Coordinator’s Academy Local District 6 October 27, 2005 2005-2006 Title I Overview Specially Funded Programs Branch

Purpose of No Child Left Behind “…to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments” Specially Funded Programs Branch

Definition Supplemental Funds Supplemental funds are those funds which are granted to districts and to schools for specific program purposes and which are over and above the general revenue funds the districts and schools receive to support the base program. Supplemental funds must be used only to support and enhance the district’s and school’s regular program. Supplemental funds may not be used to replace or supplant the funds and programs the district provides the schools. Specially Funded Programs Branch

How can schools use these funds? Personnel Certificated Classified Instructional Materials Equipment Parent Involvement Professional Development

Description of Local District 6’s 34 Schoolwide Program (SWP) Schools The supplemental services listed below must correspond to those outlined in the school’s Title I Notification letter to parents. English-language arts (ELA) (list programs/resources/services supporting ELA instruction) Mathematics (list programs/resources/services supporting Mathematics instruction) Auxiliary Support Services (list programs/resources/services providing auxiliary support)

Schoolwide Programs Prerequisites: 40 percent poverty based on: The number of children eligible for free or reduced-priced lunches CalWorks (determined by Central) Schoolwide plan approved by LEA Specially Funded Programs Branch Sec. 1114

Schoolwide Programs Consolidate federal, state, and local funds to upgrade entire program Ensure all children meet standards, particularly those most at risk Specially Funded Programs Branch Sec. 1114

Description of Local District 6’s 13 Targeted Assistance School (TAS) Programs The supplemental services listed below must correspond to those outlined in the school’s Title I Notification letter to parents. English-language arts (ELA) (list programs/resources/services supporting ELA instruction to identified Title I-eligible students) Mathematics (list programs/resources/services supporting Mathematics instruction to identified Title I-eligible students) Other At-Risk Factors (list programs/resources/services supporting identified Title I-eligible students and the at-risk factors affecting these students) Auxiliary Support Services (list programs/resources/services providing auxiliary support to identified Title I-eligible students)

Targeted Assistance Schools (TAS) In general, Targeted Assistance Schools shall: use resources to help participating children meet the state academic achievement standards; ensure that planning for participating students is incorporated into school planning; use effective scientifically based research methods and strategies that strengthen the core academic program; coordinate with and support the regular education program. Specially Funded Programs Branch Sec. 1115

Targeted Assistance Schools (TAS) (continued) provide instruction by highly qualified teachers provide opportunities for professional development provide strategies to increase parental involvement Specially Funded Programs Branch Sec. 1115

New Staffing Requirements New staffing requirements in Title I, Part A Requirements relate to staff qualifications (Section 1119) Specially Funded Programs Branch

Teacher Qualifications Teachers who were credentialed or enrolled in a CCTC- approved intern program on or after July 1, 2002 should be “highly qualified” at the time of employment Teachers credentialed or enrolled in a CCTC approved intern program prior to July 1, 2002 must be “highly qualified” by the end of the 2005-06 school year and may undergo the HOUSSE process All teachers teaching core academic areas in Title I schools must meet the “highly qualified” standard. By the end of 2005-06 teachers in core academic areas in all schools must meet that standard. Charter schools are not exempt from the teacher quality standard Sec. 1119

Paraprofessional Qualifications Hired using Title I funds before January 8, 2002, must complete requirements by June 30, 2006. Have 60 semester or 90 quarter units from a recognized college or university OR Have an associate ( or higher) degree from a recognized college or university OR Pass the District Proficiency Test and the Instructional Assistance Test Sec. 1119

Paraprofessional Qualifications -Hired using Title I funds after January 8, 2002 and new hires are required to pass the District Proficiency Test, and must meet one of the below criteria. Have 60 semester or 90 quarter units from a recognized college or university OR Have an associate degree from a recognized college or university OR Pass the Instructional Assistance Test

Paraprofessional Qualifications All paraprofessionals must have high school diploma or GED Duties—instruction only if under direct supervision of “highly qualified” teacher Specially Funded Programs Branch Sec. 1119

Paraprofessional Qualifications Applies to paraprofessionals who assist in classroom instruction Exception: translating and parental involvement Specially Funded Programs Branch Sec. 1119

Elements of Parental Involvement A Summary of No Child Left Behind, Section 1118 Each Title I, Part A, funded school must develop, jointly with parents of children receiving Title I services, a written school parental involvement policy that describes how the school will carry out the parental involvement requirements in No Child Left Behind, Section 1118. The requirements consist of four components: Parent Involvement Policy Parents Right to Know School-Parent Compact Building Capacity for Involvement The LAUSD Parent Student Handbook, provides parents with information on parental involvement and NCLB mandates.

