Transcript Document

Coordinator’s Academy
Local District 6
October 27, 2005
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)
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– Schoolwide plan approved by LEA
Sec. 1114
Specially Funded Programs Branch
Schoolwide Programs
 Consolidate
federal, state, and local
funds to upgrade entire program
 Ensure all children meet standards,
particularly those most at risk
Sec. 1114
Specially Funded Programs Branch
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 Ieligible 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.
Sec. 1115
Specially Funded Programs Branch
Targeted Assistance Schools (TAS)
(continued)
• provide instruction by highly qualified
teachers
• provide opportunities for professional
development
• provide strategies to increase parental
involvement
Sec. 1115
Specially Funded Programs Branch
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
 Qualifications
– Hired using Title I funds before January 8, 2002,
must complete requirements by June 30, 2006.
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Sec. 1119
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
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
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Paraprofessional Qualifications
 All
paraprofessionals must have high
school diploma or GED
 Duties—instruction only if under direct
supervision of “highly qualified” teacher
Sec. 1119
Specially Funded Programs Branch
Paraprofessional Qualifications
 Applies to paraprofessionals who
assist in classroom instruction
 Exception: translating and parental
involvement
Sec. 1119
Specially Funded Programs Branch
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:
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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:
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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:
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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
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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