2022-2023 Program and Budget Handbook

Title I Schools • Identifying the program’s activities, and planning the budget expenditures to implement the program’s activities, requires the involvement of the School Site Council (SSC) for the certification of the SPSA. The California Education Code , section 52853, requires the SSC to develop the plan and approve the budget. • Schools will receive a separate allocation for Title I parent and family engagement. Schools may appropriate additional Title I resources to

the school campus is an essential requirement for Title I. Beginning in the 2021-22 school year, schools need to certify in the Principal Portal that the broader school community was invited to participate in an Annual School Goal and Budget Consultation Meeting where the community at large is invited to learn how the Needs Assessment and school have shaped the budget priorities. A module series to offer guidance is available at the Parent and Community Services’ website under the Tools for Schools tab. A budget reference sheet for families is also available to inform families of eligible purchases for Title I, TSP, and one-time funds received by the school site specifically for family engagement. The District receives Title III (federal) funds to provide supplemental direct services to English Learners (ELs). These funds must be used to provide direct services to ELs above and beyond the core program requirements as outlined in the United States Code (USC) and California Education Code (EC). The supplemental funds received from Title III may not be used to supplant the District’s general funds. Title III, Section 3115(g), requires that funds be used "to supplement the level of federal, state, and local public funds that, in the absence of such availability, would have been expended for programs for limited English proficient children and immigration children and youth and in no case to supplant such Federal, State, and local public funds." Title III (7T197) Under the Elementary and Secondary Act of 1965, as amended by the Every Student Succeeds Act (ESSA) in December 2015, Districts receive Title III funds to ensure all ELs attain English proficiency, develop high levels of academic achievement in English, and meet the same challenging state standards as all other students. The Title III funds must be

implement the school’s parent and family engagement policy. (Refer to Appendix B regarding Budget Planning for Parent and Family Engagement.)

Title III

used to supplement language instructional programs for English learners as follows: 1) Increase the English language proficiency of

ELs by providing effective language instructional educational programs

2) Provide effective professional development to teachers, principals, administrators, other school leaders, and school or community-based personnel; 3) Provide activities and strategies that enhance educational programs for ELs, which include parent, family and community engagement. Schools are required to use Title III funds to provide direct services to increase the linguistic and academic achievement of ELs. With the passage of ESSA, state and districts are required to set goals and targets for the performance of ELs in reading/language arts, mathematics and progress toward English language proficiency. One of the multiple measures of the state accountability system will be the English Learner Progress Indicator (ELPI) which measures progress of ELs towards proficiency. Moving forward all

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