juvenile orrections/ Detention At-Risk Programs 16 20 Neglected Programs 76 76 C Other Programs 23 10 17 20 Of the students reported in row 2 above, indicate the number who showed: Performance Data (Based on most recent pre/post-test data) Juvenile Corrections/ Detention At-Risk Programs Neglected Programs Other Programs 3. Negative grade level change from the pre-to post-test exams N<10 12 12 N<10 4. No change in grade level from the pre-to posttest exams N<10 12 N<10 N<10 5. Improvement of up to 1/2 grade level from the pre-to post-test exams N<10 24 0 N<10 6. Improvement from 1/2 up to one full grade level from the pre-to post-test exams 0 17 0 0 7. Improvement of more than one full grade level from the pre-to post-test exams N<10 11 N<10 N<10 Comments: Some students in the at-risk facility left before formal post-testing TABE was administered. There were no students in the other at risk temporary shelter who resided there 90 days or more. Source – Initially, pre-populated by EDFacts file N/X125 that is data group 629, category sets A and B. If necessary, it is updated through manual entry by the SEA into the online collection tool. Note: This was formerly part of section 2.4.2.6 of the SY 2005-06 CSPR. For the SY 2006-07 CSPR, the column Atrisk and Other was split into two separate columns. FAQ on long-term: What is long-term? Long-term refers to students who were enrolled for at least 90 consecutive calendar days from July 1, 2006, through June 30, 2007. 2.4.2.6.2 Academic Performance in Mathematics – Subpart 2 This section is similar to 2.4.2.6.1. The only difference is that this section collects data on mathematics performance. Performance Data (Based on most recent pre/post-test data) 1. Long-term students who tested below grade level upon entry 2. Long-term students who have complete pre-and post-test results (data) Juvenile Corrections/ Detention 18 20 At-Risk Programs 15 20 Neglected Programs 81 76 Other Programs 23 10 Of the students reported in row 2 above, indicate the number who showed: Performance Data (Based on most recent pre/post-test data) Juvenile Corrections/ Detention At-Risk Programs Neglected Programs Other Programs 3. Negative grade level change from the pre-to posttest exams N<10 18 N<10 N<10 4. No change in grade level from the pre-to post-test exams N<10 24 N<10 N<10 5. Improvement of up to 1/2 grade level from the preto post-test exams N<10 N<10 N<10 N<10 6. Improvement from 1/2 up to one full grade level from the pre-to post-test exams N<10 20 N<10 0 7. Improvement of more than one full grade level from the pre-to post-test exams N<10 N<10 N<10 N<10 Comments: Some students in the at-risk facility left before formal post-testing TABE was administered. There were no students in the other at risk temporary shelter who resided there 90 days or more. Source – Initially, pre-populated by EDFacts file N/X125 that is data group 629, category sets A and B. If necessary, it is updated through manual entry by the SEA into the online collection tool. Note: This was formerly part of section 2.4.2.6 of the SY 2005-06 CSPR. For the SY 2006-07 CSPR, the column Atrisk and Other was split into two separate columns. 2.5 COMPREHENSIVE SCHOOL REFORM (CSR) (TITLE I, PART F) This section collects information on Comprehensive School Reform. 2.5.1 CSR Grantee Schools Making AYP In the table below, provide the percentage of CSR schools that have/had a CSR grant and that made AYP in reading/language arts and mathematics during SY 2006-07. Percentage Reading/language Mathematics Comments: 72.0 58.0 Source – Manual entry by SEA into the online collection tool. Note: Mathematics was formerly part of section 2.5.2 of the SY 2005-06 CSPR. 2.5.2 CSR Grantees In the table below, provide the number of schools that have/had a CSR grant since 1998. # 98 Schools that have/had a CSR grant since 1998? Comments: Source – Manual entry by SEA into the online collection tool. Note: This was formerly part of section 2.5.3 of the SY 2005-06 CSPR. 2.7 SAFE AND DRUG FREE SCHOOLS AND COMMUNITIES ACT (TITLE IV, PART A) This section collects data on student behaviors under the Safe and Drug-Free Schools and Communities Act. 2.7.1 Performance Measures In the table below, provide actual performance data. The first four columns (e.g., Performance Indicators, Instruments/Data Sources, Frequency of Collection/Baselines, and Targets) will be pre-populated from your State's SY 2005-06 CSPR submission. Note: The information in the first four columns is provided for reference purposes only. Instrument/ Data Source Frequency of Collection Actual Performance 2004-05 403 2005-06 451 2006-07 435 Performance Indicator Frequency: Annually By the end of the 2007-2008 school year, Baseline: 284 West Virginia the percentage of students who carried a weapon (for example, a gun, knife, or Year of most recent Education Year collection: 2006Information club) on school property will decrease by Established: 200220082007 System (WVEIS) 10%. 