Federal Categorical FundsTitle ITitle I funds are federal funds intended to support the academic achievement of students who are at-risk of not finishing high school. Funds are used to support high-quality, research-based educational curriculum and strategies that close the achievement gap between high-and low-performing students and enable the students to meet the rigorous California academic standards. All schools in the Oroville Union High School District are Title I-funded “school-wide program” schools. All students enrolled in a school in the district are, therefore, eligible for supports and/or services provided through Title I funds.
Title IITitle II Part A, Improving Teacher Quality State Grants Program, is a federally funded grant that was created to provide funds to districts to improve teacher and administrator quality and to ensure that all teachers are highly qualified according to No Child Left Behind (NCLB) guidelines. All teachers funded out of Title II Part A must meet NCLB high qualified requirements.Title II funds may be used for activities designed to improve teacher quality. Professional development activities must be designed to expand the knowledge of teachers in one or more core academic subjects, to develop effective instructional strategies, methods and skills, and to use challenging Common Core State Standards and Statewide Test and Reporting.
Title II funds may not be used to supplant non-Federal funds that would otherwise be used for activities described above. Expenditures under Title II must be supported by the Local Education Area Plan (LEAP).
Title IIITitle III- Immigrant Education Program/Limited English Proficient Program, is a federally funded grant program that assists school districts in providing educational services to students who are Limited English Proficient (LEP), also known as English Learners (ELs). These funds must be used to provide services to English Learners, above and beyond the core academic program, as defined in California Education Code.
This program is designed to help students who are English Learners attain proficiency in the English language and meet the challenging state academic and content standards. In exchange for these funds, the district must meet three Annual Measurable Achievement Objectives (AMAOs):
- Percent of ELs making annual progress in English fluency as measured by the CELDT
- Percent of ELs attaining English Proficiency, as measured by the CELDT
- Percent of ELs meeting academic achievement targets based on Adequate Yearly Progress (AYP- Federal Measure) requirements for the subgroup
- Family literacy, parent training and community outreach
- Educational personnel, including teacher aides
- Tutoring services, mentoring, counseling services for students
- Educational materials and technology
- Basic instructional services
- Activities coordinated with community-based organizations, institutions of higher education, or private sector entities that have expertise in working with immigrant students and families