2017-2018

Program
and
Budget
Handbook
Title I
Title III (English Learners)

February, 2017

Los Angeles Unified School District

Federal and State Education Programs Branch
Ver. 5-23-2017
 Los Angeles Unified School District
333 South Beaudry Avenue
Los Angeles, California 90017

Board Members

District 1 Dr. George J. McKenna III

District 2 Mónica García
District 3 Scott Schmerelson
District 4 Steve Zimmer (Board President)
District 5 Dr. Ref Rodriguez
District 6 Mónica Ratliff
District 7 Dr. Richard Vladovic

Michelle King
Superintendent of Schools

Dr. Frances Gipson

Chief Academic Officer
Division of Instruction

Karen Ryback
Executive Director
Federal and State Education Programs Branch

Hilda Maldonado
Executive Director
Multilingual and Multicultural Education Department
 Errata
The Program and Budget Handbook has been updated to reflect the following changes:
Program and Budget Guidelines
 Page 4 #29 Out-Of-Classroom Personnel (not CSR Teachers) – Minimum Funding: (Clarification on funding)
The minimum percentage of 50% must be fully funded with one federal fund
 Page 7 #43 Multi-Funding Classified and Unclassified Positions: If using Title I funds (7S046), the only two
percentage options available for funding are 50% or 100%. If the 50% option is chosen, 0.50 FTE must
be charged to Title I (7S046) and the remaining 0.50 FTE must be funded with no more than two
General Fund unrestricted programs. For example, a school may fund an Office Technician using Title
I (7S046) for 50% and General Fund School Program (13027) for 25% and Targeted Student
Population (10183) for the other 25%. Please be reminded that all multi-funded positions will require
time-reporting documentation to be completed for each Title I funded position.
 Page 13 #72 Start and End date of Software Licenses Purchases
The end date for software licenses regardless of when the licenses were purchased/renewed
must be June 30 of the current school year. An exception will be made for school who need
access to the licenses through the month of July. With that exception, the end date must be
July 31 of the new school year. As a reminder, the goods receipt must be processed in SAP by
June 30 of the current school year.
Budget At A Glance – Direct Services
 Page 16 For Targeted Assistance Schools (TAS), curricular trips are a restricted item. Please contact
FSEP for prior approval.
 Page 16 Parental Involvement (7E046) – General Supplies, Technology and Non-Capitalized
Equipment have been ungrayed.
 Page 16 TAS restrictions have been added.
Budget At A Glance – Indirect Services
 Page 17 Parental Involvement (7E046) – Non-Capitalized Equipment and Phone Expenses have been
ungrayed.
 Page 17 TAS restrictions have been added.
Appendix A
 Appendix A-6 EL/SEL Instructional Coach (Elementary and Secondary) has been crossed out in the Title III
Budget Worksheet.
Appendix D
 Appendix D-1 Title I Cheat Sheet and Title I Imprest form have been added to the Program and Budget
Handbook.
 2017 – 2018

Table of Contents

Introduction ....................................................................... 1
Program and Budget Guidelines
Budget Development and Budget Maintenance............................................................................................ 2
Certificated, Classified and Unclassified Personnel ..................................................................................... 3
Conferences/Professional Development ....................................................................................................... 7
Contracts ....................................................................................................................................................... 8
Copiers .......................................................................................................................................................... 8
Curricular Trips/Admission Fees .................................................................................................................. 8
Equipment ..................................................................................................................................................... 9
Instructional Materials ................................................................................................................................ 11
Parent Involvement ..................................................................................................................................... 13
Procurement End of Year Deadlines ........................................................................................................... 13
Time Reporting ........................................................................................................................................... 14
Direct and Indirect Services to Students ............................................................................................. 15
Budget at a Glance .............................................................................................................................. 16

Budget Terms ................................................................... 18

Supplemental Services
2017-2018 Support Services
Classified Employee Services Instructional Assistance Positions ...................................................... 29
Office Technician/Senior Office Technician ...................................................................................... 30
K-12 Counseling Services................................................................................................................... 32
Pupil Services and Attendance (PSA) Counselor ............................................................................... 33
Psychological Services........................................................................................................................ 35
Psychiatric Social Worker................................................................................................................... 37
School Nurse ....................................................................................................................................... 39
2017-2018 Instructional Support
Class-Size Reduction (CSR) Teacher ................................................................................................. 40
Intervention/Prevention Support Coordinator..................................................................................... 41
Instructional Coach, Elementary or Secondary .................................................................................. 42
English Learner Instructional Coach, Elementary or Secondary ........................................................ 44
English Learner/Standard English Learner Instructional Coach, Elementary or Secondary .............. 46
Middle School-College and Career Coach ......................................................................................... 48
Problem-Solving/Data Coordinator .................................................................................................... 50

District Instructional Program ........................................... 52

Federal Programs
Title I.................................................................................................................................................... 53
Supplemental Funds .................................................................................................................................... 53
Schoolwide Program Schools ..................................................................................................................... 54
Targeted Assistance Schools....................................................................................................................... 54
Parental Involvement .................................................................................................................................. 54
Title III ................................................................................................................................................. 55
English Learner Master Plan, 2012 ............................................................................................................. 55
Professional Development for Teachers of English Learners ..................................................................... 56
Progress Monitoring and Intervention ........................................................................................................ 56

Federal and State Mandates

Federal Program Monitoring....................................................................................................................... 58
Federal Single Audit ................................................................................................................................... 58
Personnel and Time Reporting Documentation .......................................................................................... 58
Equipment ................................................................................................................................................... 59
District Monitoring ..................................................................................................................................... 60

SPSA and the Budget Process

Single Plan for Student Achievement ................................................................................................. 61
Developing a School Budget .............................................................................................................. 61
Budget Development .......................................................................................................................... 62
Capital Outlay and Equipment .................................................................................................................... 62
Contract ....................................................................................................................................................... 62
Curricular Trips/Conferences/Professional Development .......................................................................... 63
Job Descriptions .......................................................................................................................................... 63
Budget Adjustment Request ............................................................................................................... 65
Reporting Expenses ............................................................................................................................ 65

Appendices:

Appendix A: Programs for English Learners Budget Process

Appendix B: Budget Planning for Parental Involvement

Appendix C: Supplemental Instructional Programs

Appendix D: Budget Resources

 Introduction
The Program and Budget Handbook is provided to assist you in
designing an effective instructional program for participating
students. The instructional design for participants should enrich and
supplement the core program provided to all students. The resources
from categorical funds should be used to extend the quality and
quantity of instructional time for program participants by using
a variety of instructional strategies, such as early literacy; one-to-
one tutoring; in-class intervention; before- and after-school
interventions; additional summer or intersession classes; and
professional development for all staff. The budget should be designed
to provide services that supplement District-provided core services
and assist in reducing barriers to student learning. The Local District
(LD) must review and recommend budgets to Federal and State
Education Programs Branch (FSEP) and Multilingual and
Multicultural Education Department (MMED) for approval and
implementation.

1
Program and
Budget
Guidelines
 Program and Budget Guidelines

Title I Title III

7S046 7T197

Budget Development and Budget Maintenance

1. Administrative X-Time: Administrative salaries for intervention and/or site-based
professional development (PD) on unassigned days and/or Saturdays (for additional
information please refer to the Human Resources Inter-Office Correspondence titled,
“Guidelines and Request for Extra Duty Pay for Certificated Administrators” dated
6/27/13) can be purchased during budget development. X
Schools purchasing Administrative X-time are required to maintain documentation such
as approved Request for Extra Duty Pay for Certificated Administrators forms
(approved by LD Superintendent) along with the intervention flyer and/or PD agenda
for auditing purposes. These salaries will be factored into the 10% indirect cost.
2. Alterations and Improvements: Alterations and Improvements (A&I) of facilities is
not allowed with Title I funds.
3. Allocations: The following applies to allocations for categorical resources:
 All new, sending, and reconfigured schools will receive 90% of their estimated
Title I X
 All existing schools will continue to receive 100% of their Title I allocation,
adjusted for potential funding variance and mandated set-asides if applicable
4. Arts: When funding with Title I resources, the Arts may be utilized to enhance
students’ academic skills in English/Language Arts and mathematics; however,
allowable expenditures for this purpose are limited to the following services:
 Contracted Instructional Services may be funded. These services must incorporate
the arts in supporting Tier II intervention in English/language Arts and mathematics
for students not meeting grade-level standards.
In addition, there will be a review process for contracts purchased with Title I funds.
The review process will require schools to upload the required Title I documentation in
the Shopping Cart.
X
Professional Development that ensures teachers are skilled in delivering Tier II
intervention that integrates Arts strategies designed to enhance students’ academic skills
in English/Language Arts and mathematics.
Based on the Education Department General Administrative Regulations (EDGAR),
2CFR Part 200 Section 200.438, costs of entertainment including amusement,
diversion, and social activities and any associated costs are unallowable with federal
funds (including Title I)
5. Budget Assistance: Schools should contact the Local District fiscal specialist for
budget development, budget transfers, and the Position with Incumbent (PWI) Request X X
for federal and state funded employees.
6. Feeder Schools Allocations: Feeder schools will receive a percentage of their
allocations in Fiscal Year (FY) 2017-2018. These allocations are based on E-cast
enrollment figures as of February. Please note that if actual norm day enrollment is
X
lower than projected, the feeder school is responsible for that difference and will
be required to return the overage and to fund positions from other school site
resources.
7. Health and Welfare Benefits: Health and welfare benefit calculations for both
classified and certificated staff have been updated to better align with positions funded X X
with general fund categorical resources. See your Local District fiscal staff for details.
8. Indirect Services Job Descriptions: Descriptions of personnel and services funded as
indirect services to students should include language that supports academic X
achievement for the identified subgroup and/or for parental involvement.

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9. Maximum Percentage of Indirect Services: A maximum of ten percent (10%) of

the school’s Title I allocation can be spent on items identified as indirect services to X
students.
10. Mileage: Reimbursement for school employees who participate in Title I program
activities such as Title I funded workshops and Title I meetings. The purpose and need
for mileage must be specifically described in the SPSA. X
Note: Mileage for itinerants (Nurses, PSW, PSA Counselors, other itinerants) cannot be
charged to the school’s Title I budget.
11. Penalties: All penalties for non-allowable items must be funded with general funds
regular program resources. Per the District’s annual carryover memorandum that is
issued yearly, any positive ending balance in Program Code 13027 may be used to
offset the negative ending balances in non-carryover programs codes (such as Title I
and Title III). X X

As part of the monitoring process during the school year, FSEP will periodically
conduct reviews of schools’ Title I payroll and nonpayroll expenditures for overdrafts,
unfunded expenditures and unallowable items.
12. Rental of Facilities: Rental of facilities is not allowable with federal resources.
13. Salary Savings: A Budget Adjustment is required to capture salary savings for a
X X
position that is vacant for a minimum of 20 work days.
14. New Schools or Schools New to Title I: For schools new to Title I or new schools
opening, all Title I funds are placed in pending distribution. Prior to the formation of the
SSC and the development and approval of the Single Plan for Student Achievement, a X
reasonable amount of funds can only be transferred to Teacher X-time (Indirect). These
expenditures must be approved by the Local District Director.
15. Postage: Stamps and postage fees are not allowed.
16. Unallowable Positions: Program funds cannot be used to purchase Administrator
positions, TSP Advisor, Campus Aide, School Supervision Aide, Custodian, or Dean
positions.
17. Withheld Signatures: Signatures do not necessarily indicate approval of the spending
plan. When a signature is withheld, please attach minutes, agendas, sign-ins, and a
signed statement explaining why the Chairperson’s signature was withheld from the X X
SSC or applicable advisory committee where the budget-planning process was
discussed.
Certificated (Teachers, Out-of-Classroom, Itinerants, Teaching Assistants), Classified and Unclassified
Personnel
18. Certificated Basis: Certificated positions funded with categorical resources may only
X
be budgeted on “C” basis.
19. Counselors: Title I Schoolwide Program schools may purchase counselors to reduce
X
student-to-counselor ratio.
20. CSR Teachers: Title I Schoolwide Program schools may purchase register-carrying
teachers to reduce class size for literacy, mathematics, science, and social studies.
The minimum allowable when funding CSR teachers with Title I resources is 0.2 FTE X
(1day). If funding more time than 0.2 FTE, additional time may be purchased in the
following increments, i.e. 0.40, 0.50, 0.60, 0.80, 1.0. The appropriate time reporting
documentation is required.
21. Day to Day Substitute Benefitted Absence: A minimum of four (4) days of Day-to-
Day Substitute Benefitted Absence (Budget Item #10562) must be budgeted to cover X
the benefitted absence of register carrying/class-size reduction (CSR) teachers

