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State and Federal Programs

No Child Left Behind Act of 2001 - Title I

Purpose

The purpose of Title I is to ensure that all children have a fair, equal, and significant opportunity to obtain a high quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments.

Accomplished By:

  • Meeting the educational needs of low-achieving children in our highest-poverty schools, limited English proficient children, migratory children, children with disabilities, Indian children, neglected or delinquent children, and young children in need of reading assistance.
  • Providing greater decision-making authority and flexibility to schools and teachers in exchange for greater responsibility for student performance.
  • Providing children an enriched and accelerated educational program, including the use of schoolwide programs or additional services that increase the amount and quality of instructional time.
  • Affording parents substantial and meaningful opportunities to participate in the education of their children.

District-Wide Title I Letter - LEA PI Year III

Title 1 Program Improvement Public School Choice 2008 - 2016 Data

 

Private School Students Qualifying for Title I Services

Annual Private School Meeting:  Annually all private schools in Contra Costa County and surrounding counties are invited to attend an informational meeting and to participate in initial consultation regarding participation in Title I, Title II, and Title III services.  The next meeting is scheduled for June 3, 2015.  Contact Lorie O'Brien at obrienl@mdusd.org or Marietta Cole at colem@mdusd.org for more information.

Private School Services for Students: Title I requires that local educational agencies (LEAs) provide eligible private school children with Title I educational services or other benefits that are equitable to those provided to eligible public school children. Title I services for eligible private school children must be developed in consultation with private school officials. Eligible students enrolled in private schools receive Title I, Part A services; private schools do not receive Title I, Part A funds. The public school district, where the students reside, is responsible for making these services available for students in private schools.  

For more information, please visit the California Department of Education, Title I Services for Students in Private Schools.

No Child Left Behind Act of 2001 - Plans

No Child Left Behind Act of 2001 - Title II

Purpose

The purpose of Title II, Part A is to provide grants to State educational agencies, local educational agencies, State agencies for higher education, and eligible partnerships to increase student academic achievement. This was formerly the Eisenhower Class Size Reeducation Act.

Accomplished By:

  • Strategies such as improving teacher and principal quality and increasing the number of highly qualified teachers in the classroom and highly qualified principals, assistant principals in schools and high quality, sustained staff development.
  • Holding local educational agencies and schools accountable for improvement in student academic achievement.

Private School Participation in Title II

Annual Private School Meeting:  Annually all private schools in Contra Costa County and surrounding counties are invited to attend an informational meeting and to participate in initial consultation regarding participation in Title I, Title II, and Title III services.  The next meeting is scheduled for June 3, 2015.  Contact Lorie O'Brien at obrienl@mdusd.org or Marietta Cole at colem@mdusd.org for more information.

Title II Not for Profit Private School Participation Information

For more information, please visit the California Department of Education, Guidance for Private School Students, Teachers and Other Educational Personnel in Elementary and Secondary Education Act (ESEA).

No Child Left Behind Act of 2001 - Title III

Purpose

The purpose of Title III is to ensure that limited-English proficient (LEP) students, including immigrant children and youth, attain English proficiency and meet the same challenging academic content and achievement standards that other students are expected to meet.

Accomplished By:

  • Assisting all limited-English proficient children, including immigrant children and youth, to achieve at high levels in the core academic subjects so that those children can meet the same challenging State academic content and student academic achievement standards as all children are expected to meet.
  • Developing high-quality language instruction educational programs designed to assist Districts and schools in teaching limited-English proficient children and serving immigrant children and youth.
  • Assisting Districts to develop and enhance their capacity to provide high-quality instruction programs designed to prepare limited-English proficient children, including immigrant children and youth, to enter all-English instruction settings.
  • Assisting Districts, and schools to build their capacity to establish, implement, and sustain language instruction educational programs and programs of English language development for limited-English proficient children.
  • Promoting parental and community participation in language instruction educational programs for the parents and communities of limited-English proficient children.
  • Streamlining language instruction educational programs into a program carried out through formula grants to State educational agencies and local educational agencies to help limited-English proficient children, including immigrant children and youth, develop proficiency in English, while meeting challenging State academic content and student academic achievement standards.
  • Holding Districts and schools accountable for increases in English proficiency and core academic content knowledge for limited English proficient children by requiring
  • Demonstrated improvements in the English proficiency of limited English proficient children each year; and
  • Adequate yearly progress for limited English proficient children, including immigrant children and youth
  • Providing Districts and sites with the flexibility to implement language instruction educational programs, based on scientifically based research on teaching limited-English proficient children that the Districts and sites believe to be the most effective for teaching English.

For more information, please visit our English Learner Services webpage.

For more information, please visit the California Department of Education, Title III LEP, Private Schools.