FEDERAL FUNDED PROGRAMS IN THE DISTRICT:
Title I, Part A: provides supplemental funds to be used to narrow the educational gap between disadvantaged children and other children in those areas where the highest concentration of children from low-income families attend school.
Title I Schools in the District: Beamer, Dingle, Freeman, Maxwell, Ramon Tafoya, Whitehead, Woodland Prairie, Gibson, Plainfield and Community Day Schools.
This program provides grants to Local Educational Agencies to increase student achievement by improving teacher and principal quality and increasing the number of highly qualified teachers and principals in the schools.
This program provides funding through an application process for formula-funded grants for education technology. In order to operate the program 25% percent of the funding must be spent on professional development to integrate technology into instruction.
This program provides funding for supplementary programs and services for LEP students. Required activities include the provision of instruction and instructional support services related to English Language Development and academic progress in the core curriculum in a manner that allows LEP students to meet grade level and graduation requirements. Programs must also provide staff development for school staff assigned to LEP student populations.
This program provides funding to develop, implement, and evaluate comprehensive drug/alcohol, tobacco and violence prevention program and activities, which are consistent with the principles of effectiveness and that are coordinated with school and community-based program services. The SDFSCA goal is to foster a safe and drug free learning environment that supports academic achievement.
Economic Impact Aid is a state categorical program contained in the Consolidated Application for funds. These supplemental funds are used, Kindergarten through grade twelve to support additional program services for English Learners (Els) and compensatory education services for educationally disadvantaged students, as determined by the LEA. EIA funding is open to all public school districts that request participation using Part I of the annual Consolidation Application funds.
This is a state funded program that helps teachers improve through a method of assistance and evaluation.
The application process by which school districts apply for categorical funding form state and federal sources. Part I is usually due at the California Department of Education in June of each year. Part II is due in January.
Program Improvement (PI) is a formal designation for Title I schools and districts. A Title I school becomes a PI school if it does not meet Adequate Yearly Progress (AYP) for two consecutive years, in all aggregated and subgroup indicators. There are certain types of required services and/or interventions schools must offer during each year they are identified as PI. A school is eligible to exit PI if it makes AYP for two consecutive years. Within three months, an identified school must develop a 2 year plan that addresses "core academic subjects" and includes "research based" strategies, parent involvement activities and teacher mentoring.
A subgroup is numerically if it has 100 students or 50 students who represent at least 15% of the students to be tested at the school or the district. Under NCLB, achievement data for the following subgroups meeting this criteria must be disaggregated as follows:
- African American
- American Indian or Native Alaska Native
- Hispanic or Latino
- Pacific Islander
- Socio-economically disadvantaged
- English Learners
- Students with Disabilities
The Single School Plan for Student Achievement must be written by each school and approved by School Site Council and District Governing Board. There are specific components of this plan that are required. The plan must include data that leads to specific goals and activities.
The NCLB Contains a Safe Harbor Provision for alternatively meeting Adequate Yearly Progress (AYP) when there is progress moving students from "Below Proficient" to "Proficient". A school, district or subgroup can make AYP through Safe Harbor Provisions if (1) the percentage of students below proficient decreases by 10% over the prior year, and (2) all other AYP criteria are met. For the final AYP reports, the California Department of Education will determine if Safe Harbor provisions apply to a school, district, or subgroup and will calculate whether or not the Safe Harbor provisions are met.
If a school fails to make AYP in the years after being targeted for Program Improvement (the 3rd consecutive year of failure) students must be given the option to attend after school tutoring, known as "Supplemental Services". Only low- income children are eligible for Supplemental Services at from these identified schools. Supplemental services must be provided by a state approved provider. Districts must notify the parents of the option and available providers. The district, parents and service provider must agree on "achievement goals" for the student, and their contract can be terminated if their goals are not met.
- Club Z!
- The Learning Curve
- Above and Beyond Learning
- Jump into Reading
- Jump into Math
- Professional Tutors of America INC.
- A+ Educational Centers
The Supplemental Services are provided at the student’s school, home, or other public location such as the library. The chart below reflects the number of students who were eligible for supplemental services and the number of students who participated each year.
|Year||Stu. eligible for SES services||Stu. participated in SES services||Stu. eligible for School Choice||Stu. participated in School Choice|
A Title I school receives Federal Title I funds. As the largest federal program supporting elementary and secondary education, Title I Part A of the NCLB Act is intended to help ensure that all children have the opportunity to obtain a high quality education and to reach proficiency on challenging state academic standards and assessments. Title I provides flexible funding that may be used to provide additional instructional staff, professional development, extended-time programs, and other strategies for raising student achievement in high poverty schools. Schools that do not make AYP may face corrective actions.