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7S046 7T197

purchased from federal programs. When funding less than 1.0 FTE, the number of days
should be equivalent to the percentage/number of the position that is purchased.
Time Reporters must use the respective program code when time reporting the day-to-
day substitute replacing the funded register-carrying/CSR teacher for a benefitted
absence, i.e. illness, personal necessity, kincare. If absences have been properly time-
reported, unused days may be budgeted in the second semester for use during the
current fiscal year. A budget adjustment request, complete with school site council and
Local District signatures, must be submitted. Absence for the fifth day forward should
be time reported from program 13027.
New
22. EL Coach: This is a new supplemental position created to address the linguistic and
academic needs of English Learners. This position can be multi-funded with Title I X X
funds. See job description in the 2017-2018 Instructional Support section.
23. EL/SEL Instructional Coach: This position is created to address the needs of English
Learners and Standard English Learners. See job description in the 2017-2018 X
Instructional Support section.
24. Intervention/Prevention Support Coordinator: This position replaces the
Intervention Support Coordinator. This new position now includes responsibilities that
support students with disabilities. The new Budget Item Numbers for this position are
X
Budget Item #14496 and Budget Item #13301 (shared sites). The Budget Item Numbers
for the Intervention Support Coordinator (Budget Item #’s 13193, 13195, 13100) are
now closed.
25. Itinerant Support Personnel – School Nurse, School Psychologist, PSW, PSA
Counselor (Minimum Funding for Supplemental Time): The minimum for funding
supplemental itinerant support personnel when purchased with federal and state X
resources is 0.1 FTE (1/2 day). This change is due to requirements resulting from
Federal Program Monitoring (FPM) and the annual federal single audit.
26. Limited Contract Teachers and Off-Norm Auxiliaries: Schools can purchase limited
contract teachers and off-norm auxiliary in secondary schools for intervention during
X
the school day. The use of substitutes for intervention is not an allowable
expenditure.
27. Multi-funded CPA and Differential: Multi-funded Categorical Program Advisor
X
positions and differentials should be budgeted at the same percentage.
Note: Personnel must perform duties only from the program for which they are paid.
Note: Differentials only apply if posted prior to the election of the personnel. X
28. Other Federally Funded Personnel Who Covers Classes: Charge the appropriate
District account when a federally funded person substitutes for a District-funded X X
teacher.
Note: Day-to-day Substitute should be budgeted for register carrying/class-size
reduction teachers and must be budgeted using the same funding source from which the X
CSR teacher is purchased.
29. Out-Of-Classroom Personnel (not CSR Teachers) – Minimum Funding: If the
position is not 100% funded, the minimum allowable Full-Time Equivalent (FTE) is 0.5
FTE (2-1/2 days) when funding out-of-classroom personnel positions with federal funds
(Title I and/or Title III). The minimum percentage of 50% must be fully funded with
one federal fund. If purchasing more than 0.5 FTE, additional time may only be X
purchased in increments of 0.1 FTE (1/2 day). The federal allowed FTEs are 0.50,
0.60, 0.70, 0.80, and 0.90 for multi-funded positions.
The only exception to the 50% minimum FTE is an EL Coach. SWP schools that
receive Title III funds can combine their Title I and Title III funds to make up the 50%

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7S046 7T197

with the minimum FTE being 0.2. (e.g., to pay the minimum of 0.5 of a position, Title
III contributes 20% and Title I contributes 30%)
When using federal funding sources (Title I and/or Title III) consolidated in the Single
Plan for Student Achievement (SPSA), a maximum of two positions (if allowed in both
programs) that support the instructional program may be combined to comprise one
FTE (5 days) (e.g., Instructional Coach and an EL Coordinator, etc.).
Title I must fund a minimum of .50 FTE (with increments as referenced above) and the
remaining 0.50 FTE must be funded with no more than two General Fund unrestricted
programs. For example, a school may fund a Problem-Solving/ Data Coordinator using
Title I (7S046) for 50% and General Fund School Program (13027) for 25% and
Targeted Student Population (10183) for the other 25%.
The changes noted above are due to requirements resulting from Federal Program
Monitoring and the annual federal single audit.
An out-of-classroom personnel position funded with federal resources (including A-G
Diploma Counselor and Middle School College and Career Coach) consolidated in the
SPSA must complete a Semi-Annual Certification (SAC). A Multi-Funded Time Report
(MFTR) is required when the position is multi-funded with federal resources and other
sources not consolidated in the SPSA. The requirement for MFTR will include a
Categorical Program Advisor (direct services funded with Title I 7S046) and a Magnet
Coordinator (administrative services funded with General Funds 13027) or a CPA
(funded with Title I funds) and a TSP Advisor (funded with TSP funds). For the
differential associated with the position (e.g., CPA), a SAC will also be required.
30. Prof Expert: Professional expert assignments cannot be processed until the request has
X
been approved by the Office of the Superintendent (See Bulletin BUL-4305:
(restricted)
Professional Expert Assignments). The approval should occur prior to the BAR process.
31. Support Services and Instructional Support Job descriptions: The established need
and description of supplemental services for applicable personnel must be addressed in
the SPSA. The person occupying the position should be familiar with the written
description in the Supplemental Services section/applicable Policy Guide and
X
should perform only these duties. For multi-funded positions (funded from more than
one program), indicate the proportion of the time provided to students from each
funding source. Multi-funded personnel must document actual time, and that time
must support cost distribution to each program, including District services.
New
32. Teacher Assistants: provides services under the direct supervision of a credentialed
classroom teacher. The TA is budgeted per the number of hours, the number of days and
the percent funded. If a school needs to multi-fund the position, please see the
restrictions below:
X
 1-hour and 2-hour positions must be 100% funded (cannot multi-fund)
 3-hour and above positions can be multi-funded 50% or 100%
33. Teacher Auxiliaries: Auxiliary teacher time for class size reduction or intervention
may be budgeted during budget development. The SPSA/SPSA Modification page(s)
X
description of the teacher auxiliary must include the subject area to be taught and the
grade level.
34. Teacher Librarian: A Title I Schoolwide Program school may purchase a teacher
librarian to support supplemental literacy activities. A minimum of four (4) days of
Day-to-Day Substitute, Benefited Absence (Budget Item #13984) must be budgeted to
X
cover the benefited absence of the teacher librarian purchased from federal programs.
When budgeting for this position, a differential for Teacher Librarian must be also
budgeted (Budget Item #14112).

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Title I Title III

7S046 7T197

35. Teacher Release Day/Hrs.: For teachers who attend any Title I or Title III funded
activity (PD, grade level planning, student data analysis, classroom observations), time
reporters will pay the teachers who attended/participated in the activity for the day with
Title I or Title III funds and pay the substitute who covered the class with the respective
program code of the teacher they replaced (13027, 7S046).
If a CSR teacher who is already funded from Title I attends a Title I funded activity, the
school will not need to allocate Teacher Release Day/Hrs for him/her but will require
the school to allocate funds to pay for the substitute. For the payment of a substitute X X
who covers for a Title I-funded (7S046) teacher, the budget item# is 10378, Teacher
Release Day – Day to Day Substitute for Categorically-Funded teacher (TCH REL
DTD SUB CAT)
Substitutes may not be purchased for the purpose of releasing teachers for curricular
trips or for providing intervention.
Since the Teacher Release Day/Hrs. is budgeted per hour, if a teacher is attending a
Title I/Title III funded activity, the school can choose to pay for part of the day.
36. Title I-Funded CSR Teachers Who Cover Classes: Secondary class-size reduction
teachers who cover classes during their conference period must be paid with the same X
funding source as the teacher of record (the teacher that is being replaced).
37. Tutoring: When a regular status teacher tutors or provides intervention to students
outside of the basic assignment, i.e., afterschool, Saturdays, off-track at year-round
schools, the following descriptions and Budget Item Numbers must be used:
X X
 Tutor Teacher X-Time (10376)
Note: When using Title III funds, schools must form classes solely comprised of EL
students.
38. Clerical Positions: A school may purchase positions from the combination of office
technician/senior office technician positions, and the office(s) in need of support must
be included in the SPSA/SPSA Modification with detailed description of how this X
position will support the Title I program. Please note that these purchases are subject to
the indirect cost limits (Program and Budget Guideline #9).
39. Clerical Relief/X-Time: Custodial Overtime (OT)/Relief and Clerical OT are no
longer allowed expenditures in the Title I Program (7S046, 70S46, 7E046). Schools
may still budget Clerical Relief/X-Time in Title I (7S046, 70S46, 7E046). Refer to the
Classified Employee Handbook or Payroll Services for the correct usage of Clerical
Relief/X-Time. Please be aware that Clerical Relief/X-time is not time and a half.
40. Custodial Supplies: Custodial Supplies can only be purchased for a Title I funded
Intervention Program. The allocation is $1 per student per Title I Intervention session.
Once the funds are in the correct commitment item, schools will need to submit into the
Shopping Cart the SPSA/SPSA Plan Modification page, quote, and flyer or notification
to parents describing the intervention. The description must include:
 The date and time
X
(restricted)
 Number of sessions and total number of days
 Approximate number of students.
Instead of a flyer, schools may submit a signed copy of Attachment A (Intent To Offer)
from the Locally Designed and Funded Intervention Programs reference guide issued
by Beyond the Bell.
41. Ed Aide II: A school may budget a total of four Education Aide II positions. New
positions will not be approved, and only existing positions can be funded. For more X
information, review the Interoffice Correspondence from Superintendent Cortines

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entitled “Immediate Freeze on the Hiring of Education Aide II’s- Clarification of

Duties,” dated December 8, 2011.
42. Multiple sites Classified Assignments: Schools attempting to combine classified
assignments for one individual are limited to the following combinations:
Location A Location B
X
6-Hour Position 3-Hour 3-Hour
8-Hour Position 3-Hour 5-Hour
8-Hour Position 4-Hour 4-Hour
43. Multi-Funding Classified and Unclassified Positions: If using Title I funds (7S046),
the only two percentage options available for funding are 50% or 100%. If the 50%
option is chosen, 0.50 FTE must be charged to Title I (7S046) and the remaining 0.50
FTE must be funded with no more than two General Fund unrestricted programs. For
X
example, a school may fund an Office Technician using Title I (7S046) for 50% and
General Fund School Program (13027) for 25% and Targeted Student Population
(10183) for the other 25%. Please be reminded that all multi-funded positions will
require time-reporting documentation to be completed for each Title I funded position.
Conferences/Professional Development
44. Certificated Training Rate: Certificated Training Rate is to pay a regular status
teacher who attends a non-mandated training outside of the basic assignment, i.e.,
afterschool or on Saturdays. Please refer to the Superintendent’s Inter-Office
X X
Correspondence titled “Update: Professional Development Pay Rates and Criteria for
Mandated Professional Development for Certificated Staff” dated August 24, 2015 for
additional information.
45. PD Teacher X-Time: Professional Development Teacher X Time is to pay a regular
status teacher who attends a mandated Title I or Title III allowable training outside of
the basic assignment, i.e., afterschool, on Saturdays, or off-track at year-round schools.
When describing the expenditure, please indicate the number of hours budgeted. Please X X
refer to the Superintendent’s Inter-Office Correspondence titled “Update: Professional
Development Pay Rates and Criteria for Mandated Professional Development for
Certificated Staff” dated August 24, 2015 for additional information.
46. Staff Conference Attendance: Identify conferences specifically in the SPSA or SPSA
Modification and the need for attending the conference and how it will benefit at-risk
students. Schools may use the P-Card, Imprest, or Shopping Cart for this expenditure.
There is no limit for Staff Conference Attendance. Staff Conference Attendance
includes reimbursement for conference registration fees, hotel, mileage, airfare, per X X
diem, etc.
In addition, there will be a review process for conference attendances purchased with
Title I funds. The review process will require schools to upload the required Title I
documentation in the Shopping Cart or through P-Card/Imprest reconciliation.
47. Teacher Release Day/Hrs*: Teacher Release Day/Hrs. is to pay a regular status
teacher who attends a training/planning/data analysis/classroom observation during the
basic assignment with federal or state categorical funds. When describing the
expenditure, please indicate the number of days budgeted not just a lump sum. The
teacher will receive a training certification form (see BUL-2643.6, Documentation for
Employees Paid from Federal and State Categorical Programs, Attachment H) to X X
indicate participation so that the appropriate categorical funding source is charged.
*For teachers funded from Title I funds, the substitute that covers that teacher must be
compensated with Teacher Release Day – Day to Day Subs for Categorically Funded
Teacher (TCH REL DTD SUB CAT). The budget item# is 10378.
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Title I Title III

