The Special Projects Department administers many state and federal programs and provides a variety of services to the SPESD and its students. The main purpose of the department is to apply for monies from both governmental sources for categorical program funds available. A ‘categorical program’ is one that is aimed primarily at specific categories of students or families. The Special Projects Department must determine which programs our district is eligible for, determine how to meet the eligibility requirements, and provide the data necessary to apply for these funds.

 

School plan development process, Student achievement goal setting, Title I program planning and development, Parental involvement workshops, Community Based English Tutoring Program, and grant development, School Site Council and English Learner Advisory Committee support, Reclassification and long-term English Learner monitoring, After-School programs, Family Literacy, Technical assistance, Categorical budget development, and Compliance monitoring.

Some examples of Federal categorical programs and their primary use are described below:

Title I, Part A – (Basic Grant)

Title I, Part A provides supplemental funds to be used to narrow the educational gap between disadvantaged children and other children in areas where the highest concentration of children from low-income families attend school.

Title I, Part C (Migrant Education)

Funds support high quality education programs for migratory children and help ensure that migratory children who move among the states are not penalized in any manner by disparities among states in curriculum, graduation requirements, or state academic content and student academic achievement standards. Funds also ensure that migratory children not only are provided with appropriate education services (including supportive services) that address their special needs but also that such children receive full and appropriate opportunities to meet the same challenging state academic content and student academic achievement standards that all children are expected to meet. States use program funds to identify eligible children and provide education and support services. These services include: academic instruction, remedial and compensatory instruction; bilingual and multicultural instruction, vocational instruction, career education services, special guidance, counseling and testing services, health services, and preschool services.

 

For more information on MIGRANT Education, please click the link below:

Title III, Part A – (Limited English Proficient)

This program provides funding for supplementary programs and services for LEP students. Required activities include the provision of instruction and instructional support services related to English language development and academic progress in the core curriculum in a manner that allows LEP students to meet grade level and graduation requirements. Programs must also provide staff development for school staff assigned to LEP student populations. Title III, Part A funds may also be used for a variety of instructional support, curricular development, parental involvement, and related programs activities.

This program provides funding to pay for activities that provide enhanced educational opportunities for immigrant children and youth. These activities may include: family literacy, parent outreach and training, support for personnel including teacher aides, provision of tutorials, mentoring and academic or career counseling, acquisition of curricular materials, software and technologies, services directly attributable to the presence of immigrant children (additional classroom supplies, transportation costs, etc.), activities coordinated with community-based organizations, private sector entities and/or institutions of higher learning to assist parents of immigrant children by offering comprehensive community services.

A few examples of State categorical programs and their primary use are described below:

Economic Impact Aid (EIA)

Economic Impact Aid is a state categorical program contained in the Consolidated Application for funds. These supplemental funds are used in kindergarten through eighth grade to support:

• additional programs and services for English learners (ELs) and

• compensatory education services for educationally disadvantaged students, as determined by the LEA applicant.

After School Education and Safety (Proposition 49)

This program provides funding for academic and enrichment activities that support constructive alternatives for elementary students after school. The two components included in the ASPIRE program include:

• an educational and literacy aspect to provide tutoring and/or homework assistance

• an educational enrichment aspect which may include things like: recreation activities, arts, music, health promotion, community service, career awareness and other activities.

English Language Acquisition Program (ELAP)

This program supports English language acquisition for English learners in grades 4 to 8 through a variety of ways such as: tutors, mentors, special materials, newcomer centers, intersession, and whatever other materials or activities are deemed appropriate.

 

SB 1133 established the Quality Education Investment Act of 2006 for the purpose of implementing the Prop 98 settlement agreement between CTA, et al. vs. Schwarzenegger, et al.   SB 1133 will provide $3 billion over the next seven years to 488 low performing schools in California.  These schools, ranked in the lowest two deciles by the state's 2005 Academic Performance Index, have high percentages of low-income, minority, and English learners. QEIA funds will assist schools in closing the achievement gap by reducing class size, improving teacher and principal training (and adding counselors to high schools). Our three schools that participate in the QEIA program are: Glen City, Grace Thille and Barbara Webster.