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local advisory Councils-Supplementing with Title I & EIA

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local advisory Councils-Supplementing with Title I & EIA http://sacdac.org/default.aspx

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									                       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)

								
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