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

2. 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

3. 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

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

5. 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)

6. 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

7. 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

8. 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)

9. 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

10. 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

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

12. 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 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 teachers in core academic areas in all schools must meet that standard.
Charter schools are not exempt from the teacher quality standard
Sec. 1119

13. 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

14. 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

15. 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

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

17. 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 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.

18. 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.

19. 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

20. 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.

21. 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.

22. 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.

23. 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.

24. 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.

25. 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

26. 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.

27. 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.

28. 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.

29. Specially Funded Programs
Website:
Contacts:
Charleen B. Brown (AYP)
Carolyn Williams-Marshall (PSC)
Becki Robinson (SES)
William Fukuhara (SWP & TAS)
Carolina Pavia (Teachers)
Norma Aguayo (Paraprofessionals)
Sylvia Ruiz (Parents)