District-level English Learner Advisory Committee (DELAC)
about 1 year ago
District-level English Learner Advisory Committee (DELAC)
Each California public school district, grades kindergarten through 12, with 51 or more English learners must form a District-level English Learner Advisory Committee (DELAC) or subcommittee of an existing district-wide advisory committee.
1. The DELAC, or subcommittee on English learner education, shall advise the district's local governing board (e.g., in person, by letters/reports, or through an administrator) on programs and services for English learners.
2. The DELAC shall be responsible for advising the district's local governing board on the following tasks:
a. Development or revision of a district master plan of education programs and services for English learners, taking into consideration the Single School Plan for Student Achievement.
b. Conducting a district-wide needs assessment on a school-by-school basis.
c. Establishment of district programs, goals, and objectives for programs and services for English learners (e.g., parental exception waivers and funding).
d. Development of a plan to ensure compliance with any applicable teacher and instructional aide requirements.
e. Administration of the annual language census (e.g., procedures and forms).
f. Review and comment on the district's reclassification procedures.
g. Review and comment on the written notifications required to be sent to parents and guardians.
1. Each school's English Learner Advisory Committee (ELAC) must have the opportunity to elect at least one of its members to be a site representative in the DELAC.
2. If the district has 31 or more ELACs, it may use a system of proportional or regional representation.
The district shall provide to all DELAC members:
1. Appropriate training and materials to assist each member carry out his or her legally required advisory responsibilities.
2. Training planned in full consultation with DELAC members. Economic Impact Aid-Limited English Proficient and/or district funds may be used to cover costs of training and attendance of DELAC members. This includes costs for child care, translation services, meals, and other reasonable expenses.
California Education Code, sections 35147 (c), 52176 (b) and (c), 62002.5, and 64001 (a)
California Code of Regulations, Title 5, sections 11308 (b) and (d).
20 United States Code Section 6312 (g)(4)
HESD Consolidation Application
about 1 month ago
The Consolidated Application and Reporting System is used by California Department of Education to distribute categorical funds from various state and federal programs (e.g., Title I, Title II, TItle III, Economic Impact Aid, etc.) to county offices, school districts, and charter schools throughout California. In June of each year, every local educational agency (LEA) submits Part I of the application to document participation in categorical programs and provide assurances that the LEA will comply with the legal requirements of each program. Part II of the application, submitted in January of the following year, contains the LEA's entitlements for each funded program. Out of each state and federal program entitlement, LEAs allocate funds for indirect costs of administration for programs operated by the LEA and for programs operated at schools.
If you would like additional information on the Consolidated Application and Reporting System (CARS), please call the Department of Educational Projects at 805.488.3588 or email at firstname.lastname@example.org
The California Department of Education also offers information at the CDE Web Site athttp://www.cde.ca.gov/fg/aa/co/
about 1 month ago
Serving Private, Non-Profit Schools within Hueneme Elementary School District
In accord with No Child Left Behind (NCLB), Public school districts, such as Hueneme Elementary School District (HESD) have an obligation and responsibility to achieve equitable participation of private school children, teachers and other education personnel in major federal programs. Participation is limited to private schools that have non-profit status within the District’s boundaries. The Department of Educational Projects oversees and coordinates all Private School Services.
To ensure equitable participation, HESD must assess, address, and evaluate the needs of private school students and teachers; spend an equal amount of funds per student to provide services; provide private school students and teachers with an opportunity to participate in activities equivalent to the opportunity provided public school students and teachers; and offer services that are secular, neutral, and non-ideological.
HESD looks forward to working in collaboration with the Private Schools we serve to provide the best educational opportunities and services students and staff. It is always exciting to discuss the educational services and other benefits that are equitable to those provided to eligible public school children. We value our partnership as we work to provide the best educational program possible for the students we serve within our local learning community.
As we all appreciate that effective schools are characterized by: (1) strong educational programs; (2) exceptional personnel; (3) commitment to definite goals; (4) informed, involved and supportive parents; (5) sincere concern for the needs of all students; and (6) abundant opportunities for students to participate, learn and grow. It is our hope and goal that with our partnership, we are able to provide those services to the community we all collectively serve.
