Program Improvement (PI)

All schools and local educational agencies (LEAs) that do not make Adequate Yearly Progress (AYP) are identified for Program Improvement (PI) under the Elementary and Secondary Education Act (ESEA). The ESEA requires all states to implement statewide accountability systems based on challenging state standards in reading and mathematics, annual testing for all students in grades three through eight, and annual statewide progress objectives ensuring that all groups of students reach proficiency within 12 years. Assessment results are disaggregated by socioeconomic status, race, ethnicity, disability, and limited English proficiency to ensure that no group is left behind. LEAs and schools that fail to make AYP toward statewide proficiency goals are subject to improvement and corrective action measures.

In California, PI is the formal designation for Title I funded schools and LEAs that fail to make AYP for two consecutive years. Once in PI, a school or LEA that fails to make AYP will advance further in PI status.Please see the Web Links and Resources section below for additional information from the California Department of Education.

Program Improvement Status Determinations

Determinations are made using two years of data for schools and LEAs that receive Title I funds.

Program Improvement School and LEA Requirements

Under NCLB, PI schools and LEAs are responsible for implementing certain federal and state requirements during each year that they are in PI. These vary, based on the PI year and whether the entity is a school or LEA. 

Resources for schools in PI years one through five include timeline of requirements, detailed outline of requirements and recommendations for schools in PI, power-point slides, and information on school choice and Supplemental Educational Services.

Under NCLB (No Child Left Behind), PI schools and LEAs are responsible for implementing certain federal and state requirements during each year that they are in PI. These vary, based on the PI year and whether the entity is a school or LEA. Resources for schools in PI years one through five include timeline of requirements, detailed outline of requirements and recommendations for schools in PI, power-point slides, and information on school choice and Supplemental Educational Services. 

Requirements for LEAs subject to Title I accountability, and to joint Title I and Title III accountability.

Schools of Choice

Supplemental Educational Services (SES)

PI schools in years two and above must provide Supplemental Educational Services (SES), or free tutoring, to low-income students enrolled in the school. LEAs, direct-funded charters, and schools that receive Title I, Part A funds face NCLB consequences as PI LEAs and schools for not meeting or exceeding the AYP requirements.

SES are free tutoring services that are available to increase the academic achievement of students from low-income families attending public school receiving Title I funds and designated as PI, year two or beyond.

The tutoring services are to be provided beyond the regular school day and must be research-based, consistent with the core academic content and instruction used by the LEA, and aligned with the state academic content standards in English-language arts (ELA), science and mathematics.

Eligible students are those who are in grades three through six that attend public schools identified as PI schools in Years two through five and who are from a low-income family (eligible for Free and Reduced Lunch Program) and score Far Below Basic or Below Basic on California Star Testing English Language Arts and/or Math.

SES Data - Chula Vista Elementary School District

Report on Participation in Public School Choice (Choice) and SES as required by Title I Regulations, Section 200.39(c), from 34 CFR Part 200 (US Department of Education, October 2008)

Web Links and Resources