ADMINISTRATIVE REGULATION - 6171

Schoolwide Programs

A school may operate a Title I schoolwide program in order to upgrade the entire educational program of the school when at least forty (40) percent of the students in the school attendance area, or at least forty (40) percent of the students enrolled in the school, are from low-income families. 
 

A school that does not meet these criteria may operate a Title I schoolwide program if it receives a waiver from the California Department of Education. (20 USC 6314)
 

Any participating school operating a schoolwide program shall develop a comprehensive plan with the involvement of parents/guardians, other members of the community to be served, and individuals who will carry out the plan, including teachers, principals, other school leaders, paraprofessionals present in the school, administrators, and, if appropriate, specialized support personnel, technical assistance providers, school staff, secondary school students as applicable, and other individuals determined by the school. (20 USC 6314)   
 

The schoolwide program plan shall be based on a comprehensive needs assessment of the entire school and shall be incorporated into a Single Plan for Student Achievement (SPSA) which also incorporates the plans required for other categorical programs included in the state’s consolidated application. (Education Code 64001; 20 USC 6314)
 

The plan shall describe the strategies that the school will implement to address school needs, including a description of how such strategies will: (20 USC 6314)

1. Provide opportunities for all students, including economically disadvantaged students, ethnic subgroups, students with disabilities, and English learners, to meet state academic standards. 
2. Use methods and instructional strategies that strengthen the school’s academic program, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education. 
3. Address the needs of all students in the school, but particularly the needs of those at risk of not meeting state academic standards, through activities which may include the following: 
   1. Counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas.
   2. Preparation for and awareness of opportunities for postsecondary education and the workforce, which may include career and technical education programs and broadening secondary school students’ access to coursework to earn postsecondary credit while still in high school. 
   3. Implementation of a schoolwide tiered model to prevent and address problem behavior, and early intervention services.
   4. Professional development and other activities for teachers, paraprofessionals, and other school personnel to improve instruction and use of data from academic assessments and to recruit and retain effective teachers, particularly in high-need subjects. 
   5. Strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs. 
   6. Strategies to increase parent engagement.

The plan shall also include a description of any applicable federal, state, and local programs that will be consolidated in the schoolwide program. (20 USD 6314; 34 CFR 200.27)
 

The plan and its implementation shall be regularly monitored and revised as necessary based on student needs to ensure that all students are provided opportunities to meet state academic standards. (20 USC 6314)
 

Targeted Assistance Programs

Any school that receives Title I funds but does not operate a schoolwide program shall use Title I funds to provide services to: (20 USC 6315)

1.  Students in grades 3-8 identified by the school as failing, or most at risk of failing, to meet the state's academic achievement standards on the basis of criteria established by the District and supplemented by the school.
2. Students in preschool through grade 2 are selected solely on the basis of such criteria as teacher judgment, interviews with parents/guardians, and developmentally appropriate measures.

Eligible students include those who are economically disadvantaged; students with disabilities; migrant students, including those who participated in a migrant education program pursuant to 20 USD 6391-6399 in the preceding two (2) years; English learners; students who participated in a Head Start or State Preschool Program in preceding two (2) years; students in a local institution for neglected or delinquent children and youth or attending a community day program for such students; and students experiencing homelessness. (20 USC 6315)
 

A targeted assistance program shall: (20 USC 6315)

1. Use program resources to help participating students meet state academic achievement standards expected for all students, which may include programs, activities, and academic courses necessary to provide a well-rounded education.
2. Ensure that program planning is incorporated into existing school planning through the SPSA and reviewed annually.
3. Use effective methods and instructional strategies, based on scientific research, that strengthen the core academic program, give primary consideration to providing extended learning time, help provide an accelerated, high-quality curriculum, and minimize removing students from the regular classroom during regular school hours for instruction provided by Title I.
4. Coordinate with and support the regular education program, which may include services to assist preschool students in the transition to elementary school programs.
5. Provide opportunities for professional development for teachers, principals, paraprofessionals, and, if appropriate, specialized instructional support personnel, and other school personnel who work with eligible students in Title I programs or in the regular education program. The professional development shall be provided using funds from Title I and to the extent practicable, other sources.
6. Provide strategies to increase parent/guardian  involvement of participating students.
7.  Coordinate and integrate federal, state, and local services and programs, such as programs supported by the Elementary and Secondary Education Act, violence prevention programs, nutrition programs, housing programs, Head Start programs, adult education programs, career technical education programs, and comprehensive or targeted support and improvement activities under 20 USC 6311.

Participation of Private School Students

Teachers, other educational personnel, and families of participating private school students shall have an opportunity to participate, on an equitable basis, in parent involvement activities and professional development pursuant to 20 USC 6318 and 6319. (20 USC 6320, 7881)
 

Each year the Superintendent or designee shall contact officials of private schools with students who reside within District boundaries, regardless of whether the private school they attend is located within the District or whether or not those officials have previously indicated any interest in program participation, and invite them to a meeting to discuss the intent of Title I and the roles of public and private school officials. 
 

The Superintendent or designee shall consult, in a meaningful and timely manner, with appropriate private school officials during the design and development of the District's Title I programs, with the goal of reaching an agreement on how to provide equitable and effective programs for eligible private school students. Such consultation shall occur before the District makes any decision that affects the opportunities of eligible private school students to participate in Title I programs and shall include consultation on issues such as the following: (20 USC 6320, 7881; 34 CFR 200.56)
 

1. How the needs of private school students will be identified
2. What services will be offered
3. How, where, and by whom the services will be provided
4. How the services will be academically assessed and how assessment results will be used to improve those services
5. The size and scope of the equitable services to be provided to eligible private school students, the proportion of funds to be allocated for such services, and how the proportion of funds is determined
6. The method or sources of data that are used to determine the number of students from low-income families in participating school attendance areas who attend private schools
7. How and when the District will make decisions about the delivery of service to such students, including a thorough consideration and analysis of the views of private school officials on the provision of services through a third-party provider
8. How, if the District disagrees with the views of private school officials on the provision of services through a third-party provider, the District will provide to private school officials a written analysis of the reasons that the District has chosen not to use a contractor
9. Whether the District will provide services directly or through a separate government agency, consortium, entity, or third-party contractor 
10. Whether to provide services to eligible private school student(s) by pooling funds or on a school-by-school basis
11. When services will be provided, including the approximate time of day
12. Whether to consolidate and use funds provided under Title I with other funds available for services for private school students

If the District disagrees with the views of private school officials with respect to any of the above issues, the District shall provide the officials, in writing, the reasons that the District disagrees. (20 USC 6320)
 

Meetings between district and private school officials shall continue throughout implementation and assessment of services. (20 USC 6320)
 

The Superintendent or designee shall maintain, and shall provide to the California Department of Education upon request, a written affirmation signed by officials of each participating private school that consultation has occurred. The affirmation shall provide the option for private school officials to indicate their belief that timely and meaningful consultation has not occurred or that the program design is not equitable with respect to private school students. If private school officials do not provide the affirmation with a reasonable period of time, the District shall send documentation to the CDE demonstrating that the consultation has, or attempts at a consultation have, taken place.  (20 USC 6320)
 

The Superintendent or designee also shall maintain copies of program descriptions, notices, funding allocations, and other communications and records pertaining to the provision of services to private school students. 

Established: June 3, 2003
Revised: February 21, 2017

Revised: August 27, 2024