2003 09 400 Comments: Training provided through the Data Management Grant has improved LEA data collection and analysis. It is believed that improved reporting processes are somewhat responsible for the increased numbers. Source – Manual entry by the SEA into the online collection tool. Performance Indicator Instrument/ Data Source Frequency of Collection Targets 200405 200506 200607 200708 9700 Actual Performance 2004-05 5297 2005-06 9670 2006-07 9889 Targets 200405 200506 200607 256 200708 420 Frequency: Annually Baseline: 4325 By the end of the 2007-2008 school year, West Virginia the percentage of students who engaged Education Year of most recent Year collection: 2006in a physical fight on school property will Information Established: 20022008decrease by 30%. System (WVEIS) 2007 09 9500 2003 Comments: Training provided through the Data Management Grant has improved LEA data collection and analysis. It is believed that improved reporting processes are somewhat responsible for the increased numbers. Source – Manual entry by the SEA into the online collection tool. Source – Manual entry by the SEA into the online collection tool. Instrument/ Data Frequency of Actual Source Collection Performance Indicator Targets Performance 200405 2004-05 200506 2005-06 4947 Frequency: Annual By the end of the 2007-2008 school year, the percentage of students who possess, use and/or sell illegal drugs, tobacco or alcohol will decrease by 10%. 200607 200708 4350 2008 2006-07 4476 Baseline: 4947 Year Established: 2005 Year of most recent collection: 200609 4300 2006 2007 Comments: This is a new indicator that replaces the previous indicator measured by the Pride Survey. Trainings provided through our Data Management Grant has improved LEA data collection and analysis. We believe that improved reporting procedures, at least in part, are responsible for the increased numbers. ange was made because the Pride Survey is no longer administered at the state level. 2.7.2 Out-of-School Suspensions and Expulsions The following questions collect data on the out-of-school suspension and expulsion of students by grade level (e.g., K through 5, 6 through 8, 9 through 12) and type of incident (e.g., violence, weapons possession, alcohol-related, illicit drugrelated). 2.7.2.1 State Definitions In the spaces below, provide the State definitions for each type of incident. Incident Type Alcohol related State Definition The presence of any intoxicating liquid that contains alcohol on a student in any amount or in any item belonging under the general control of the student (i.e. locker, automobile, etc) or the ingestion, injection, absorption or inhalation of any intoxicating liquid that contains alcohol in any amount. The possession, use, distribution or sale of any drug/ substance not legally obtained, or any drug/substance that has a likeness or resemblance to any illegal drug/ substance, or the ingestion, absorption or inhalation of any drug/substance in any amount which is not legally obtained used by a student, including but not limited to alcohol, tobacco and marijuana. Committing any verbal act or threat that places another student in reasonable apprehension or fear of immediate injury. Unlawfully and intentionally making physical contact of an insulting, provoking, or injurious nature against another student. "Dangerous weapon" means any device intended to cause injury or bodily harm, any device used in a threatening manner that could cause injury or bodily harm, or any device that is primarily used for self protection. Dangerous weapons include, but are not limited to, blackjack, gravity knife, knife, switchblade knife, nunchuka, metallic or false knuckles, pistol, or revolver. A dangerous weapon may also include the use of a legitimate tool, instrument, or equipment as a weapon including, but not limited to, pens, pencils, compasses, or combs, with the intent to harm another. A pocket knife with a blade of three and one-half inches or less shall not be included in the definition of knife as defined in W.Va. Code §61-7-2 unless such knife is knowingly used or intended to be used to produce serious bodily injury or death. Illicit drug related Violent incident without physical injury Violent incident with physical injury Weapons possession Comments: Source – Initially, pre-populated with definition from the SY 2005-06 CSPR. If necessary, it is updated by the SEA. Note: This was formerly part of sections 2.7.2.3, 2.7.2.4, and 2.7.2.5 of the SY 2005-06 CSPR. For the SY 2006-07 CSPR, the State definition of physical fighting data collection has been removed, however the data collection for violent incident without physical injury and violent incident with physical injury have been added. 