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48. Teachers Attending a Federally Funded Professional Development: A teacher who

attends a training paid for by federal resources must complete a training certification
X X
form (See BUL-2643.6, Documentation for Employees Paid from Federal and State
Categorical Programs, Attachment H) and be charged to the federal funding source.
Contracts
49. Instructional Contracts: A description of how the services provided by the contractor
supplement the instructional program to improve academic achievement for
participating students and the established need must be included in the SPSA/SPSA
Modification page(s).
In addition, there will be a review process for contracts purchased with Title I funds.
X
The review process will require schools to upload the required Title I documentation in
the Shopping Cart.
Note: Contracted personnel may not perform the duties of any classified, unclassified,
or certificated employee. Questions should be referred to the Contract Administration
Branch at (213) 241-3039.
Copiers
50. Other Non-Instructional Contracted Services (Toshiba copiers) – Commitment
Item #580002: Title I schools wanting to budget duplication costs using Title I funds
must budget this as a multi-funded cost attributing no more than 50% to Title I.
An unrestricted general fund accounting line should be identified as the default
account when funding the Toshiba UnifiedPrint-Toshiba Imaging Project contract.
When supplementing with federal funds, the contract should be funded as “Other
Non-Instructional Contracted Services” under IFS Object Code 5802, Commitment X
Item #580002. When reconciling the Ghost Card, the funding must be split into two
separate lines with no more than half of the total dollar amount being charged to Title I
funds, and the other half charged to any appropriate non-Title I fund.
The above-mentioned also applies to the purchasing of copiers using Title I funds.
Please review BUL-6517.0, Restricted Use of P-Card, Ghost Card and Travel Card (T-
Card) for Title I Program Purchases for the procedures for charging the Ghost Card.
New
51. Maintenance of Equipment (Commitment Item #560006) and Rental of
Equipment (Commitment Item #560011): Title I schools wanting to budget
Maintenance of Equipment and Rental of Equipment costs using Title I funds must
budget this as a multi-funded cost attributing no more than 50% to Title I. X
New: In addition, there will be a review process for items purchased with Title I funds.
The review process will require schools to upload the required Title I documentation in
the Shopping Cart.
52. New Commitment Items for Copying Charges: The following are the commitment
items for copying charges:
 Non Instructional Contracts (Toshiba Contracts) – Commitment Item #580002
 Maintenance of Equipment (Other than Toshiba) – Commitment Item #560006 X
 Rental of Equipment (Other than Toshiba) – Commitment Item #560011
Using the incorrect commitment item may result in payback with general funds or
denial of the expenditure.
Curricular Trips/Admission Fees
53. Admission Fees: Admission tickets for approved academic field trips may be purchased
X
by using unrestricted funds or federal funds (Title I). Federal funds may only be used to

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provide services for eligible students (TAS) or all students (SWP). Admission tickets
should be funded as follows:
Description Budget Item Number Commitment Item
Admission Tickets 50058 580005

Admission ticket purchases are no longer a restricted item but can only be purchased for
approved District sites (see District’s Approved Field Trip Site List) that are described
in the SPSA.
Based on the Education Department General Administrative Regulations (EDGAR),
2CFR Part 200 Section 200.438, costs of entertainment including amusement,
diversion, and social activities and any associated costs are unallowable with federal
funds (including Title I)
In addition, there will be a review process for admission fees purchased with Title I
funds. The review process will require schools to upload the required Title I
documentation in the Shopping Cart and/or P-Card/Imprest Reconciliation.
54. Requirements for Conferences, Curricular Trips: Identify conferences, professional
development or curricular trips destinations. Curricular trips are to supplement the core
instructional program and to improve academic achievement for participating students.
The established need and description for such services and activities must be addressed
in the SPSA including the specific names of conferences and field trips sites (with
number of trips per site).
Based on the Education Department General Administrative Regulations (EDGAR), X
2CFR Part 200 Section 200.438, - costs of entertainment including amusement,
diversion, and social activities and any associated costs are unallowable with federal
funds (including Title I)
In addition, there will be a review process for conferences/curricular trips purchased
with Title I funds. The review process will require schools to upload the required Title I
documentation in the Shopping Cart and/or P-Card/Imprest reconciliation.
55. New Curricular Trips Booked through the Transportation Service Division: The
Title I Office will be an additional reviewer of curricular trips that are booked through
the Transportation Branch. As with all Title I curricular trips, the destination must be
specifically described in the SPSA for the determination of allowability. Please plan
X
accordingly for the additional approval process to ensure that there is enough time for
booking your trip. In addition, because of audit findings, schools cannot book Title
I curricular trips in the month of June if using the District’s Transportation
Branch.
56. New Curricular Trips with P-Card: Beginning in 2017-2018, schools will be able to
use their P-Card to pay for Title I allowed curricular trips with the appropriate X
documentation attached.
Equipment
57. Capitalized Equipment - Single Equipment Item costing $5,000 or more
(Restricted Item): Purchase, lease, or rental of a single equipment item costing over
$5,000 requires central-office approval. Local District fiscal personnel should forward
X
(restricted)
to FSEP for approval prior to input during budget development and budget
maintenance.
58. Categorical Equipment Inventories (CEI): Equipment inventories must be completed
for all categorically funded equipment costing $500 or more. The historical inventory X
must be kept on file at school sites and offices. The equipment inventory must be sent

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electronically to Federal and State Education Programs Branch. Prior to approval of a

shopping cart for equipment (Capitalized, Non-Capitalized and General Supplies,
Technology), the school’s CEI will also be reviewed by FSEP.
Note: Schools and offices must place a red label on all equipment purchased with
categorical funds.
59. Commitment Codes for Equipment: The following Commitment Items should be
used when purchasing equipment:

440001- Non-Capitalized Equipment with a total final cost of between $500 and $4,999.
- For classroom equipment – Non-Capitalized Equipment, Classroom (Direct) –
use Budget Item #40124 X
- For non-classroom equipment – Non-Capitalized Equipment, Other (Indirect) – (restricted
use Budget Item #40125 for
Capitalized
640001- Capitalized equipment with a total final cost of $5,000 and above. Equipment)
(for Capitalized Equipment, Direct use Budget Item #60033)
(for Capitalized Equipment, Indirect use Budget Item #60034)

Failure to adhere to this guideline can result in an audit finding that requires corrective
action by the school.
60. Description Requirement for Equipment: Capital Outlay - When purchasing
equipment and/or General Supplies, Technology, a description of how the equipment
supports the supplemental instructional program to improve academic achievement for X
participating students along with the established need must be included in the
SPSA/SPSA Modification.
61. New Disposal of Equipment (Stolen/Salvaged): A Disposal of Equipment form for any
categorical equipment listed on the school’s CEI that is reported as stolen or salvaged X
must be completed within 30 days of knowledge of theft or 30 days of being salvaged.
62. Non-Capitalized Equipment and Capitalized Equipment: Non-Capitalized
Equipment purchases with a total final cost of or over $500 (including tax, shipping and
X
other ancillary charges) and capitalized equipment purchases over $4,999 should be
(restricted
budgeted separately. for
Although Non-Capitalized Equipment is now unrestricted, Capitalized Equipment Capitalized
Equipment)
(purchases over $4,999) will remain restricted and will require a manual budget
adjustment request with the quote and SPSA/SPSA Modification.
Note: Equipment purchased with categorical funds at Title I targeted assistance schools
X
must be for identified student use only.
63. Physical Check of Equipment: A physical check of the equipment inventory must be
conducted every two years, and the results must reconcile with the school’s inventory
records. If a categorical equipment inventory physical check was not performed during
X
the 2016-2017 school year, it must be completed during the 2017-2018 school year.
Prior to approval of a shopping cart for equipment (Capitalized, Non-Capitalized and
General Supplies, Technology), the school’s CEI will also be reviewed by FSEP.
64. Purchasing of General Supplies, Technology: Expenditures for General Supplies are
restricted to items of equipment with a total final cost of less than $500 per item
(including tax, shipping and other ancillary charges) when funded with Title I resources.
Examples include laptops, iPads, netbooks, projectors, document cameras, e-readers, X
etc. Although these items are not required to be listed on the categorical equipment
inventory, a red label should be placed on them.
All other general supplies expenditures (e.g., bond paper, pencils, pen, folders,

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coloring pencils, crayons, paint, etc.) remain unallowable when funded with Title I
resources.

A budget adjustment, with the appropriate documentation, is required when funding

General Supplies, Technology, and Commitment Item #430001, Budget Item #40127
must be used when purchasing the equipment. The following completed documents
must be send to your Local District Title I Coordinator:
 Single Plan for Student Achievement (SPSA)/SPSA Modification page
 Legacy Replacement Program (LRP) Requisition Form from the LRP Interim
Ordering Process and/or quote

Adherence to these guidelines will be monitored by the program and fiscal staff.
65. Restrictions on the Purchasing of Title I Equipment: The verification of the
allowability of the equipment purchases will be monitored through the additional
approver process in Shopping Cart. X
A manual Budget Adjustment Request (BAR) process will still be required for (restricted
for
Capitalized Equipment.
Capitalized
Excluding new schools, if the school has not submitted a completed 2016-2017 Equipment)
Attachment B from Bulletin 3508.7, the equipment purchase will not be approved.
Contact your Local District Title I Coordinator(s) if you have any questions.
66. Deadline for Title I Equipment Purchases (General Supplies, Technology and/or
Non-Capitalized Equipment): All Title I General Supplies, Technology and/or Non-
Capitalized Equipment must be ordered in a timely manner so that equipment is
received by May 5th of the current school year. Otherwise, per the California
Department of Education fiscal auditors, the school may be required to pay back with
general funds for Title I equipment that is received after the May 5 th deadline. Per
District’s MEM-2464.12 Carryover Policies for School Account Balances as of June
30, 2016, “instructional materials and other school allocations are intended to provide
services and resources for a school’s population in the year of allocation.” This
memorandum is issued annually. Shopping Cart orders for Title I Equipment submitted
after May 5th and using the current year’s Title I funds may not be approved. X

Capitalized Equipment (single equipment item costing $5,000 or more) purchases –

Because Capitalized Equipment must be approved by both the California Department of
Education and FSEP prior to purchasing, the deadline for submission of a budget
adjustment for the restricted item is the end of March with assurances that the
equipment will be received by the school on or before May 5 th.

In addition, there will be a review process for Non-Capitalized Equipment and General
Supplies, Technology purchased with Title I funds. The review process will require
schools to upload the required Title I documentation in the Shopping Cart.

Instructional Materials
67. First Time Purchase of Software License: For initial (first time) purchases of
software licenses, use Commitment Item #430010, Budget Item #40269 (Supplemental
Instructional Materials). See Program and Budget Guideline #72 for start dates of
software licenses. X
If a school is using the current year’s Title I funds, all Title I Software Licenses must be
ordered in a timely manner so that software is received by May 5th of the current school
year. Otherwise, per the California Department of Education fiscal auditors, the school

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may be required to pay back with general funds for Title I equipment that is received
after the May 5th deadline.
In addition, there will be a review process for software licenses purchased with Title I
funds. The review process will require schools to upload the required Title I
documentation in the Shopping Cart.
68. General Supplies: The funding of general supplies is limited to technology. Because
of previous audit findings, general supplies such as bond paper, pencils, pen, folders, X
coloring pencils, crayons, paint, etc. are not allowable Title I purchases.
69. Other Books: Schools may now develop budgets with Commitment Item #420010 –
Other Books.
 For Title I Schoolwide Program Schools, reference books (dictionaries,
encyclopedia sets) for the school library are now allowable expenditures
 Targeted Assistance Schools are excluded from purchasing Other Books for X
the school library
In addition, there will be a review process for Other Books purchased with Title I funds.
The review process will require schools to upload the required Title I documentation in
the Shopping Cart.
70. P-Card Restrictions Utilizing Title I Funds: Title I resources (Program Codes 7S046,
70S46, 7E046) may not be used to reconcile Procurement Card (P-Card) expenditures
except for admission fees, conference registration fees, curricular trips, software license
renewal and Supplemental Instructional Materials (SIM). For the three exceptions,
schools are required to submit Title I documentation when reconciling. If the school is
found to not have adhered to the procedures three times in the same school year, the
school will no longer be allowed to use Title I resources to reconcile P-Card X
expenditures for that year. Please review BUL-6517.0, Restricted Use of P-Card, Ghost
Card and Travel Card (T-Card) for Title I Program Purchases for the procedures for
charging the P-Card.
In addition, there will be a review process for Title I P-Card claims during the
reconciliation process. The review process will require schools to upload the required
Title I documentation.
71. Renewal of Software License: When budgeting for renewal of software licenses use
Software License Maintenance (Commitment Item #580020, Budget Item #50243).
Examples include online services for improving literacy, annual site licenses for
mathematics and literacy skills, and other interactive learning simulations. See Item #44
for start dates of software licenses.
If a school is using the current year’s Title I funds, all Title I Software Licenses must be
renewed in a timely manner so that software is received by May 5th of the current
school year. Otherwise, per the California Department of Education fiscal auditors, the
school may be required to pay back with general funds for Title I equipment that is X
received after the May 5th deadline.
Beginning in 2017-2018, schools may use the P-Card to purchase Software License
Maintenance (renewals) with Title I funds. Please follow P-Card procedures regarding
usage restrictions.
In addition, there will be a review process software licenses purchased with Title I
funds. The review process will require schools to upload the required Title I
documentation in the Shopping Cart.
72. SIM: A reasonable amount of a school’s allocation can now be budgeted in SIM for FY
X X
2017-2018. The specific item(s) or supplemental program must be described in the