The District relies on the enrollment data reported in the Private School Affidavit report submitted each October to identify numbers of students being served by private schools located within District boundaries for programs other than Title I. While final allocations for various grant programs may not be known, eligible participants should plan on using 80% of the prior year grant amount for initial planning purposes, with necessary adjustments made after the final entitlement is known.
Programs in the NCLB Act that Require Equitable Participation
The following programs in the No Child Left Behind Act of 2001 require equitable participation by private school students, teachers, and other education personnel. In addition to the guidelines previously delineated, each of the subsequent major programs has supplementary mandates. Described below are the NCLB Title Programs in which Hueneme Elementary School District participates and which private non-profit schools located within District boundaries may, if they qualify, elect to participate in as well: Title I Part A, Title II, Title III,.
Title I – Improving the Academic Achievement of the Disadvantaged
- Section 1120(b)(1) suggests that, in addition to the issues listed above, meaningful consultation should also include the method or sources of data that are used to determine the number of children from low-income families in participating school attendance areas who attend private schools (p. 1509).
- Methods for calculation to ensure allocation for equitable services may be done by using free and reduced lunch counts, survey, comparable data, or proportionality (Section 1120(c), p. 1510).
- Furthermore, each LEA must maintain in the agency’s records and provide to the SEA involved a written affirmation signed by officials of each participating private school that the consultation has occurred (Section 1120(b)(4), p. 1510).
Title II A – Preparing, Training and Recruiting High Quality Teachers and Principals
The Teacher and Principal Training and Recruiting Fund provides assistance for preparing, training, recruiting and retaining high-quality teachers. This program is governed by the Uniform Provisions (Section 9501(b)(3), p. 1976) which requires equitable participation of nonprofit private school teachers and other education personnel only to the extent that the LEA uses its funds for professional development. Moreover, equitable participation also extends to nonparticipation. If the LEA selects not to apply for these funds the nonprofit private school has no recourse (Section 2112(b)(12), p. 1624; and U.S. Department of Education, NCLB Summary, p. 3).
Additionally, if the professional development needs of the nonprofit private school teachers are different from those of public school teachers, the LEA, in consultation with nonprofit private school representatives, should develop a separate program. Consultation and coordination are essential to ensuring high-quality, sustained, intensive, and classroom-focused professional development activities for private school teachers. LEAs must assess the needs of nonprofit private school teachers in designing the professional development program for private school teachers (Section 9501(c), p. 1976).
Title III – Language Instruction for Limited English Proficient and Immigrant Students
The English Language Acquisition, Language Enhancement and Academic Achievement program provides funds for helping eligible immigrant and limited English proficient (LEP) children attain English proficiency and meet the same challenging state academic standards as all children are expected to meet. Funds must be used for increasing the English proficiency of eligible immigrant and LEP children by providing high-quality language instruction and high-quality professional development. Eligible nonprofit private school students and teachers whose schools are located within an LEA that receives a subgrant from the state are eligible to participate in this program, as required by the Uniform Provisions (U.S. Department of Education, NCLB Summary, p. 4).
You will find the Private School Consultation Form and the Affirmation of Services Form attached for your convenience. Detailed information regarding private school participation in NCLB Title Programs, including criteria for submitting the Private School Affidavit, can be found on the California Department of Education website at http://www.cde.ca.gov./sp/ps/.
If you have any questions or need additional information, please give me a call or email.
Irma Villanueva, Sr. Director of Educational Projects
For more information, visit the official U.S. Department of EducationNo Child Left Behind
web site atwww.nochildleftbehind.gov
School Attendance Review Board (SARB)
about 1 year ago
A WORD ABOUT THE TRUANCY REFERRAL AND PROSECUTION PROGRAM
The objective of the Truancy Referral and Prosecution Program is to stress the importance of regular school attendance and to resolve student school attendance problems.
Goals of the Truancy Referral and Prosecution Program are to:
What can the parent and student do to prevent truancy prosecution?
A pupil is considered truant if he/she is absent without a valid excuse 3 full days in one school year.
CLICK HERE to view the State of California SARB Handbook