2.7.2.2 Out-of-School Suspensions and Expulsions for Violent Incident Without Physical Injury The following questions collect data on violent incident without physical injury. 2.7.2.2.1 Out-of-School Suspensions for Violent Incident Without Physical Injury In the table below, provide the number of out-of-school suspensions for violent incident without physical injury by grade level. Also, provide the number of LEAs that reported data on violent incident without physical injury, including LEAs that report no incidents. Grades K through 5 6 through 8 9 through 12 Comments: # Suspensions for Violent Incident Without Physical Injury 394 1250 799 # LEAs Reporting 43 52 54 Source – Initially, pre-populated from EDFacts file N/X030 for data group 523. If necessary, it is updated by the SEA. Note: The tables in this section and 2.7.2.3 replace section 2.7.2.2 of the SY 2005-06 CSPR, which collected data on physical fighting. 2.7.2.2.2 Out-of-School Expulsions for Violent Incident Without Physical Injury In the table below, provide the number of out-of school expulsions for violent incident without physical injury by grade level. Also, provide the number of LEAs that reported data on violent incident without physical injury, including LEAs that report no incidents. Grades K through 5 6 through 8 9 through 12 Comments: # Expulsions for Violent Incident Without Physical Injury 15 68 N<10 # LEAs Reporting 7 10 7 Source – Initially, pre-populated from EDFacts file N/X030 for data group 523. If necessary, it is updated by the SEA. Note: The tables in this section and 2.7.2.3 replace section 2.7.2.2 of the SY 2005-06 CSPR, which collected data on physical fighting. 2.7.2.3 Out-of-School Suspensions and Expulsions for Violent Incident with Physical Injury The following questions collect data on violent incident with physical injury. 2.7.2.3.1 Out-of-School Suspensions for Violent Incident with Physical Injury In the table below, provide the number of out-of-school suspensions for violent incident with physical injury by grade level. Also, provide the number of LEAs that reported data on violent incident with physical injury, including LEAs that report no incidents. Grades K through 5 6 through 8 9 through 12 Comments: # Suspensions for Violent Incident with Physical Injury 1779 6027 3569 # LEAs Reporting 52 56 57 Source – Initially, pre-populated from EDFacts file N/X030 for data group 523. If necessary, it is updated by the SEA. Note: The tables in this section and 2.7.2.2 replace section 2.7.2.2 of the SY 2005-06 CSPR, which collected data on physical fighting. 2.7.2.3.2 Out-of-School Expulsions for Violent Incident with Physical Injury In the table below, provide the number of out-of school expulsions for violent incident with physical injury by grade level. Also, provide the number of LEAs that reported data on violent incident with physical injury, including LEAs that report no incidents. Grades K through 5 6 through 8 9 through 12 Comments: # Expulsions for Violent Incident with Physical Injury 29 57 35 # LEAs Reporting 9 11 12 Source – Initially, pre-populated from EDFacts file N/X030 for data group 523. If necessary, it is updated by the SEA. Note: The tables in this section and 2.7.2.2 replace section 2.7.2.2 of the SY 2005-06 CSPR, which collected data on physical fighting. 2.7.2.4 Out-of-School Suspensions and Expulsions for Weapons Possession The following sections collect data on weapons possession. 2.7.2.4.1 Out-of-School Suspensions for Weapons Possession In the table below, provide the number of out-of-school suspensions for weapons possession by grade level. Also, provide the number of LEAs that reported data on weapons possession, including LEAs that report no incidents. Grades K through 5 6 through 8 9 through 12 Comments: # Suspensions for Weapons Possession 34 90 99 # LEAs Reporting 20 34 36 Source – Initially, pre-populated from EDFacts file N/X030 for data group 523. If necessary, it is updated by the SEA. Note: This table was formerly part of section 2.7.2.3 of the SY 2005-06 CSPR. The data collection requirement to report by elementary, middle and high school has changed to the grades K through 5, 6 through 8, and 9 through 12 for the SY 2006-07 CSPR. 2.7.2.4.2 Out-of-School Expulsions for Weapons Possession In the table below, provide the number of out-of-school expulsions for weapons possession by grade level. Also, provide the number of LEAs that reported data on weapons possession, including LEAs that report no incidents. Grades K through 5 6 through 8 9 through 12 Comments: # Expulsion for Weapons Possession 13 34 40 # LEAs Reporting 2 11 13 Source – Initially, pre-populated from EDFacts file N/X030 for data group 523. If necessary, it is updated by the SEA. Note: This table was formerly part of section 2.7.2.3 of the SY 2005-06 CSPR. The data collection requirement to report by elementary, middle and high school has changed to the grades K through 5, 6 through 8, and 9 through 12 for the SY 2006-07 CSPR. 2.7.2.5 Out-of-School Suspensions and Expulsions for Alcohol-Related Incidents The following questions collect data on alcohol-related incidents. 