Title I and Categorical
The office of Elementary Education and Categorical Programs oversees the compliance of State and Federal money that comes into the district. The money is distributed to the school sites to supplement the core educational practices already in place. Its purpose is to increase student achievement.
California provides a “per pupil” amount of money to fund comprehensive education of all students, ages 5-17. For many reasons, some learners have difficulty mastering academic state and local content standards and may be at risk for not meeting graduation requirements. To help school districts meet the identified needs of students, state and federal governments have provided additional supplemental educational dollars. These funds, known as categorical program funds, may be used to buy additional personnel time, staff development opportunities, student materials, and other specialized items or services to augment the core instructional program and increase academic success for all students.
State and Federal supplementary funds for public education are governed by numerous rules and regulations. Their common goal is to provide access to mastery of district and state standards for ALL learners, including the special needs of English learners, educationally disadvantaged pupils, gifted and talented pupils, and pupils with exceptional needs.
A quality educational program is based on an improvement process that results in a Single Plan for Student Achievement (SPSA) in which all members of the school community contribute, including the principal, teachers, support staff, parents, and students (at secondary level). The mechanism by which the school fulfills its responsibility for developing and coordinating programs is the School Site Council (SSC). The SSC is delegated the responsibility for developing a comprehensive SPSA based on assessments and self study.
To ensure that all of the resources available to the school, including the base programs and the supplemental resources, are coordinated and focused on providing a high-quality education program in which students of all ranges of ability and background can learn and succeed, a careful analysis of student assessment and performance data is conducted. Principals routinely conduct classroom walk-throughs to further identify student and staff strengths and needs. Using this information, the site’s staff then identifies the areas of need in reading/language arts and math in relation to significant, disaggregated groups, total school population, and grade level groups. The administration, school staff, School Site Council, and Leadership Team, write action plans in reading/language arts and math. Staff development materials, resources (including personnel), curricular instructional strategies, and monitoring and evaluation components complete the action plan elements. These action plans become part of the site’s SPSA.
The categorical budgets must support the implementation of these action plans. The staff and SSC review the assessment data and SPSA each year, update the plan, and align the new budget expenditures to these revisions. The SPSA and budgets must have School Site Council approval.
For more information contact me at (760) 244-4411 x7235 or by email at firstname.lastname@example.org.
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