Technical Assistance for PI Schools/Districts
LEAs and schools that fail to make Adequate Yearly Progress (AYP) toward statewide proficiency goals are identified for Program Improvement (PI) and are subject to improvement and corrective action. Your RSDSS colleagues can assist in collecting, analyzing and using multiple data sources, including the state and federal accountability measurements and CDE program self-evaluation tools to identify school and district needs and priorities.
The following is general information regarding Program Improvement:
School PI Status Determination
California proficiency goals utilize two consecutive years of data and incorporate four measurable areas. State reports for these AYP proficiency goals can be found here.
- Participation Rate (95% for Grades 3-8, 11)
- Proficiency Rate on the English Language Arts and Mathematics tests (Suspended for 2014-15)
- API (Suspended for 2014-15)
- Graduation Rate (90% for 4 year cohort Grades 9-12)
- Attendance (90% for Grades TK-8)
Program Improvement Status Level
There are four different PI status levels if a school is in PI:
- Entering PI — A school or an LEA that does not meet specific indicators described above for two consecutive years will enter PI.
- Advancing in PI — A school or an LEA that was in PI during the prior year and does not make AYP in the current year will advance to the next level of PI and be required to immediately implement the applicable ESEA requirements.
- Maintaining PI Status — A school or an LEA that was in PI during the prior year and makes AYP in the current year will not advance in PI, but will maintain the same PI status for the current year. This school or LEA will be required to continue implementing the applicable ESEA requirements.
- Exiting from PI — A school or an LEA in PI that makes AYP for two consecutive years will exit from PI at the end of the school year tested.
Program Improvement Requirements
Number of Years School Does Not Make Adequate Yearly Progress (AYP) – click here for chart.