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State and Federal Programs

The Categorical Department oversees the state and federal categorical funds and the requirements of the funds that directly flow to district programs and sites.  The department oversight consists of the funding application process, budget development, distribution of funding, and monitoring compliant use of the funding.

The Categorical Department implements the program requirements of Title I, as required by the Elementary and Secondary Education Act and other federal programs such as Title II, Title III, and Migrant.  

This department also coordinates the assistance and support for the development of the annual Single Plans for Student Achievement (SPSA).

Categorical Program Descriptions

Title I
Funds are used to support effective, research-based educational strategies that close the achievement gap between high-and low-performing students and enable the students to meet the state's challenging academic standards. Title I-funded schools are either targeted assistance schools or schoolwide program schools

Funds may be used in a variety of ways as long as they provide supplemental services that are focused on improving student achievement. Examples of how funds may be used include, but is not limited to the following:

  • Supplemental support provided by teachers and instructional aides
  • Extended learning time (e.g., before school and after school)
  • Parent involvement
  • Supplemental instructional materials and other instructional support
  • Staff development
  • Promoting and developing positive school culture
  • Health, nutrition, and other social services

Title III LEP   
The program focuses on language instruction for limited-English-proficient and immigrant students.
The program provides for supplementary programs and services to students that are limited English proficient, known as English learners.
 Funds may be used for a variety of purposes that provide for support directed to ELs, including:              

  • English language development instruction
  •  Enhanced instruction for ELs in core subject areas
  • High-quality professional development for teachers and other staff
  • Identifying and improving curriculum, materials, and assessments
  • Tutorials or other intervention support to meet the language development needs of ELs
  • Educational technology
  • Providing community participation programs, including family literacy and parent outreach
  • Coordinating language instruction program with other programs and services

Title II
This is a federal program that increases student academic achievement through strategies such as improving teacher and principal quality.
The Title II purpose of, Part A is to increase the academic achievement of all students by helping schools and districts to:

  1. improve teacher and principal quality through professional development and other activities, including reduced class sizes; and
  2. ensure all teachers are highly qualified.

The program focuses on preparing, training, and recruiting high-quality teachers. Allows LEAs increased flexibility to allocate funds among professional development, class-size reduction, and other teacher quality activities.

Federal Program Monitoring (FPM)
Federal and state laws require the California Department of Education (CDE) to monitor the implementation of categorical programs operated by local education agencies (LEAs). LEAs are responsible for creating and maintaining programs that meet requirements.

LEAs are monitored to ensure that they meet fiscal and program requirements of federal categorical programs and mandated areas of state responsibility and funding.

The Federal Program Monitoring (FPM) Office coordinates reviews through a combination of data and document review and onsite visits. LEAs are assigned to one of four cycles: A, B, C, D. Each year, CDE analyzes extensive data for all LEAS which receive categorical funds in two of four cycles. LEAs may be selected for an on-site or online monitoring every two years.

Several factors, including compliance history, academic achievement, program size, and fiscal analysis are considered in identifying LEAs for review. Using this selection criterion, approximately 60 LEAs and sites are selected for on-site or online monitoring. Several LEAs are also randomly selected each year for monitoring.

Schools, districts, and county offices that receive funding for certain programs may be chosen for a review by the state. The purpose of the review is to ensure that they are spending the funding as required by law. Reviews may take place in person and/or through an online process.

At the end of each review, the state will complete a report of findings that informs the school, district, or county office how to correct the findings.

A schoolwide program (SWP) is a comprehensive reform strategy designed to upgrade the entire educational program in a Title I school. Its primary goal is to ensure that all students, particularly those who are low-achieving, demonstrate proficient and advanced levels of achievement on State academic achievement standards.

Schoolwide programs must address the needs of all students in the school, but particularly the needs of children who are members of the target population of any federal education program whose funds are included in the schoolwide program. Research shows that to close the achievement gap in high priority schools, a school's entire educational program must be improved. The schoolwide program assists in this process by requiring research-proven programs and activities to be incorporated into the school's curriculum.

A schoolwide program permits a school to use Title I funds and other federal education program funds and resources to improve the entire educational program of the school in order to raise academic achievement for all students. Schoolwide programs have greater flexibility in spending Title I funds to engage in reform strategies that increase the amount and quality of learning time and help provide a high-quality curriculum for all children. Flexibility in the use of funds is tied to increased achievement by students at all levels by allowing schools to integrate their programs, strategies, and resources.

A well-designed and implemented schoolwide program touches all aspects of the school's operation and offers an appropriate option for high-poverty schools seeking to improve achievement for all students, particularly the lowest-achieving.

Schoolwide programs:

  • Plan for comprehensive, long-term improvement.
  • Serve all students with highly-qualified teachers and paraprofessionals.
  • Provide continuous learning for staff, parents, and the community.
  • Use research-based practices to develop and implement enriched instruction for all students.
  • Use inclusive approaches to strengthen the school's organizational structure.
  • Consolidate resources to achieve program goals.
  • Engage in continuous self-assessment and improvement.

You can find the Burton ESSER 3 Plan through this LINK
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