2.7.2.5.1 Out-of-School Suspensions for Alcohol-Related Incidents In the table below, provide the number of out-of-school suspensions for alcohol-related incidents by grade level. Also, provide the number of LEAs that reported data on alcohol-related incidents, including LEAs that report no incidents. Grades K through 5 6 through 8 9 through 12 Comments: # Suspensions for Alcohol-Related Incidents N<10 67 209 # LEAs Reporting 1 22 42 Source – Initially, pre-populated from EDFacts file N/X030 for data group 523. If necessary, it is updated by the SEA. Note: This table was formerly part of section 2.7.2.4 of the SY 2005-06 CSPR. The data collection requirement to report by elementary, middle and high school has changed to the grades K through 5, 6 through 8, and 9 through 12 for the SY 2006-07 CSPR. 2.7.2.5.2 Out-of-School Expulsions for Alcohol-Related Incidents In the table below, provide the number of out-of-school expulsions for alcohol-related incidents by grade level. Also, provide the number of LEAs that reported data on alcohol-related incidents, including LEAs that report no incidents. Grades K through 5 6 through 8 9 through 12 Comments: # Expulsion for Alcohol-Related Incidents 0 0 N<10 # LEAs Reporting 0 0 2 Source – Initially, pre-populated from EDFacts file N/X030 for data group 523. If necessary, it is updated by the SEA. Note: This table was formerly part of section 2.7.2.4 of the SY 2005-06 CSPR. The data collection requirement to report by elementary, middle and high school has changed to the grades K through 5, 6 through 8, and 9 through 12 for the SY 2006-07 CSPR. 2.7.2.6 Out-of-School Suspensions and Expulsions for Illicit Drug-Related Incidents The following questions collect data on illicit drug-related incidents. 2.7.2.6.1 Out-of-School Suspensions for Illicit Drug-Related Incidents In the table below, provide the number of out-of-school suspensions for illicit drug-related incidents by grade level. Also, provide the number of LEAs that reported data on illicit drug-related incidents, including LEAs that report no incidents. Grades K through 5 6 through 8 9 through 12 Comments: # Suspensions for Illicit Drug-Related Incidents N<10 168 463 # LEAs Reporting 6 31 43 Source – Initially, pre-populated from EDFacts file N/X030 for data group 523. If necessary, it is updated by the SEA. Note: This table was formerly part of section 2.7.2.5 of the SY 2005-06 CSPR. The data collection requirement to report by elementary, middle and high school has changed to the grades K through 5, 6 through 8, and 9 through 12 for the SY 2006-07 CSPR. 2.7.2.6.2 Out-of-School Expulsions for Illicit Drug-Related Incidents In the table below, provide the number of out-of-school expulsions for illicit drug-related incidents by grade level. Also, provide the number of LEAs that reported data on illicit drug-related incidents, including LEAs that report no incidents. Grades K through 5 6 through 8 9 through 12 Comments: # Expulsion for Illicit Drug-Related Incidents 0 12 48 # LEAs Reporting 0 7 17 Source – Initially, pre-populated from EDFacts file N/X030 for data group 523. If necessary, it is updated by the SEA. Note: This table was formerly part of section 2.7.2.5 of the SY 2005-06 CSPR. The data collection requirement to report by elementary, middle and high school has changed to the grades K through 5, 6 through 8, and 9 through 12 for the SY 2006-07 CSPR. 2.7.3 Parent Involvement In the table below, provide the types of efforts your State uses to inform parents of, and include parents in, drug and violence prevention efforts. Place a check mark next to the five most common efforts underway in your State. If there are other efforts underway in your State not captured on the list, add those in the other specify section. Yes/No Yes No Response Yes No Response Yes Yes No Response Parental Involvement Activities Information dissemination on Web sites and in publications, including newsletters, guides, brochures, and "report cards" on school performance Training and technical assistance to LEAs on recruiting and involving parents State requirement that parents must be included on LEA advisory councils State and local parent training, meetings, conferences, and workshops Parent involvement in State-level advisory groups Parent involvement in school-based teams or community coalitions Parent surveys, focus groups, and/or other assessments of parent needs and program effectiveness Media and other campaigns (Public service announcements, red ribbon campaigns, kick-off events, parenting awareness month, safe schools week, family day, etc.) to raise parental awareness of drug and alcohol or safety issues Other Specify 1 Other Specify 2 Yes No Response No Response Comments: Source – Manual entry by SEA into the online collection tool. Note: This data collection has been changed from a manual text entry to a check box format for the SY 2006-07 CSPR. 2.8 INNOVATIVE PROGRAMS (TITLE V, PART A) This section collects information pursuant to Title V, Part A of the Elementary and Secondary Education Act (ESEA), as amended. 