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SPSA/SPSA Modification.
In addition, there is a review process for SIM items purchased with Title I funds and
will require schools to upload the required Title I documentation in the Shopping Cart.
Please see BUL-6518.0 Additional Review Process for Supplemental Instructional
Materials (SIM) Purchased with Title I Funds for more information.
Although the general category of General Supplies is not allowed, schools can use Title
I funds to purchase certain supplemental instructional materials in the General Stores
Catalog in SIM. For a list of these items, please go to the FSEP website
(http://fsep.lausd.net) or Procurement Services Division website
(http://achieve.lausd.net/procurement).
73. Start and End date of Software Licenses Purchases: The latest start date for a new or
a renewal of a software license contract must occur by May 5th of the current school
year when using the current year’s Title I funds. Per District’s MEM-2464.13
Carryover Policies for School Account Balances as of June 30, 2017, “instructional
materials and other school allocations are intended to provide services and resources for
a school’s population in the year of allocation.” This memorandum is issued annually.
The end date for software licenses regardless of when the licenses were
purchased/renewed must be June 30 of the current school year. An exception will be
X
made for school who need access to the licenses through the month of July. With that
exception, the end date must be July 31 of the new school year. As a reminder, the
goods receipt must be processed in SAP by June 30 of the current school year.
Note: If a school is using the current year’s Title I funds, all Title I Software Licenses
must be ordered in a timely manner so that software is received by May 5th of the
current school year. Otherwise, per the California Department of Education fiscal
auditors, the school may be required to pay back with general funds for Title I
equipment that is received after the May 5th deadline.
74. Test Preparation Materials: Title I funds may not be used to purchase test preparation
materials. The intent of these funds is for intervention, including materials that are used
for academic preparation and are embedded in the standards-based instructional
program.
75. Visual & Performing Arts and PE Materials: Categorical funds may not be used for
Supplemental Instructional Materials (SIM) to support A-G required visual and
performing arts and physical education in secondary schools.
Parent Involvement
76. Community Representatives: Community Representative is limited to 720 hours per
fiscal year. X
77. Parent Conference: There is no longer a $1,500 limit on parent conference attendance.
In addition, there will be a review process for conferences purchased with Title I funds. X X
The review process will require schools to upload the required Title I documentation in
the Shopping Cart and/or P-Card/Imprest reconciliation.
78. Parent Training Allowance: Parent Training Allowance is not allowable in 7S046,
70S46 or 7E046. Parent Training Allowance to pay for childcare is allowable through
general funds with the attachment of a birth certificate for school records. Please see
current policy guidelines.
Procurement End of Year Deadlines
79. Title I Other Expenditures: In order for students to benefit from the Title I funds in
X
the year that the funds were allocated, the deadline for Title I program expenditures will

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be fixed earlier than general Procurement, P-Cards and Imprest cut-off dates. For the
2016-2017 school year, all Title I Shopping Carts, P-Cards, and Imprest Claims must be
received by 5 pm on May 5th, 2017, to be considered for processing. Please plan
accordingly.
80. New Goods Receipt: Goods receipt for all expenditures including Title I must be
processed in SAP on or by June 30th of the current school year otherwise, it will be
considered a disallowed expenditure for the following fiscal year and schools will be X
required to pay back with general funds.

Time Reporting
81. Time Reporting Requirement for Employees Funded 100% from Title I and Title
III: If employees are funded solely by the Title I Schoolwide Program, they should
complete a semiannual certification of such employment and not a Multi-funded Time X X
Report each pay period (BUL-2643.6, Documentation for Employees Paid from
Federal and State Categorical Programs, Attachment B/C).
82. Time Reporting Requirement for Employees Multifunded with Federal Funds and
Other General Funds: Please refer to BUL-2643.6, Documentation for Employees X X
Paid from Federal and State Categorical Programs for guidance.
New
83. Time Reporting Certification Deadline: Please follow the time reporting payroll
certification deadline as issued by Payroll Services Branch for the fiscal year to avoid
disallowed payroll expenditures that may hit the following fiscal year. Schools will be X
required to pay back disallowed payroll expenditures with the school’s general fund
account.

X – Budget Guideline is applicable to the program

Grey – Not allowed

14
 Direct and Indirect Services to Students
The Education Code Section 63000 requires public educational agencies to spend no less than 85 percent of funds
received from specific categorical programs at school sites for direct services to students. The maximum
allowable for administrative costs, including indirect costs, is 15 percent.
Direct services are those supplementary services that when delivered at the school site, the student is the direct
recipient or beneficiary of the services. Expenditures for personnel and services are justified as direct services and
for inclusion in the 85 percent if:
 The personnel are providing direct, hands-on instruction to students;
 The services being provided are so integral to the instructional program that not to provide the services
would affect the quality of the instruction itself and the academic success of the students. Examples of
these types of services are professional development for teachers and parent involvement activities;
 The funds are used to purchase instructional materials and equipment to be used by eligible students;
 The funds support the analysis and use of student performance data that are then used to inform
instruction for eligible students
Indirect services are the costs of personnel and supplies which are administrative in nature and do not have a
direct relationship to instruction.
The following charts illustrate the pre-approved resources used to implement the supplemental instructional and
supportive program components aligned with District priorities. These charts will also show schools, at a glance,
the allowable expenditure in each categorical program. The selection of resources to support student achievement
is entirely up to the school, but should reflect student needs through the analysis of achievement data, the Single
Plan for Student Achievement (SPSA) and District priorities.
A maximum of ten percent (10%) of a school’s Title I allocation may be spent on items listed on the indirect
services chart.

Reference: Federal Program Monitoring, III-CE12

15
 Direct Services to Students Resources 7S046 70S46 7E046 7T197
Title I Title I Title I Parent Title III
SWP TAS Involvement
Allocation
Admission Fees5
Categorical Program Advisor
Categorical Program Advisor X Time (Direct)
Capitalized Equipment3
Certificated Training Rate
Classified Training Rate
Clerical OT
Community Representative
Contracted Instructional Services4
Counselor Aide
Counselor Assistant
Counselor, PSA
Counselor, School
Curricular Trips5
Custodial OT
Day-to-Day Subs, Benefitted Absence 2
Education Aide III
Educational Resource Aide
EL Instructional Coach, Elementary/Secondary
EL/SEL Instructional Coach
General Supplies, Technology
Independent Contracts
Information System Support Assistant
Instructional Aide
Instructional Coach
Intervention/Prevention Support Coordinator
Library Aide
Limited Contract Teacher (Intervention)
Microcomputer Support Assistant
Mileage
Non-Capitalized Equipment (Classroom & Parent Center)
Nurse
Other Books
Parent Conference Attendance
Parent Resource Assistant
Parent Resource Liaison
Parent Training Allowances
PD Teacher X Time
Problem Solving/Data Coordinator
Psychiatric Social Worker
Psychologist, School
Social Services Aide
Software License Maintenance
Staff Conference Attendance
Supplemental Instructional Materials
Teacher Assistant
Teacher Assistant Relief
Teacher Librarian
Teacher Parent Activity Differential
Teacher Release Day/Hrs.
Teacher X Time (Direct)
Teacher X Time (Tutoring)
Teacher, Auxiliary
Teacher, Class Size Reduction (CSR) 2
Teacher, Non-Register Carrying

Copyright © 2017 Los Angeles Unified School District

16 Federal and State Education Programs
 Indirect Services to Students Resources 7S046 70S46 7E046 7T197
Title I Title I Title I Parent Title III
SWP TAS Involvement
Allocation
Maximum of 10% of allocation for Indirect Services
Administrative Supervision
Categorical Program Advisor X Time (Indirect)
Clerical Relief/X-Time
Custodial Supplies (Maintenance/Operational Supplies)
Differential, Coordinating
Education Aide II
Limited Contract Teacher (Coordinating)
Maintenance of Equipment6
Non-Capitalized Equipment (Non-classroom)
Office Technician
Other Non-Instructional Contracted Services6
Phone Expense – Title I Office/Parent Center
Professional Expert 1
Rental of Equipment6
Senior Office Technician
Teacher X-Time (Indirect)

1- Needs prior approval from the Office of the Superintendent

2- Four days of Day to Day Sub. Benefitted Absence (Budget Item #10562) must be budgeted with this position
3- Needs prior approval from FSEP for Title I
4- Needs prior approval for 7E046 from Parent and Community Engagement Administrator, PACE Unit
5- For TAS, this item is restricted. Needs prior approval from FSEP
6- For TAS, this item is only to make copies for intervention materials and program correspondences for identified Title I students. The amount allocated needs to
be reasonable

Copyright © 2017 Los Angeles Unified School District

17 Federal and State Education Programs
Budget
Terms
 Budget Terms
The budget terms on these pages are for all categorical programs. Terms specific to English Learners (EL)
expenditures may be found in Appendix A, Programs for English Learners Budget Process.

Certificated
A. Teachers coordinators and advisers) who either (1) are
1. Categorical Program Advisor (CPA)… assigned to a location other than a school
during the regular school day (six hours), the site, or (2) accept a position which includes
duties performed must be direct services to extra pay for hours and/or duties which are
the students. related to, or an extension of, their basic
non-classroom assignments - are to have a
Direct services include:
daily scheduled obligation of eight hours
 Teaching
(exclusive of duty-free lunch). This item is
 Providing demonstration lessons subject to indirect cost limits.
 Conducting professional development
3. Differential, Coordinating (C basis)…a
activities, including the facilitation of supplemental payment which is added to the
effective instructional programs salary of a state certificated teacher for
 Conducting program/student evaluation
performing additional responsibilities
activities
related to a supplemental assignment based
 Coordinating and providing parent on funding. This differential is paid to a
involvement workshop activities to teacher who performs program-related
ensure the compliant functioning of the
activities outside the regular six-hour work
advisory committee
day. These additional responsibilities are
 Coordinating the identification of considered indirect services and are subject
eligible students in a Targeted
to indirect cost limits.
Assistance School Program 4. Teacher Release Day...to pay a regular
Categorical program advisors (CPAs) are status teacher who attends a Title I funded
not assistant principals nor are they activity (attend professional development
responsible for testing. These personnel training, plan Title I activities, analyze data,
should support the instructional and program conduct classroom observations) during the
needs of participants. basic assignment with federal funds.
CPAs must hold a teaching credential based Teacher Release Day may not be purchased
on a bachelor’s degree, teacher preparation, for the purpose of releasing teachers for
and student teaching to develop, direct, curricular trips or for providing intervention.
implement or coordinate programs of 5. Day-to-Day Substitute Teachers,
professional development or curricular Benefitted Absence...A minimum of four
development at a school site. days of Day-to-Day Substitute must be
budgeted to cover the benefitted absence of
2. CPA Differential Coordinating (C register-carrying/class-size reduction (CSR)
basis)…based on the UTLA contract Article teachers purchased from categorical and
IX, 3.4b, non-classroom teachers paid on the Specially Funded Programs (grants)
Preparation Salary Table (including but not (Program and Budget Guideline #21).
limited to counselors, "in-house deans,"

