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.

PI Status Determinations

Determinations are made using two years of data for schools and LEAs that receive Title I funds. Information on PI status determinations (identification, advancement, and exit criteria) at both the school and LEA level can be found at Title I PI Status Determinations.

See also Accountability Progress Reporting which provides links to PI Reports by school and LEA.

PI 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.

Program Improvement School Requirements
Resources for schools in PI Years 1 – 5, including 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.

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