FEDERAL FUNDED PROGRAMS IN THE DISTRICT:

Title I, Part A: Improving the Achievement of Disadvantaged Students

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, Grafton, Maxwell, Ramon Tafoya, Whitehead, Willow Spring, Woodland Prairie, Cache Creek, Middle Grade Community Day and Community Day Schools.

Title II, Part A: Preparing, Training, Recruiting Highly Qualified Teachers and Principals:

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.

Title II, Part D: Enhancing Education Through Technology

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.

Title III, Part A and C: Language Instruction for LEP and Immigrant Students

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.

Title IV, Part A: Safe and Drug Free Schools and Communities

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.

Title V, Part A: Innovative Programs

This program is designed to support local education programs that are consistent with statewide education reform efforts and to provide for innovation and educational improvement to meet the needs of all students including special needs of at-risk-students.

STATE FUNDED PROGRAMS IN THE DISTRICT:

EIA: Economic Impact Aid

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.

For additional information see the following web site at the state department of education: EIA entitlements for Fiscal Year 2007-08:

http://www.cde.ca.gov/fg/fo/r14/documents/eia07apptsch2.xls

SLIB: School and Library Improvement Block Grant

The SLIB grant is one of the six (6) categorical block grants established by Assembly Bill 825. The School and Library block grant combines funding for School and Library Materials and the School Improvement Programs (SIP) into a single block grant. State funds are provided under SIP for qualifying schools (K-6 and 7-12) to carry out a plan developed by the School Site Council for improving the school environment, organization, instruction and or services.

GATE: Gifted and Talented Education

The state provides funds to participating districts for educational services to children who are identified as exceptionally able or talented.

PAR: Peer Assistance Review

This is a state funded program that helps teachers improve through a method of assistance and evaluation.

ELAP: English Language Acquisition Program

A program providing funding for instructional support and coordination of services for English Language Learners enrolled in grades 4-8 and for reclassification to fluent English proficient (FEP) status in grades k-12.

Cal-Safe: California School Age Families Education

A comprehensive community linked school program for expectant and parenting students and their children.

SSVP: School Safety and Violence Prevention

A program providing funding to school districts maintaining grades eight through twelve for purposes that improve school safety or reduce violence among students.

AB466: Math and Reading Professional Development

AB466 (past training) is a reimbursement grant program providing funds for past teacher professional development in mathematics and reading/language arts provided by a materials based California Professional Development Institute.

TUPE: Tobacco Use Prevention Education

Provides funding for tobacco -specific student instruction, reinforcement activities, special events and cessation programs for students. Programs in grades four through eight are funded through an entitlement process and programs in grades nine through twelve are funded through a competitive grant process.

Consolidate Application:

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:

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.

Numerically Significant Subgroups:

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
• Asian
• Filipino
• Hispanic or Latino
• Pacfic Islander
• White
• Socio-economically disadvantaged
• English Learners
• Students with Disabilities

Single School Plan for Student Achievement:

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.

Safe Harbor:

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.

Supplemental Educational Services:

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 these schools. The 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.

Title I School:

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.