18
 6. Teacher, Auxiliary, Secondary … the ability to assist in teaching reading, writing,
a secondary register-carrying, state and mathematics or reading, writing, and
certificated teacher assigned to teach one mathematics readiness. All paraprofessionals are
additional class period each day in a budgeted by position. Instructional Aides are
shortage field in English language arts, budgeted for three hours a day. Education Aides
mathematics, history/social science, and may be budgeted for three or six hours a day,
science in a SWP school. The teacher and Library Aides may be budgeted for three or
receives regular rate of pay. six hours a day. Teacher Assistant positions may
7. Teacher, Categorical, Limited Contract be budgeted for one through six hours a day.
…a special contract permits the hiring of a 1. Teacher Assistant (TA)…provides services
state certificated person in temporary status under the direct supervision of a state
to provide instruction to participating certificated classroom teacher. The TA is a
students (may have coordinating student enrolled in a two- or four-year
responsibilities). Assigned time may not college who provides reinforcement and
exceed 48 hours per pay period. These support of instruction to participating
teachers may be contracted by more than students in the classroom. This includes
one school; however, the limitation on total paraprofessionals who (1) provide one-on-
hours remains. Budget the total annual hours one tutoring if such tutoring is scheduled at
needed times the hourly rate. a time when a student would not otherwise
8. Teacher, Non-Register Carrying…an off- receive instruction from a teacher, (2) assist
norm position. The state certificated teacher with organizing instructional and other
is a non-register carrying teacher to serve materials, (3) provide instructional
students identified as being in need of assistance in a computer laboratory, (4)
supplemental assistance in basic and assist with parental involvement activities,
advanced skills in literacy and mathematics, (5) provide support in a library or media
history/social science, and science. The center, or (6) act as a translator.
basic assignment for this position is a 2. Teacher Assistant (TA) Relief…funds for
“Teacher.” The non-register carrying teacher hours worked beyond the regular
must provide direct services for 100 percent assignment. No more than 15 hours per
of the six-hour work day. month for two consecutive months may be
9. Teacher, Class-Size Reduction…state budgeted. A one-month break must occur
certificated, register-carrying teacher to following any two consecutive months of
reduce class size in literacy, mathematics, TA Relief before further TA Relief may be
science, and social studies classes. The assigned. A maximum of 130 hours per year
teacher must provide direct services for 100 of TA Relief may be assigned.
percent of work day. Only schoolwide
program schools can fund this position with Note: TA Relief is not allowable for translation
Title I resources. with Title III funds.
B. Paraprofessional (1 hr. – 6 hr.)… C. Support Staff…Support staff, such as School
Paraprofessionals who assist in classroom Psychologists, PSA Counselors, Psychiatric
instruction and who were hired with Title I Social Workers, and School Nurses are budgeted
funds after July 1, 2002, must have: (1) as partial positions; for example, one day a week
completed two years of higher education study, equals 0.2 FTE of a position. The minimum
(2) obtained an associate’s (or higher) degree, or purchase allowed with one compensatory
(3) passed a formal state or local academic education program is 0.1 FTE of a position
assessment that demonstrates knowledge of and (equals to ½ day).

19
(Additional information regarding support staff school library media program, collection,
and examples of supplementary services can be and services with the school curriculum;
found in “2017-2018 Supplemental Services.”) collaborates with classroom teachers to plan,
develop, and implement units of study that
1. Counselor Assistant…works with
promote literacy and integrate information
participating students; has a bachelor’s
skills to meet District standards. If
degree and is enrolled in a program at a
purchasing this position, four days of Day to
recognized college or university leading to a
Day Substitute, Benefitted Absence must
credential in pupil personnel services.
also be budgeted. When budgeting for this
When assigned to an elementary school, the
position, a differential for Teacher Librarian
Counselor Assistant must be supervised by
must also be allocated (Budget Item
an elementary school counselor or a school
#14112).
psychologist assigned to that school.
2. Counselor, Elementary School…provides D. Extended School Day Activities
counseling services to participating at-risk 1. “X” Time, Direct…assignment is for
students to improve achievement and regular status employees performing
adjustment. Budgeted as days per week. additional duties related to the program
3. Counselor, Secondary School…Title I outside their basic assignment basis or for
secondary schools operating a SWP may employees not performing regular ongoing
purchase the services of a full-time duties. The assignment is fewer than ten
secondary counselor to reduce the student- working days. In general, benefits are not
to-counselor ratio. A coordinating received for “X” basis assignments. Direct
differential may be paid in addition to the activities include:
regular salary; differential must be budgeted  Analyze data, review student work
separately.
 Plan, organize, and coordinate locally
4. Counselor, PSA…works with participating
designed intervention
students, parents, and the school to increase
 Provide/conduct Professional
school attendance. Budget as days per
Development for all stakeholders
week.
5. Nurse, School…may be budgeted as days or  Conduct program/student evaluation
half days per week to provide supplementary activities
health service to participating students.  Discuss best practices, identify student
6. Psychologist, School…provides specialized needs and plan differentiated instruction
pupil services for individuals or groups of  Assist and facilitate the writing of the
participating students. These employees SPSA
suggest prescriptive activities for teachers  Coordinate and provide parent
working with participating students. involvement workshop activities
Diagnosis and identification are not  Coordinate the identification of eligible
approved supplemental services. Time students in TAS program
should be budgeted as days per week.  Train Community Members/Parents
7. Psychiatric Social Worker…provides
specialized services to identified students to 2. “X” Time, Indirect…assignment is for
remove emotional, behavioral, and family regular status employees performing
crisis barriers to learning. Budget as days additional administrative duties that are
per week. related to the program (e.g., ordering
8. Teacher Librarian (Title I, Schoolwide supplies, inventorying of equipment, etc.)
Program Schools ONLY)…aligns the outside their basic assignment basis or for

20
 employees not performing regular ongoing Professional Development Pay Rates and
duties. The assignment is fewer than ten Criteria for Mandated Professional
working days. In general, benefits are not Development for Certificated Staff” dated
received for “X” basis assignments. This August 24, 2015 for additional information.
item is subject to indirect cost limits.
4. Tutor Teacher X Time…to pay a regular
Indirect Activities include:
status teacher to tutor or provide
 Develop/organize/select/evaluate intervention to students outside of the basic
instructional materials assignment.
 Develop/monitor/approve program
5. Certificated Training Rate...to pay a
activities and expenditures
regular status teacher who attends non-
 Maintain compliance documents
mandated Title I or Title III allowable
 Distribute program materials trainings outside of the basic assignment
 Monitor ongoing program compliance (e.g., after-school, Saturdays). The
 Develop schedules for program certificated professional development rate is
intervention $25 per hour (per Board Rule 1921). Please
 Prepare for FPM refer to the Superintendent’s Inter-Office
Correspondence titled “Update:
3. Professional Development Teacher X
Professional Development Pay Rates and
Time…to pay a regular status teacher who
Criteria for Mandated Professional
attends mandated Title I or Title III
Development for Certificated Staff” dated
allowable trainings outside of the basic
August 24, 2015 for additional information.
assignment (e.g., after-school, Saturdays).
Please refer to the Superintendent’s Inter-
Office Correspondence titled “Update:

21
 Classified
A. Clerical program by ensuring technology is available
1. Clerical Relief/X-time – Based on the for students to benefit from supplemental
2014-2015 Federal Program Monitoring literacy and math programs.
(FPM) findings, Clerical Overtime is no 3. Parent Resource Liaison…assists in
longer an allowed expenditure in the Title I maintaining a program or a parent center or
Program (7S046, 70S46). Schools may still community center of a local school by
budget Clerical Relief/X-Time. Refer to the providing various resources and information
Classified Employee Handbook or Payroll to parents through workshops, orientations,
Services for the correct usage of Clerical and training programs.
Relief/X-Time. 4. Parent Resource Assistant...positions in
This item is subject to indirect cost limits. Parent Resource Assistant, Parent Resource
2. Office Technician…provides clerical Assistant (Armenian Language), Parent
services in connection with the Title I Resource Assistant (Korean Language), and
program. A school-specific duty statement Parent Resource Assistant (Spanish
with the specific activities for this position if Language) will be located in parent centers
funded with federal funds may be requested. and will assist in providing direct support to
This item is subject to indirect cost limits. parents disseminating information,
3. Senior Office Technician…performs maintaining parent-school communication,
difficult or complex clerical tasks related to and assisting in programs and outreach
the Title I program. May provide work activities for parents.
direction to a few clerical employees. A C. Paraprofessional
school-specific duty statement with the 1. Counselor Aide…provides paraprofessional
specific activities for this position if funded services in support of participating student
with federal funds may be requested. counseling activities. Positions are filled
This item is subject to indirect cost limits. from a district-wide eligibility list.
B. School Support (Refer to lists from the Because this position works directly with
Personnel Commission) students, only 3- or 6-hour per day
1. Microcomputer Support Assistant… positions will be allowed.
installs personal computer systems for 2. Education Aide II…works under the
student use and selected categorical program immediate supervision of a teacher or other
personnel to troubleshoot hardware and certificated employee; performs classroom-
software malfunctions. This position is related routine manual and clerical tasks,
integral to the instructional program by and classroom monitoring; assists in
ensuring technology is available for students communication with parents. May not
to benefit from supplemental literacy and provide direct teaching assistance to
math programs. students. In addition, may not perform the
2. Information Systems Support Assistant I responsibilities of any classified clerical
…performs a variety of routine information position nor be used for supervision tasks.
system duties associated with the installation Schools may purchase no more than four
of computers, updating and checking positions from Title I resources. No new
hardware, systems software, and computer positions can be created.
programs that support the program. This This item is subject to indirect cost limits.
position is integral to the instructional 3. Education Aide III (Regular, Spanish-
Speaking, and Other Language)…
22
 provides reinforcement and support of teacher. Assists in maintaining a safe and
instruction to participating students in the nurturing environment and supports and
classroom under the direct supervision of a strengthens school-community relations.
state certificated classroom teacher. Schools participating in the Title I
Because this position works directly with Schoolwide Program may purchase this
students, only 3- or 6-hour per day position with Title I funds.
positions will be allowed. Because this position works directly with
4. Education Aide III (AVID)…works under students, only 3- or 6-hour per day
the supervision of a teacher or other positions will be allowed.
certificated employee and assists in 7. Instructional Aide I…budget for three
instructional reinforcement activities with hours a day. These hourly employees are
students in the Advancement Via Individual limited to three hours per day and provide
Determination (AVID) Program. direct services to program participants under
Because this position works directly with the direct supervision of a state certificated
students, only 3- or 6-hour per day classroom teacher.
positions will be allowed.
D. Extended School Day Activities
5. Library Aide…provides assistance to
1. “Z” Time…assignment is for regular status
students and teachers in a school library
employees performing regular duties outside
media center and performs clerical and
their basic assignment basis.
computer duties to support library functions.
2. Multiple Assignments…a part-time
Provides guidance and assistance to students
employee assigned less than four hours per
in the selection of books and in using other
day may not be given additional assignments
library resources. Provides assistance to
if the total hours for all combined
teachers in the instruction of information
assignments exceed 79 hours per pay period.
retrieving skills from the District’s
3. Custodial Relief and Overtime – Based on
computerized library system.
the 2016-2017 Federal Program Monitoring
6. Educational Resource Aide…assists in
(FPM) findings, these items will continue to
supporting and extending the focus of the
be unallowable in the Title I Program
school’s instructional program under the
(7S046, 70S46, 7E046).
direct supervision of a state certificated

Unclassified
A. Community Representative…payment to concerned with school-community relations
community persons performing in a liaison role (Class-C).
between the school and the community.
B. Professional Expert…payment to persons for
Assignments are limited to 79 hours per pay
working on a special project or for leading
period and 720 hours per year. Budget annual
workshops. Work is to be temporary, unique,
amount for each position at rates shown on the
nonrecurring or for a specific, limited period of
separate instruction sheet, “Special Rate Page.”
time. Duties are those not customarily performed
1. Services are limited to advice or by a classified, certificated, or unclassified
interpretation involving local school or (except professional expert) employee. Person
classroom relationships (Class-A). must be a current or retired district employee.
2. Services involve participation as a Budget annual amount for each position at rates
neighborhood resource adviser to principals, shown on the separate instruction sheet, “Special
teachers, parents, or project personnel Rate Page.” Professional experts may not be

23
 used to purchase extended learning/tutoring C. Information Technology Intern, High School
and do not work directly with students (Refer …may be employed a maximum of 80 hours/pay
to (Program and Budget Guideline #30). period to assist with basic-level technical duties.
The person in this position cannot tutor.
This item is subject to indirect cost limits.