Parental Involvement Policy Each Title I, Part A, funded school must notify parents of its written parental involvement policy in an understandable and uniform format in a language the parents can understand. The policy must also be made available to the local community.

Parental Involvement Policy Each Title I, Part A, funded school must involve parents, by: Convening an annual meeting to inform parents of the following: the school’s participation in the Title I, Part A, program the requirements of Title I, Part A the rights of parents to be involved Offering a flexible number of additional meetings (i.e., mornings or evenings) Involving parents, in an organized, ongoing, and timely way in the planning, review and improvement of the school’s Title I program

Parental Involvement Policy (continued) Each Title I, Part A, funded school must provide parents of participating children: Timely information about Title I, Part A, funded programs A description and explanation of: the curriculum in use at the school the forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet If requested by parents, opportunities for regular meetings to formulate suggestions and to participate as appropriate in decisions relating to the education of their children. The school must respond to any such suggestions as soon as practicably possible.

Parents Right to Know No Child Left Behind mandates that Title I, Part A, funded schools give parents timely notice when their child has been assigned, or has been taught for four or more consecutive weeks, by a teacher who is not highly qualified.

Parents Right to Know LAUSD parents may make written requests and receive information regarding the qualifications of their child’s teacher (i.e., credential, degree, and major). A parent letter may be printed from the school’s SIS that provides the teacher’s qualifications.

School-Parent Compact Title I, Part A, funded schools must jointly develop, with parents of children receiving Title I, Part A, services, a school-parent compact as a component of its written parental involvement policy.

School-Parent Compact The School-Parent Compact: Written agreement between the school and the parents of children receiving Title I, Part A, services that: Identifies activities that the parents, entire school staff, and the students will undertake to share the responsibility for improved student academic achievement. Outlines the activities that the parents, school staff, and students will undertake to build and develop a partnership for achieving the state’s high academic standards.

School-Parent Compact The school-parent compact must describe: The school’s responsibility to provide high-quality curriculum and instruction to enable students to meet state standards Ways in which parents will be responsible for supporting their children’s learning The importance of ongoing communication between teachers and parents, at a minimum: Annual parent-teacher conferences (elementary) Frequent reports to parents on their child’s progress Reasonable access to staff Opportunities to volunteer Opportunities to observe classroom activities

Building Capacity for Involvement Title I, Part A, funded schools must help parents understand topics that assist parents in becoming equal partners with educators in improving students’ academic achievement. Topics include: State academic content standards State and local assessments: including alternative assessments Parental involvement requirements in NCLB, section 1118 How to monitor their child’s progress and work with educators to improve the academic achievement of their child.

Building Capacity for Involvement (continued) Title I , Part A, funded schools must provide materials and training to help parents work with their children to improve academic achievement. Suggested activities include: Family Literacy training for parents, such as: providing interactive literacy activities between parents and their children providing parent literacy training that leads to economic self-sufficiency, and providing training for parents on how to be full partners in the education of their children. Literacy programs that bond families around reading and using the public library.

Building Capacity for Involvement (continued) Additional activities include: Providing information about the essential components of reading instruction to enable parents to support the instructional practices used by the teacher. Using technology to foster parental involvement, such as: Training parents in the use of the Internet to access children’s homework Communicate with teachers, and Review information posted in the California Department of Education or LAUSD websites about schools in program improvement, supplemental educational services, public school choice and other opportunities to promote student achievement.

Specially Funded Programs Website: www.lausd.k12.ca.us/lausd/offices/instruct/sfp Contacts: Charleen B. Brown (AYP) 213- 229-2001 Carolyn Williams-Marshall (PSC) 213- 229-2000 Becki Robinson (SES) 213- 241-4109 William Fukuhara (SWP & TAS) 213- 229-2001 Carolina Pavia (Teachers) 213- 241-6911 Norma Aguayo (Paraprofessionals) 213- 353-4218 Sylvia Ruiz (Parents) 213- 217-5270