2.8.1 Annual Statewide Summary Section 5122 of ESEA, as amended, requires States to provide an annual Statewide summary of how Title V, Part A funds contribute to the improvement of student academic performance and the quality of education for students. In addition, these summaries must be based on evaluations provided to the State by LEAs receiving program funds. Please attach your statewide summary. You can upload file by entering the file name and location in the box below or use the browse button to search for the file as you would when attaching a file to an e-mail. The maximum file size for this upload is 4 meg. Note: This data collection was formerly section 2.8.8 of the SY 2005-06 CSPR. 2.8.2 Needs Assessments In the table below, provide the number of LEAs that completed a Title V, Part A needs assessment that the State determined to be credible and the total number of LEAs that received Title V, Part A funds. The percentage column is automatically calculated. # LEAs 63 63 % 100.0 Completed credible Title V, Part A needs assessments Total received Title V, Part A funds Comments: Source – Manual entry by SEA into the online collection tool. Note: This table was formerly section 2.8.9 of the SY 2005-06 CSPR. For the SY 2006-07 CSPR, the number of LEAs and percentage of LEAs that completed credible Title V, Part A needs assessments is a new data collection. 2.8.3 LEA Expenditures In the table below, provide the amount of Title V, Part A funds expended by the LEAs. The percentage column will be automatically calculated. The 4 strategic priorities are: (1) support student achievement, enhance reading and mathematics, (2) improve the quality of teachers, (3) ensure that schools are safe and drug free, and (4) promote access for all students to a quality education. Activities authorized under Section 5131 of the ESEA that are included in the four strategic priorities are 1-5, 7-9, 12, 14-17, 19-20, 22, and 25-27. Authorized activities that are not included in the four strategic priorities are 6, 10-11, 13, 18, 21, and 23 24. $ Amount 1071786 1130382 % 94.8 Title V, Part A funds expended by LEAs for the four strategic priorities Total Title V, Part A funds expended by LEAs Comments: Significant transfers came to Title V from Title II and other NCLB programs. Source – Manual entry by SEA into the online collection tool. Note: This table was formerly section 2.8.10 of the SY 2005-06 CSPR. For the SY 2006-07 CSPR, the total amount of Title V, Part A funds expended by LEAs is a new data collection. 2.8.4 LEA Uses of Funds for the Four Strategic Priorities and AYP In the table below, provide the number of LEAs: 1 That used at least 85 percent of their Title V, Part A funds for the four strategic priorities above and the number of these LEAs that met their State's definition of adequate yearly progress (AYP). 2 That did not use at least 85 percent of their Title V, Part A funds for the four strategic priorities and the number of these LEAs that met their State's definition of AYP. 3 For which you do not know whether they used at least 85 percent of their Title V, Part A funds for the four strategic priorities and the number of these LEAs that met their State's definition of AYP. The total LEAs receiving Title V, Part A funds will be automatically calculated. # LEAs 60 3 0 63 # LEAs Met AYP 5 0 0 5 1. Used at least 85 percent of their Title V, Part A funds for the four strategic priorities 2. Did not use at least 85 percent of their Title V, Part A funds for the four strategic priorities 3. Not known whether they used at least 85 percent of their Title V, Part A funds for the four strategic priorities Total LEAs receiving Title V, Part A funds Comments: Source – Manual entry by SEA into the online collection tool. Note: This table was formerly section 2.8.11 of the SY 2005-06 CSPR. For the SY 2006-07 CSPR, the data collection for States to report not knowing whether they used at least 85 percent of their Title V, Part A funds is a new data collection. 2.9 RURAL EDUCATION ACHIEVEMENT PROGRAM (REAP) (TITLE VI, PART B, SUBPARTS 1 AND 2) This section collects data on the Rural Education Achievement Program (REAP) Title VI, Part B, Subparts 1 and 2. 