Contracts
When processing contracts, please reach out to your Procurement Office for guidance
A. Contracted Instructional Service…funds for Title I schools wanting to budget Maintenance
contracts with firms providing instructional of Equipment and Rental of Equipment costs
programs/services. Identify the name of the using Title I funds must budget this as a multi-
company(ies). funded cost attributing no more than 50% to
Title I.
When purchasing an instructional contract, the
SPSA must specifically describe and address the This item is subject to indirect cost limits.
need for this item. Schools will be asked to
D. Other Non-Instructional Contracted
submit the SPSA/SPSA Modification page and
Services...funds for other non-instructional
quote/contract/Memorandum of Understanding
contracted services such as purchasing and
(MOU)/invoice when submitting a shopping cart
construction. See the Procurement Manual
for an instructional contract prior to approval.
which is accessible on the left side of the
B. Independent Contracts…agreements with non- website at http://achieve.lausd.net/procurement.
district individuals for instructional services. (e.g., Toshiba Contracts)
Person may not perform the duties of any
Title I schools wanting to budget duplication
classified, unclassified, or certificated
costs using Title I funds, must first ensure that
employee. Schools may not independently
the school already has a dedicated copier for
contract for services. All contracts are made
general purpose duplication that is funded with
with LAUSD and must be processed by the
non-federal funds. As an alternative, Title I
LAUSD Procurement Services Division at
schools with a single copier must budget this as
http://achieve.lausd.net/procurement.
a multi-funded cost attributing no more than
When purchasing an independent contract, the 50% to Title I. The initial duplication budget can
SPSA must specifically describe and address the be adjusted during the school year to reflect the
need for this item. Schools will be asked to actual costs attributed to Title I. Schools must
submit the SPSA/SPSA Modification page and retain records of duplication bills for audit
quote/contract/Memorandum of Understanding purposes.
(MOU)/invoice when submitting a shopping cart When reconciling the Ghost Card, the funding
for an instructional contract prior to approval. must be split into two separate lines with no
C. Maintenance of Equipment…many schools more than half of the total dollar amount being
have sizable investments in Title I equipment charged to Title I funds, and the other half
used to support instructional and/or professional charged to any appropriate non-Title I fund.
development activities such as computers, See BUL-6517.0 Restricted Use of P-Card,
copiers, etc. Schools must place sufficient funds Ghost Card and Travel Card for Title I Program
in Maintenance of Equipment to pay for any Purchases for more information.
needed repairs. This item is subject to indirect cost limits.

24
 E. Software Licenses Maintenance must specifically describe and address the need
(renewals)…funds to pay for maintaining for this item. Schools will be asked to submit the
internet-based publications and materials that SPSA/SPSA Modification page and quote when
supplement the core instructional program and submitting a shopping cart for software licenses
are specific only to the classroom, delivery of prior to approval.
instruction, and intervention, as well as periodic
First time purchase of new software and/or
costs of licensing, support, or maintenance
operating systems for instructional or dedicated
agreements for non-equipment items, such as
Title I purposes will need to be purchased in the
software. The latest start date for a new or a
Supplemental Instructional Material expenditure
renewal of a software license contract must
line (SIM). New software and/or operating
occur by May 5th of the current school year
systems are not allowable with federal funds for
when using the current year’s Title I funds.
non-instructional purposes.
When purchasing software licenses, the SPSA

Conferences, Professional Development and

Curricular Trips
A. Conference Attendance…funds for all development activities outside the regular six-
expenses including travel. Specific hour workday.
conferences/institutes must be identified. Each
C. Curricular Trips…budget using the costs
conference must have been approved for
shown on the work sheet. List specific planned
attendance by the Deputy Superintendent and
destinations in the SPSA/SPSA Modification
the Board. Delegates may attend local and other
page(s). The number of destinations must match
approved conferences with costs reimbursed by
the number of trips purchased. Curricular trips
the program. When purchasing conference
are to support the core instructional program;
attendance registration, the SPSA must
therefore, they cannot be budgeted for elective
specifically describe and address the need for
classes or physical education.
this item. Schools will be asked to submit the
SPSA/SPSA Modification page, conference Education Department General Administrative
flyer, quote/invoice, and travel form 10.12.1 Regulations (EDGAR) 2CFR Part 200 Section
when submitting a shopping cart and/or P- 200.438 states costs of entertainment including
Card/Imprest reconciliation for conference amusement, diversion, and social activities and
registration prior to approval. any associated costs are unallowable with
1. Staff Conference Attendance…must be an federal funds (including Title I).
integral part of the professional development When purchasing curricular trips whether
activities at the school. This expenditure line through Transportation Branch, Shopping Cart
pays for travel accommodations and or Imprest, the SPSA must specifically describe
registration for Title I allowable conferences and address the need for this item. Schools will
outside of the Los Angeles Area. be asked to submit the SPSA/SPSA
2. Parent Conference Attendance… Modification page, Field trip form 34-EH-57
Conferences must be an integral part of the and quote/invoice when submitting a shopping
parent involvement activities identified in cart and Imprest reconciliation for curricular
the SPSA. trips prior to approval. In addition, the Title I
B. Classified Training Rates…payments to Office will be an additional reviewer of
classified staff for participating in professional curricular trips that are booked through the
25
 Transportation Branch. Please plan accordingly services for eligible students. Use Budget Item
for the additional approval process to ensure that #50058/Commitment Item #580005.
there is enough time for booking your trip.
When purchasing admission fees, the SPSA
Also, for trips that are submitted to the District’s
must specifically describe and address the need
Transportation Branch, Title I funds cannot be
for this item. Schools will be asked to submit
used to book curricular trips during the month of
the SPSA/SPSA Modification page, and
June.
quote/invoice when submitting a shopping cart
D. Admission Fees…to pay for admission tickets and/or P-Card/Imprest reconciliation for
for approved academic curricular trips. admission fees prior to approval.
Categorical funds may only be used to provide

Equipment, Supplies, and Expense Reimbursement

A. Alteration and Improvement of Buildings… and monitor its use for Title I purposes and
Alterations and Improvements (A & I) is not an adjust the initial budget to reflect the actual costs
allowable expenditure with Title I funds. attributed to Title I.
B. Equipment…show amounts for audiovisual and Schools and offices must place a red label on all
other equipment with a total final cost of $500 equipment purchased with categorical funds.
(including tax, shipping and other ancillary Labels may be obtained from your Local District
charges) or more separately on your budget. All Title I Coordinator or the Federal and State
equipment purchases must be described and Education Programs Branch.
justified in the SPSA/SPSA Modification
Equipment purchased with categorical funds,
page(s). The description should make clear how
especially at a Title I Targeted Assistance
the equipment supports the instructional
School, must be for identified student use only.
program and how students will benefit from its
Equipment purchased for the classroom should
use. Cost estimates regarding installation
be funded as “direct services” to students.
charges may be obtained from the vendor or the
Maintenance and Operations office. Equipment purchased for non-classroom use
should be funded as “indirect services” to
Purchase of equipment—copy machines, students.
computers, etc.—should be supplemental,
When purchasing Non-Capitalized or General
reasonable, not excessive. Equipment purchased
Supplies, Technology Equipment, schools will
for non-classroom use must be placed in offices
be asked to submit the SPSA/SPSA
related to the categorical program from which it
Modification page and the quote when
is funded. These expenditures cannot replace the
submitting a shopping cart prior to approval.
basic responsibility of the District to fund
equipment. Title I schools wanting to purchase Note: Please refer to the California Accounting
or lease an additional copier using Title I funds, Manual and the Inventory for Equipment
must first ensure that the school already has a Purchased Through Categorical Programs
dedicated copier purchased with non-federal Bulletin, Attachment C (BUL-3508.7) before
funds for general purpose use. As an alternative, discarding equipment purchased through
Title I schools wanting to purchase a single categorical funds.
copier for the school must budget this as a multi- C. Rental of Equipment…enter the amount for
funded cost attributing no more than 50% to lease agreement for instructional equipment.
Title I. Additionally, the school must set up
separate access codes on the copier to restrict

26
 Title I schools wanting to budget Maintenance  Educational Apps
of Equipment and Rental of Equipment costs  Leveled Readers
using Title I funds must budget this as a multi-  Classroom set of novels not on the
funded cost attributing no more than 50% to District required reading list
Title I.
In general, items appearing in the District’s Supplies
This item is subject to indirect cost limits. and Equipment Catalog are mostly general supplies
D. Custodial Supplies…limited to those supplies and, therefore, cannot be funded with Title I
used in connection with Title I Intervention resources. However, FSEP has identified a list of
program services. The restriction has been lifted instructional tools in the General Stores Catalog that
for custodial supplies but it is part of the can be purchased under SIM with Title I funds. For
additional approver process. The allowable a list of these items, please visit the FSEP website
allocation is limited to $1 per student per Title I (http://fsep.lausd.net) or Procurement Services
Intervention session. Schools will need to Division website
submit the following in the Shopping Cart: (http://achieve.lausd.net/procurement)
SPSA/SPSA Modification, quote, and the flyer When purchasing an item in SIM, the SPSA must
or notification to parents describing the specifically describe and address the need for this
intervention. The description must include: item. BUL-6517.0, Additional Review Process for
 The date and time Supplemental Instruction Materials Purchased with
 Number of sessions and total number of Title I Funds, issued on June 22, 2015, describes the
days procedures schools will need to follow to purchase
items in SIM. When purchasing SIM, along with the
 Approximate number of students
SPSA/SPSA Modification page, schools will be
Instead of a flyer, schools may submit a signed copy asked to submit an itemized quote with the shopping
of Attachment A (Intent To Offer) from the Locally cart or P-Card/Imprest claim prior to approval.
Designed and Funded Intervention Programs
F. Other Books… Books that have not been
reference guide issued by Beyond the Bell.
adopted by the proper authority (i.e., Board) for
This item is subject to indirect cost limits. use as basic curricula. Examples include:
E. Supplemental Instructional Material (SIM  Professional Development (PD)
formerly called IMA)…Supplement the Books or Training Materials for PD
instructional program (ELA, mathematics,  Reference Materials/Supplemental
history/social science, science) and are not Books for student use in the
required by the core curriculum. SIM are classroom or in the library (e.g.,
specific to the classroom, delivery of instruction, thesaurus, picture dictionaries)
and intervention. Examples include:  Books for the School Library
 Classroom library books When purchasing Other Books, the SPSA must
 Supplemental publisher workbooks specifically describe and address the need for this
 Realia such as visuals (maps, charts) item. Schools will be asked to submit the
 Manipulatives SPSA/SPSA Modification page and quote when
 Science kits (labs) submitting a shopping cart for Other Books prior to
 Instructional CDs, Videos, DVDs approval.
(not blank)
G. General Supplies, Technology…equipment
 Flashcards with a total final cost of less than $500
 Periodicals (including tax, shipping and other ancillary
 Initial Software License fees
27
 charges). These items may be used in the and the basic service fee for a new/continuing
classrooms and parent centers. Examples telephone in the Title I Office and/or Parent
include, but are not limited to small and Center. The new budget item # is 50254. This
attractive items that have a unit cost of less item is subject to indirect cost limits.
than $500, such as:
Postage is not an allowable expenditure with
 Laptops, Netbooks Title I funds.
 iPads, iPods
 E-readers
 Projectors (overhead/LCD)
 Graphing calculators
 Document readers
 Classroom Printers
 Chromebooks
 Keyboards
These items should be red labeled and
safeguarded. When purchasing General Supplies,
Technology, the SPSA must specifically describe
and address the need for this item. Schools will be
asked to submit the SPSA/SPSA Modification page
and quote when submitting a shopping cart for
General Supplies, Technology prior to approval.
Note: In general, items appearing in the District’s
Supplies and Equipment Catalog are mostly general
supplies and, therefore, cannot be funded with Title I
resources. However, FSEP has identified a list of
equipment in the General Stores Catalog that can be
purchased under General Supplies, Technology with
Title I funds. For a list of these items, please visit the
FSEP website (http://fsep.lausd.net) or Procurement
Services Division website
(http://achieve.lausd.net/procurement).
H. Mileage…to reimburse school employees for
mileage to Title I program activities such as
Title I funded workshops and Title I meetings.
The purpose and need for mileage must be
specifically described in the SPSA.
Note: Mileage for itinerants (Nurses, PSW, PSA
Counselors, other itinerants) are paid centrally,
not from school budgets.
I. Phone Expenses Title I Office /Parent Center
(PhoneExp-T1Ofc/Prnt)…use actual cost for
current year, projected for the entire year on
existing phones. Budget $620 for installation

28
Supplemental
Services
2017-2018
Support
Services
 Classified Employee Services
Instructional Assistance Positions
Classified Employee Services assigns employees in Applicants for any position involving classroom
accordance with provisions of the Unit B contract. instructional assistance must pass the District’s
With the exception of mandatory placements, such proficiency test (effective February 1, 2000), and
as reemployment or priority lists, schools do their meet the ESSA requirements.
own recruiting for instructional assistance positions.
Classified forms such as Request for Personnel
Instructional Aide I positions may be budgeted for Action, Nepotism Certification, Instructional
three hours per day only. All other instructional Assistant/Teacher Assistant Employment
positions may be budgeted in the following ways: Processing, and related may be printed from the
three hours per day or six hours per day. Personnel Commission website under Forms.
All Education Aide, Educational Resource Aide, and Below is a list of the most commonly used forms:
Instructional Aide assignments are written as “C”
 Request for Personnel Action (RPA)
basis (Personnel Subarea in SAP). In general, an LAUSD PC Form 9073
aide should not work additional time beyond his/her  Nepotism Certification Form
basic assignment. PC Form 5109
When budgeting instructional support positions,  Instructional Aide/Teacher Assistant Processing Form
PC Form TA 5192
please be specific regarding the job classification,
 Teacher Assistant Resignation Form
e.g., Education Aide III (4581); Education Aide III
PC Form 5193TA
Spanish Language (4579); Educational Resource
 Teacher Assistant Notice of Failure to Meet
Aide (4924); Educational Resource Aide Spanish Employment Standards
Language (4925); Instructional Aide I (4991 only). PC Form 5330
Instructional Aide IIs (4592) and Educational
Aide IIs (4583/4699) can no longer be hired.
Teacher Assistant (0953) assignments are also
processed by Classified Employee Services. Teacher
Assistants are part of Unit F and have their own
Collective Bargaining Agreement.

