English Language Development (ELD) • English as a Second Language (ESL)

Funding Sources

• English Now! A/B (EN!A/B)

• English Now! C, unit 4 (EN!C, unit 4)

• Reading, Oral Language Assessment (ROLA)

NCLB Title I, Part A—

Improving the Achievement of Disadvantaged Students

NCLB Title III, Part A/ C —

• Expended for programs for LEP and immigrant children,

• Supplemental program will enable LEP children to speak, read, write, and comprehend the English Language and meet challenging state academic content and student academic achievement standards.

NCLB Title VI, Part B—

Rural and Low-Income School Program

• Designed to assist rural school district in using Federal resources more effectively to improve the quality of instruction and student academic achievement,

• Also serves concentrations of children from low-income families,

• Authorized for supplemental program for teacher professional development to improve teaching,

• Authorized for improving the academic achievement of disadvantaged children,

• Authorized for language instruction for Limited English Proficient and Immigrant students.

• Provide training in instructional methods to improve pupil performance and in academic content in the core curriculum areas,

• Each day of staff development was at least as long as the full-time instructional work day for qualified classroom teachers with record of attendance. (Title 5, CCR—Coordinated Compliance Review).

California State Fund Spending Guidelines

State Program for English Learners—

After 90 days student must be assessed in English and primary language proficiency including comprehension, speaking, reading, and writing.

• Each English learner receives a program of instruction in English-language Development in order to develop proficiency in English as effectively and efficiently as possible (Castañeda v. Pickard and Keyes v. School Dist. No.1),

• All English learners receive access to content and performance standards for respective grade levels (Castañeda v. Pickard and Keyes v. School Dist. No.1),

• District must provide staff development program to qualify existing and future personnel (teachers and paraprofessionals) in the skills necessary to help each English learner learn English and access the core curriculum (Castañeda v. Pickard and Keyes v. School Dist. No.1),

• Adequate basic and supplemental resources to provide each English learner with learning opportunities in an appropriate program to provide equal opportunity for academic achievement across the core curriculum,

• Parent notified of opportunity for waivers for student program choice,

• District established and implemented a process and criteria to determine the effectiveness of the program(s) for English learners.

(SIP) School Improvement Program, K-12 —

Intended to support and extend the core curriculum.

• Directly related to the needs of the students addressed in the Single Plan for Student Achievement,

• Encourages improvement of instruction,

• School Site Council created to monitor School Improvement Plan,

• Funding is based on (K-6) a minimum amount per pupil based on prior year California Basic Educational Data System (CBEDS) enrollment counts. (7-12) funding is based on prior year average daily attendance ( ADA).

(EIA) Economic Impact Aid—

Provides funds to be used to meet the supplementary academic needs of English learners.

• Expand and improve upon the educational opportunities of educationallydisadvantaged students,

• Support provided may include personnel (resource teachers, instructional assistants),

• Support may include instructional materials,

• Support may include staff development for English Language Development, Specially Designed Academic Instruction in English, and English literacy skills,

• Support may include parent education, and/or community liaisons.

(HPSG) High Priority Schools Grant Program—

State Assembly Bill 961 the HPSG to assist the lowest performing schools in the state in raising student achievement by offering additional resources targeted to student performance.

• Legislation specifies that by participating in the High Priority Schools Grant Program, schools automatically participate in the Immediate Intervention/Underperforming Schools Program (II/USP) and must meet all requirements,

• Schools participating in the HPSG program must develop an action plan approved by local and state boards.

(IIUSP) Immediate Intervention/Underperforming Schools Program—

The California Public Schools Accountability Act of 1999 provides funding for schools that do not meet their academic growth targets.

• The program is designed to assist schools identified as II/USP in developing action plans with a specific process and required content,

• II/USP schools receive two years of state funds to implement their local and state-approved action plan.

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