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local advisory Councils-Supplementing with Title I & EIA http://sacdac.org/default.aspx
The Role of Local Advisory Councils . . 2-21 • Site Councils, English Learner Advisory Committees (ELAC), and their district level advisory councils/committees counterparts are vital to the process of planning for and supporting the education of students • At their best, they provide feedback, generate parent involvement, build leadership, and share in the responsibility for effectively planning for school success • Remember, the school board and site administrator are responsible for making policy and management decisions based in part on the "advice" of the councils and committees • To advise means to: • Suggest • Recommend • Evaluate A Word of Advice for Advisory Councils 2-22 -. As you start the school year, it's a good time to: • Ensure elections have occurred and membership is in place • Review and update bylaws • Establish the goals for the year and agendize topics that are of interest to and support the effective involvement of members • Training regarding council/committee responsibilities • Supporting students with homework • How to review and react to data about student performance • Budget and planning training • Attendance promotion strategies - . Local advisory councils and committees can be part of how we get the message out regarding how our district is approaching the budget and why cuts and changes are necessary - if we involve them now! Supplement, Not Supplant 2-9 • .Categoricals are intended to be "overand above," "extra," in addition to what is being expended from state and local funds [supplement] • ·Categoricals are not to replace/decrease what is being expended from state and local funds [supplant] • If supplanting is determined by grantor, funds will need to be returned to grantor The Hierarchy of Supplementing 2-13 ~er Targeted Supplemenf Migrant Education IMgeted SUlWlemental Resources Supplement/ Title III and EIA-LEP (Examples: Like general supplemental, but targeted and in addition to) General SUlWlemental Resource Title I and EIA-SCE Supplement (Examples: Intervention, supplemental materials, counselors, staff development) Core - General Operations & Required Program Elements Unrestricted General Fund (Examples: Regular classroom teachers and core textbooks) What is the 85-15 Rule? 2-16 • For many federal and state programs, there is a requirement that at least 85°k of the revenue provided be directed towards "direct services" -- -. The remaining 15% can be retained for indirect charges and administrative costs • Direct services include: • Services delivered to students at school, sites • Student is the direct recipient or beneficiary of services • Services are hands-on instruction • Services are integral to the instructional program • Contribute to the quality of the instructional program • Contribute to the academic success of students • Example: professional development for teachers Ref. Education Code Section 63000·63001 Title I and Economic Impact Aid 2-24 • The two largest categorical programs, aside from special education, are Title I (3010) and EIA (7090/91) • They are similar in intent and structure, but not identical • Both programs provide "compensatory support" that must be supplemental to the core, included in the site and/or district plan, and approved by site and local governing boards • They both also rely on ran kings and allocation plans based on income, but, in the case of EIA, other factors may be considered Title I and Economic Impact Aid 2-25 • Major differences: • Title I is associated with an accountability system, EIA is not • Title I funding has been declining over recent years, EIA received major ongoing increase in 2006-07 • Title I has several required set-asides, EIA does not have set-asides • No more than 15% of Title I may be carried over in a given year, no limit for EIA • But be cautious, since high carryover rates raise red flags Title I and Economic Impact Aid 2-26 • But both Title I and EIA are fairly flexible in terms of how the funds may be used • Minimum criteria: ~ Aligned to goals - responsive to academic needs of students ~ Generally, when allocated to the site, used for the purpose of providing direct instructional support ~ Provides supplemental support ~ Approved by site council and local advisory board as part of site or district plans • There may, however, be other criteria applied by the district: ~ Alignment to district goals/priorities Title I, Part A - Specific Rules 2-27 • Rules to keep in mind: • Must be targeted to students who are educationally disadvantaged - this-can be based on state or-local assessments, English proficiency, and/or income • If the school has 40% or more students eligible for free or reduced- priced meals, it may apply for schoolwide status • May be used for a broad range of activities and needs, but they must be included in the Single Plan for Student Achievement and/or LEA Plan Economic Impact Aid - Specific Rules 2-28 • Purpose - provides supplemental funding to support English learners and economically disadvantaged students • LEA must abide by the parameters of the vlntradistrict" allocation plan (E.C. 54004.5) • Support for English Learners must be adequate and appropriate (E.C.54004.7) • 85% of EIA funds must be used for direct services; the remaining 15% is used as follows: up to 3% indirect charge, 10% administration, and up to 2% centralized services (E.C. 63001) • Single Plan for Student Achievement must address how funds will be used to improve student achievement (E.C. 64100)
"local advisory Councils-Supplementing with Title I & EIA"