For additional information, call the Classified Employee Services at (213) 241-6300.

29
 Office Technician/Senior Office Technician
The Office Technician/Senior Office Technician provides a variety of clerical duties of a routine and
recurring nature to support the Title I program.
 These positions must be specifically  These purchases are subject to the Indirect
described in the Single Plan for Student Cost Limits (10% of the total school’s Title I
Achievement (SPSA). allocation)
 These positions support the Title I Office  During Federal Program Monitoring (FPM),
and/or an out-of-classroom support these positions may be interviewed by the
personnel that is 100% funded with Title I. reviewers from the California Department of
 Because of the Supplement not Supplant Education.
requirement, this position may be funded
once the base program has been met.

Based on the District’s Class Description of these positions, the following are the distinguishing characteristics
between the two positions:
 An Office Technician performs a variety of clerical duties ranging from entry level to those requiring the
exercise of judgement based on training and experience.
 A Senior Office Technician performs a variety of moderately to highly complex clerical duties that
require strong independence of judgement and action. The duties typically require extensive contacts
with others and responsibility for specific functions of an office and may include manipulating
spreadsheets and providing work direction to a small group of personnel.
Typical duties of a Title I-funded Senior Office Technician/Office Technician are associated with Title I
compliance requirements [e.g., categorical equipment inventory, time reporting documentation, Title I
student data files, School Site Council minutes, Title I parent communications, etc.]
Office Technician
 Prepares a variety of letters, memos, forms,  Orders, receives, and distributes supplemental
reports, arithmetical summaries, and other instructional materials and equipment;
material that supports the Title I program,  Receives, sorts, and distributes incoming and
typically using computer software; outgoing Title I correspondence;
 Compiles, interprets, and codes data from  Operates a variety of office equipment, e.g.,
various sources; enters data utilizing computer computers, printers, copiers, fax machines, etc.;
systems and programs for functions such as  Reports software and hardware problems for
procurement, finance, student attendance, and Title I equipment to the ITD Helpdesk;
personnel; and prepares related Title I reports;
 May prepare, modify and update simple
 Checks Title I program forms and records for spreadsheets;
completeness and accuracy;
 May assist in preparing employee time reports
 Maintains files, records, and other Title I and maintaining routine bookkeeping and
information such as student intervention, payroll records; maintaining time-reporting
professional development, purchase orders, meal documentation on Title I-funded employees;
applications, and equipment inventory;
 Performs other related Title I duties as assigned
 Responds to school staff/parent inquiries by
telephone and in person to provide or request
information on the Title I program;

30
 Senior Office Technician
 Composes, prepares and edits a variety of  Organizes and maintains files, records, cross-
routine letters, memos, and forms related to the reference systems, and other information as it
Title I program, typically using a computer pertains to the Title I program such as student
software; intervention, professional development,
 Compiles, interprets, and codes data from purchase orders, meal applications, and
various sources; enters data into a computer equipment inventory;
database utilizing computer systems and  Orders, receives, and distributes supplemental
programs for functions such as procurement, instructional materials and equipment;
finance, student attendance, and personnel; and  Assesses whether Title I funded computer
prepares related Title I reports; problems appear to be software or hardware
 Initiates and maintains liaison with others to related and promptly reports problem and
provide and/or request information on the Title I location to the ITD Helpdesk;
program and responds to school staff/parent  Operates a variety of office equipment, e.g.,
inquiries by telephone and in person; computers, printers, copiers, fax machines, etc.;
 Researches, compiles, and maintains  May prepare, modify and update simple
information and data for statistical and/or spreadsheets;
financial reports regarding the Title I program;  May prepare employee time reports and
checks and tabulates statistical data; and reviews maintain routine bookkeeping and payroll
incoming and outgoing data for accuracy, records such as maintain time-reporting
completeness, and quality; documentation on Title I funded employees;
 Checks Title I program forms and records for  Performs other related Title I duties as assigned
completeness, consistency, and accuracy;

For further information regarding the funding of the Office Technician/Senior Office Technician for your school
site, please contact the Local District Title I Coordinators or Federal and State Education Programs Branch.

31
 K-12 Counseling Services
The Elementary or Secondary Counselor provides counseling services to students for early identification
and intervention for barriers to academic achievement of students, and to promote and encourage a
healthy learning environment. This position may be funded to reduce the student-to-counselor ratio once
the base program has been met.
 Participates in various multidisciplinary teams, counseling, psychological evaluation and case
such as the Student Support and Progress Team conferences;
(SSPT) to identify necessary support services,  Participates in the development of the total
e.g., school counseling, student assessment and educational plan of the school;
interventions;  Assists in the preparation of information for
 Collaborates with school administration and entry on student cumulative records; analyzes
staff in developing student knowledge, skills and data relevant to student needs;
attitudes that promote personal, social,  Assists with the development of transition programs
emotional and academic growth; to support successful student matriculation between
 Provides individual and group counseling and grades and school levels;
guidance to students in the academic,  Provides professional development and parent
personal/social, and career domains; connects education workshops;
students with appropriate resources;  Monitors and case manages student progress for
 Assists in the collection and analysis of data targeted students;
relative to attendance, behavior and achievement  Develops programs to address student attitudes,
and communicates/interprets the assessment understanding of self and others, peer
results to students, parents and teachers; relationships, goal-setting, conflict resolution,
 Helps students effectively utilize the educational career awareness, college preparation and post-
opportunities of the school; recommends secondary planning;
available resources within the school, school  Consults with parents, school personnel and
system and community to meet the needs of community agencies as a means of helping
individual students; assists in making such students with educational and personal problems
referrals and contacts; that may interfere with their learning and
 Consults with the administrative staff and pupil success in school.
support on student referrals for supplementary

Only a Title I Schoolwide Program (SWP) school can purchase this position.

For additional information, please call (213) 241-6040.

32
 Pupil Services and Attendance (PSA) Counselor
The mission of Pupil Services is to ensure that all LAUSD students are enrolled, attending, engaged, and on-
track to graduate.
Pupil Services and Attendance (PSA) Counselors are master’s level counselors and social workers who serve as
child welfare and attendance experts. PSA Counselors work directly with students and parents to overcome barriers
to regular attendance. PSA Counselors also collaborate with school staff and communities to increase student
attendance and engagement toward better academic outcomes for all students.

PSA Counselors purchased with Categorical Funds

Activities in the categorically funded programs are  recommend practices to improve school culture,
designed to supplement district services. Schools may increase attendance, improve the accuracy of
wish to focus on one or more of the following areas enrollment and attendance records, and reduce
of service. The services provided by a Pupil Services suspensions;
and Attendance Counselor should be consistent with  implement strategies and activities to reduce
chronic absenteeism and truancy among students
activities described and referenced in the school plan.
and increase student and attendance rates;
With broad knowledge of education code, district  assist with early identification and intervention
policy, data systems and reports, as well as systems to support at-risk students;
requirements related to special and/or targeted  serve as a liaison between school, home and
student populations, PSA Counselors: community, providing direct services to identified
at-risk students and families, including assessment,
 create and implement differentiated prevention, referral, and case management;
intervention and recovery efforts using evidence-  provide individual and/or group counseling,
based strategies and a tiered approach to improve including crisis intervention;
individual and school-wide outcomes;
 conduct home visits and/or in-home intervention
 participate in and/or facilitate multidisciplinary when indicated;
teams such as Student Support and Progress Team
 conduct parent education groups and workshops;
(SSPT), Student Attendance Review Team
(SART);  provide referrals to in-school and community-based
services;
 develop and monitor individual student attendance
plans;  analyze data trends to inform interventions

Core Services provided through Pupil Services in  Policy development, including the Attendance
the Central Office and Local District PSA Field Policy and Procedures Manual.
Offices include:
The school-site administrator in charge of
 Consultation regarding Compulsory Education and
attendance is responsible for:
attendance intervention;
 Establishing and monitoring enrollment and
 Consultation regarding District Policies with
attendance procedures in accordance with District
respect to enrollment, child welfare and attendance
policies;
issues;
 Ensuring all school-site staff adhere to District
 Mandated Initial Truancy Notification;
policy and procedures with respect to enrollment,
 Resource Panel and the School Attendance Review attendance records, and student transfers;
Board (SARB);
 Ensuring accurate enrollment and withdrawal of
 Resources posted on the Pupil Services website, students;
including guides and toolkits;

33
 (School-site administrator responsibilities continued)  Notifying parents/guardians of absences and
 Serving as or designating a Homeless Liaison; truancies;
 Serving as or designating a Foster Care Liaison;  Sending attendance compliance letters, including
 Developing and implementing a comprehensive, mandated truancy notifications;
school-wide Attendance and Dropout Prevention  Convening mandated truancy conferences with
Plan (Safe School Plan, Chapter 5b); parents/guardians;
 Establishing student attendance and achievement  Establishing interventions to decrease truancy, and
monitoring and intervention systems, such as SSPT; prevent dropouts and evaluating the efficacy of
 Ensuring accurate daily attendance taking and these interventions;
submittal;  Preparing cases for SARB;
 Ensuring accurate clearing/coding of absences;  Processing intra-district permit applications.

For additional information, please contact Alicia Garoupa, Interim Director of Pupil Services at (213) 241-3844,
or your Local District Pupil Services and Attendance Coordinator.

34
 Division of Special Education
Psychological Services
School Psychologist
District-funded Services  Provide professional development training
School psychologists provide services to schools by on selected topics.
working with students, staff, and parents and  Provide emergency mental health and
guardians to offer the following district-funded behavioral support and resources.
services:  Serve as a member of the School Crisis
Intervention Team.
Connecting with Students
Prevention and Intervention:
 Observe students in the classroom and other
school settings to determine their academic  Provide information to school staff and
and social-emotional functioning. parents regarding developmental
 Provide formal and informal assessments of expectations in language/communication,
students’ abilities, including psychological social skills, behavior and cognitive abilities
and social-emotional skills, academic as they relate to learning.
achievement, and communication  Participate as a member of the
development. Transdisciplinary Support Team (TST) and
 Assist students in developing positive school guidance committees for promoting
behavior intervention strategies (PBIS). pre-referral intervention supports.
 Assist students in developing appropriate  Assist the TST in developing student
problem-solving skills through individual supports for maximizing educational
and small-group counseling. success.
 Collaborate with community agencies to  Collaborate with school staff and parents to
provide services that support students and implement Tier II and targeted Tier III
families, as needed. interventions.

Collaborating with Teachers and Staff Consulting with Parents

 Work with teachers to identify learning and  Assist parents in understanding a student’s
adjustment problems. unique needs.
 Consult with teachers regarding classroom  Facilitate communication between home and
management and discipline strategies. school.
 Interpret evaluation results and offer  Serve as liaison with community agencies
recommendations for instructional that provide services to support students and
modification. families.
 Serve as a member of the Individualized  Assist with identifying students with unique
Education Program (IEP) team. needs and monitor their progress.