2.9.1 LEA Use of Alternative Funding Authority Under the Small Rural Achievement (SRSA) Program (Title VI, Part B, Subpart 1) In the table below, provide the number of LEAs that notified the State of their intent to use the alternative uses funding authority under Section 6211. # LEAs # LEA's using SRSA alternative uses of funding authority Comments: Source – Manual entry by SEA into the online collection tool. 2.9.2 LEA Use of Rural Low-Income Schools Program (RLIS) (Title VI, Part B, Subpart 2) Grant Funds In the table below, provide the number of eligible LEAs that used RLIS funds for each of the listed purposes. Purpose 1. Teacher recruitment and retention, including the use of signing bonuses and other financial incentives 2. Teacher professional development, including programs that train teachers to utilize technology to improve teaching and to train special needs teachers 3. Educational technology, including software and hardware as described in Title II, Part D 4. Parental involvement activities 5. Activities authorized under the Safe and Drug-Free Schools Program (Title IV, Part A) 6. Activities authorized under Title I, Part A 7. Activities authorized under Title III (Language instruction for LEP and immigrant students) Comments: # LEAs 2 19 8 3 1 17 0 0 Source – Manual entry by SEA into the online collection tool. Note: This table was formerly section 2.9.2.1 of the SY 2005-06 CSPR. 2.9.2.1 Goals and Objectives In the space below, describe the progress the State has made in meeting the goals and objectives for the Rural LowIncome Schools (RLIS) Program as described in its June 2002 Consolidated State application. Provide quantitative data where available. The response is limited to 8,000 characters. Goal 1 -All students will reach high standards in reading/language arts and mathematics by 2013-2014. The RLIS program activities designed by the eligible counties has helped the rural counties achieve at approximately the same rate as those not eligible for RLIS in West Virginia. 82.06% of schools in RLIS eligible counties made AYP while only 80.14% of schools in those LEAs not qualifying for RLIS made AYP. AYP at the LEA level has proved more difficult to attain. Only 10.34% of those LEAs NOT eligible for RLIS made AYP and only 7.69% of those LEAs eligible for RLIS made AYP. Goal 2 -All LEP students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. The RLIS program counties typically do not have large numbers, if any. LEP Students. No LEAs chose to support efforts to impact LEP students in their school system. Goal 3 -By 2005-2006 all students will be taught by highly qualified teachers. The RLIS program has more eligible schools systems (73.07% of eligible LEA's) providing programs in this area than any other purpose. Goal 4 -All students will be educated in learning environments that are safe, drug free, and conducive to learning. 100% of schools in eligible RLIS counties met AYP for attendance rate, and 89% met the graduation rate standard. 99% met AYP for participation rate. Goal 5 -All students will graduate from high school 89% met AYP for graduation rate. Source – Manual entry by SEA into the online collection tool. Note: This table was formerly section 2.9.2.2 of the SY 2005-06 CSPR. 2.10 FUNDING TRANSFERABILITY FOR STATE AND LOCAL EDUCATIONAL AGENCIES (TITLE VI, PART A, SUBPART 2) 2.10.1 State Transferability of Funds Source – Manual entry by SEA into the online collection tool. 2.10.2 Local Educational Agency (LEA) Transferability of Funds Source – Manual entry by SEA into the online collection tool. 2.10.2.1 Use of Funds In the tables below, provide the total number of LEAs that transferred funds to and from each eligible program and the total amount of funds transferred to and from each eligible program. # LEAs Transferring Funds TO Eligible Program 0 0 0 11 0 Total Amount of Funds Transferred TO Eligible Program 0.00 0.00 0.00 600867.2 0.00 Program Improving Teacher Quality State Grants (Section 2121) Educational Technology State Grants (Section 2412(a)(2)(A)) Safe and Drug-Free Schools and Communities (Section 4112(b)(1)) State Grants for Innovative Programs (Section 5112(a)) Title I, Part A, Improving Basic Programs Operated by LEAs Source – Manual entry by SEA into the online collection tool. Note: This table was formerly part of section 2.10.2.2 of the SY 2005-06 CSPR. # LEAs Transferring Funds FROM Eligible Program 10 0 2 0 Total Amount of Funds Transferred FROM Eligible Program 589524.8 0.00 11324.8 0.00 Program Improving Teacher Quality State Grants (Section 2121) Educational Technology State Grants (Section 2412(a)(2)(A)) Safe and Drug-Free Schools and Communities (Section 4112(b)(1)) State Grants for Innovative Programs (Section 5112(a)) Comments: Source – Manual entry by SEA into the online collection tool. Note: This table was formerly part of section 2.10.2.2 of the SY 2005-06 CSPR. The Department plans to obtain information on the use of funds under both the State and LEA Transferability Authority through evaluation studies.