State and Federal Programs Introduction
Centinela Valley Union High School District participates in certain federal and state categorical programs and applies for these funds through the "Consolidated Application". The Spring Release of the Consolidated Application includes the legal assurances that the district will comply with all regulations associated with each program. The Spring Release also identifies which federal and state programs a district will participate; CVUHSD participates in the following federal programs: Title I Part A, Basic Grant (Low Income/low achieving students); Title II, Part A (Teacher and Principal Training and Recruiting); and Title III, Part A (Limited English Proficient Students [LEP]); and the following State program: Economic Impact Aid. Other state programs, previously part of the Consolidated Application, are included as part of the Tier III Flexibility programs. Federal guidelines also allow local non-profit private schools to participate with the public school district in federal programs. Those participating private schools are identified in Part I of the application.
As a requirement of the No Child Left Behind Act (NCLB) legislation, the district continues to make the necessary adjustments and modifications to meet continuing legislative provisions of the aforementioned programs.
The Winter Release of the Consolidated Application, which includes budget information, is submitted annually to the CDE after district funding entitlements are known following adoption of the State budget. The Winter Release also includes a report of the number of pupil participants and funding allocations for each program and school site.
Federal Program Descriptions
Title I Part A: Helping Disadvantaged Children:
A federal program 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.
Title II Part A: Teacher Quality:
A federal program that increases student academic achievement through strategies such as improving teacher and principal quality and increasing the number of highly qualified teaches in the classroom and highly qualified principals and assistant principals in schools.
Title III: Program for LEP Students:
A federal program to provide supplementary programs and services to assist Limited English Proficient (LEP) and immigrant students in achieving grade-level and graduation standards, as well as assisting LEP students with acquiring English.
State Program Descriptions
Economic Impact Aid (EIA):
A program supporting compensatory educational services for educationally disadvantaged students and bilingual education services for English learners.
Categorical Program Flexibility
Section 15 of SBX3 4 (California Education Code (EC) Section 42605) authorizes complete flexibility in the use of funds appropriated in 39 budget act items. For 2008-09 through 2012-13, school districts, county offices of education, and charter schools may use funds from these 39 items for any educational purpose. The funds are therefore unrestricted; program or funding requirements, as otherwise provided in statute, regulation, and budget act provisional language associated with the funding, are not in effect. Note that although EC 42605(e) describes certain continuing requirements with which LEAs must comply relating to the provision of instructional materials and the delivery of CalWORKS services, the existence of these requirements does not alter the newly unrestricted nature of the funding.
An LEA may choose to use funds from one or more of the 39 items in a manner completely different from how the funds could be used in years prior to 2008-09. Conversely, an LEA may choose to use the funds to continue to operate a program in the same manner as in the past. Both of these scenarios reflect a local decision as allowed by the flexibility provisions; any restrictions imposed on the funds from these 39 items are therefore local restrictions. There are no state restrictions or requirements, such as expenditure reports or compliance reviews, associated with the funding
The following programs, previously funded through the Consolidated Application are now part of the Tier III Flexibility programs.
- Peer Assistance & Review (PAR):
A program supporting a teacher peer assistance and review system and the coordination of employment policies and procedures with activities for professional development.
- Tobacco-Use Prevention Education (TUPE):
A program to provide funding for tobacco-specific student instruction, reinforcement activities, special events and cessation programs for students in grades four through eight. As a prerequisite for receiving funds, school districts must have a fully implemented tobacco free school district board policy.
- School Safety and Violence Prevention(Grades 8-12):
A program providing funding to school districts maintaining grades eight through twelve for purposes that improve school safety or reduce violence among students.
- California School Age Families Education (Cal – SAFE):
A program providing funding to school districts for a comprehensive, integrated, community-linked, school-based program for expectant and parenting students and their children.
- Middle & High School Supplemental Counseling Program: (Grades 7-12)
A program providing funding to school districts to increase the number of school counselors that serve seventh through twelfth-grade students. These new counselors provide students with information on all educational and vocational options available to them and serve students who have failed or are at risk of failing the California High School Exit Exam (CAHSEE), as well as students who are at risk of not graduating due to insufficient credits.
School Site Responsibilities
Each school is required to have a comprehensive school plan known as the Single Plan for Student Achievement describing strategies and activities to improve student achievement and meet district adopted standards through supplementary services provided by these programs. Schools may utilize additional special highly qualified teachers, coaches, counselors, instructional aides, scientifically research-based intervention programs, tutoring assistance, materials and equipment, professional development, district provided training, conferences and workshop attendance, expert consultants, and parent/community involvement activities to meet the needs of the students requiring supplemental services. Each school's School Site Council (SSC) is required to provide input, assist in the plan/budget development and recommend to the Board for approval the planned program activities and budgets as part of the Single School Plan for Student Achievement. The Director of Federal and State Programs reviews program regulations and guidelines with all administration and site staff to insure appropriate planning, implementation and evaluation and to maintain compliance for each program.