35
 Additional Services to be Provided through Categorical Funding
Consultation/Intervention
School psychologist time may be purchased to
provide supplemental services to identified students.  School psychologists are knowledgeable about a
School psychologists are highly trained support variety of academic, social-emotional and
personnel who can provide a broad range of services behavioral programs.
to students, staff, and parents. Schools may consider o Provide differentiated instruction strategies to
enhance access to the core curriculum
purchasing additional time to focus on one or more
o Behavioral intervention strategies and
of the following areas of service. The services management of progress monitoring
provided by a school psychologist should be o Identify appropriate evidenced-based
consistent with the activities described in the school interventions and collaborate in their
plan. implementation
o Assist with monitoring individual student
Counseling
progress and pre-referral interventions to
 Provide counseling to students individually or in ensure fidelity in implementation
groups for a myriad of issues, including but not o Collaborate on the development of school-
limited to the following: wide interventions: academic, social-
o Social skills emotional, and behavioral
o Anger management
o Bullying Professional Development
o Increased school engagement
o Acculturation problems  Create staff and parent presentations based on
o Grief and loss needs assessments to develop targeted presentations
o Identity issues and LGBTQ o Anti-bullying Strategies
o Anxiety/school phobia o Modifying curriculum to differentiate
o Crisis counseling learning in the classroom
o Study skills o Distinguishing Second Language Acquisition
vs. Learning Disabilities
o Behavior management in the classroom and
with individual student challenges
o Teaching social-emotional skills in the
classroom
o Parent Education Workshops
 Strategies that address Tier II and Tier III levels of
support

For further information, please call Monique Arbuckle, Director, Psychological Services, at (213) 241-8303, or
the Special Education Service Center (SESC) Psychological Services Coordinator in your area.

36
 Psychiatric Social Worker (PSW)
School Mental Health Psychiatric Social Workers The services provided by PSW staff are aligned with
(PSW) are highly trained clinical social workers that and support the implementation of various District
provide a continuum of school-based mental health policies and procedures including:
services. This continuum of service includes
 Blueprint for Wellness Policy
prevention, early intervention, and crisis response
 Coordinated Safe and Healthy School Plan (Safe
supports for students, families and staff impacted by
School Plan)
behavioral and emotional challenges.
 Discipline Foundation Policy
In collaboration with school administrators and staff,  Crisis Response and Intervention
PSW assess the mental and behavioral health needs  Threat Assessment and Management
of the school to develop and implement a tailored  Suicide Prevention, Intervention and Postvention
service plan that aligns with District and school  Access to School Mental Health Clinic and
goals and priorities. PSW services and supports
Wellness Center Services
promote protective factors and address risk factors
using evidence based practices. In addition PSW
staff are trained to do the following:
 Collaborate with teachers to support core
instructional services;
 Provide services that address the Whole Child
and promote a positive school climate;
 Utilize data to make informed and student-
centered decisions; and
 Engage parents and families to address
challenges to learning and increase social-
emotional competence.

Research indicates that children who receive school-

based mental health services experience the
following:
 Higher grade-point average (GPA)
 Increased rates of high school graduation
 Increased standardized test scores
 Increased feeling of school connectedness
 Decreased school absenteeism
 Decreased incidences of suspension and
expulsion
 Decreased involvement with the juvenile justice
system

37
 PSW Services: A Multi-Tiered Approach Aimed at Improving Student Outcomes
Universal Strategies & Services Targeted Strategies & Services

 School-wide, classroom and individual student  Referral and linkage to school and community
supports that are aligned with the District’s supports.
Blueprint for Wellness Policy; Positive Behavioral  Provide mental health perspective as active
Interventions & Supports (PBIS) principles; mental members of school-site multi-disciplinary teams,
health promotion, awareness, and education. including: Student Support and Progress Team;
 Social emotional learning interventions using Safe School Plan Team, School-Site Crisis Team,
violence prevention, and empathy building and Threat Assessment Team.
curricula.  Support District and school initiatives and
 Graduate level social work training program to priorities, including Restorative Justice, conflict
maximize mental health support to schools. mediation, bullying prevention.
 Professional development opportunities for
students, parents, and school staff: Intensive Strategies & Services
o Mental Health Awareness
o Psychological First Aid  Assess and triage student mental health needs.
o Staff Wellness and Self Care  Implement evidence-based mental health
o Trauma Informed Schools interventions with students and families.
o Crisis Preparedness, Response and Recovery  Provide individual, group, and family counseling.
o Suicide Prevention, Intervention and  Provide crisis response, intervention and
Postvention management, including the development of
o Self-Injury Education and Awareness reentry and safety plans, behavior contracts, and
o Threat Assessment and Management managing threat/suicide risk behaviors.
o Personal Safety and Child Abuse Prevention  Offer parent education and training.

For further information about funding Psychiatric Social Worker services for your school site, program or Local
District, please contact Pia Escudero, Director (213) 241-3841 [email protected] or Cecilia Ramos,
Assistant Director (213) 241-3841 [email protected].

38
 School Nurse
The following general funded core services are bifida, asthma, cardiac conditions, respirator
provided by the school nurse: dependency, seizures etc.
 Athletic pre-participation exams (PPE)  Special Education Individualized Education
 Mandated screenings: vision, scoliosis, Plan (IEP) and Special Education Related
audiometric, growth (height and weight), Services
and oral health  504 Plans for Students with Disabilities
 Communicable disease (CD) and illness  Compliance with Tdap state requirement
exclusion and readmission  Insulin Administration: Breakfast (BIC),
 Care for injured students, emergency care lunch and dinner nutrition
and transport  Electronic documentation of health records
 Administration and assistance with and notifying teachers of students with
medication at school special needs in their classroom
 Specialized skilled care and supervision of  CPR/AED/First Aid training and
care for students with special health needs, certification for school staff, students and
such as: diabetes, severe allergies, spina parents (English and Spanish)

Additional Services to be Provided through Categorical Funding

School Nurse Responsibilities in Categorically  Health-related counseling and education for
Funded Programs include follow-up on health factors parents and families, including home visits
identified as potentially contributing to students’  Staff development in health-related issues and
poor academic achievement. health-related counseling
 School and community health-related
Services funded through categorical resources must information groups and projects (classroom
be supplemental in nature and are designed to health presentations, health-information
supplement district activities. These services are “clubs,” resources for administrators and
subject to process evaluation and audit. School classroom teachers)
nurses must be involved in the development of the  Participation in multidisciplinary teams such as
health services components in the Single Plan for Student Success Team to identify necessary
Student Achievement (SPSA) related to categorically support services
funded services. They should have a clear  Follow-up on the prevention and control of
understanding of the individual school’s health communicable diseases contributing to
needs, and these services must be articulated in the students’ poor academic achievement
SPSA and should list the activities necessary to reach  Health counseling for students with health
the goals of the school. conditions that affect attendance and learning
Categorical funding provides for supplemental health such as childhood obesity, dental health,
services based on priorities set at the local school asthma, diabetes and hypertension
site. These priorities might include school nurse  Assist with Child Health and Disability
participation in supplementing the following: Prevention Program (CHDP) exams

For further information, call Tonya Ross, Director, District Nursing Services, at (213) 202-7580 or via email at
[email protected] or call your Nursing Coordinator.

39
 2017-2018
Instructional
Support
 Class-Size Reduction (CSR) Teacher
Schools may purchase the services of a state An elementary school should indicate the grade
certificated, register-carrying teacher to reduce class level(s) selected for reduced class size on the
size in English/language arts, mathematics, science, Academic Domain page(s) in the school’s SPSA
and history/social science classes. The need for this Goal Matrix section.
position must be based on data for improving
A secondary school should indicate the subject
student academic achievement and be included in
area(s) selected for reduced class size on the
the school’s Single Plan for Student Achievement
appropriate Academic Domain page(s) in the
(SPSA). The priority for this position is to reduce
school’s SPSA Goal Matrix section.
class size for students at-risk of academic failure.
When funding a position with Title I resources, only
The CSR teacher(s) must provide direct services for
a Title I Schoolwide Program school can purchase
100 percent of the six-hour work day. The CSR
the services of a CSR teacher. A Title I targeted
teacher(s) selected should be able to plan and deliver
assistance school cannot use categorical funds to
appropriate instruction, provide direct instruction
purchase a CSR teacher.
and intervention to address the targeted needs of
specific students, and possess knowledge of the Per Bulletin BUL-2643.6, a CSR teacher at a Title I
multi-tiered approach to instruction/problem-solving SWP school is a Single Cost Objective; therefore,
model that differentiates instruction for students not when funding with Title I resources, a semi-annual
meeting grade-level standards. certification is required.

The Budget Item Numbers for class-size reduction teachers are listed below by grade/subject area and by school calendar
Elementary Middle School
Budget Item Description Budget Item Description
Number Number
13249 CSR Teacher, Grade K, 1 TK 13640 CSR Teacher, MS, 6th Grade, 1 TK
13251 CSR Teacher, Grade 1, 1 TK Secondary
13253 CSR Teacher, Grade 2, 1 TK 13641 CSR Teacher, ELA, 1 TK
13255 CSR Teacher, Grade 3, 1 TK 13644 CSR Teacher, Math, 1 TK
13257 CSR Teacher, Grade 4, 1 TK 13643 CSR Teacher, HSS, 1 TK
13259 CSR Teacher, Grade 5, 1 TK 13579 CSR Teacher, Science, 1 TK
13261 CSR Teacher, Grade 6, 1 TK

40
 Intervention/Prevention Support Coordinator
All schools are required to provide the following core  Delivery of professional development in RtI2
intervention services with general funds. These services framework, problem-solving model, analysis of data,
are supervised by the principal and implemented by the differentiated instruction and strategies, and progress
general education teachers: monitoring
 Core standards-based instruction  Trainings and workshops for parents/guardians on
the RtI2 intervention model and how to support
 Differentiated instruction with Core (Tier 1)
students at home
Intervention in the core program
 Development and monitoring of student intervention
 Establishment of student learning centers
plan utilizing an integrated data and assessment
 Professional development
system
 State Mandated Intervention
 Participation on Student Support and Language
 Maintenance of required data and reports
Appraisal teams
The District has adopted a multi-tiered approach to  Support instruction and compliance activities
teaching and learning. Bulletin BUL-4827.1 describes involved in working with students with disabilities.
Response to Instruction and Intervention (RtI2). The Intervention/Prevention Support Coordinator is
Implementation of RtI2 is based upon research and the not the Administrator designee for IEPs
practice of providing high quality instruction or (Individualized Education Program)
intervention during the school day matched to student  Support the effective integration of students with
need. RtI2 focuses on the individual student and provides disabilities by bridging instruction between general
a vehicle to strengthen performance for struggling and special education
students before academic gaps increase in intensity.  Serve on Student Support and Progress Team (SSPT)
Based on an analysis of student achievement data, a and support interventions resulting from the SSPT
school may choose to use site-based categorical Schools participating in categorically funded programs are
resources to fund an Intervention/Prevention Support subject to process evaluation and audit. The
Coordinator to enhance its implementation of the multi- Intervention/Prevention Support Coordinator whose
tiered framework to teaching and learning. assignment is funded in part by categorical programs is to
The Intervention/Prevention Support Coordinator is part be involved in that planning and assessment process.
of the school staff and works under the direction of the The Intervention Support Coordinator will be
school-site administrator. They work a six-hour on-site involved in the implementation of the Single Plan
day, and are funded based on the school’s calendar. for Student Achievement (SPSA) to assist with the
Intervention Support Coordinator duties include the closing of the achievement gap and should have a
following: clear understanding of the individual school’s
instructional and intervention needs. These needs
 Use of data (multiple measures) to identify areas of must be articulated in the SPSA, and should list the
strength and need for instruction and behavior activities necessary to reach the objectives.
 Implementation of multi-tiered instruction and Activities in the categorically funded programs are
intervention services and resources designed to supplement district services.

For additional information, please contact the Local District Director.

41
 Instructional Coach, Elementary or Secondary
The District’s Local Control Accountability Plan (LCAP) identifies coaching as a critical component of a multi-
tiered approach to teaching and learning, also known as Multi-Tiered Systems of Support (MTSS). The role of the
Instructional Coach is to build teacher capacity and provide support to both teachers and administrators. Under the
direction of the school-site principal, the Instructional Coach will work collaboratively with general and special
education teachers and administrators, program coordinators, and other staff to promote standards-based literacy
and numeracy across the content areas aligned to CA Content Standards, using a multi-tiered approach to
instruction and Universal Design for Learning (UDL), including the problem-solving model and appropriate
evidence-based strategies to provide access to core instruction and intervention for all students including English
learners, standard English learners, socioeconomically disadvantaged students, students with disabilities, and
GATE students. The content area focus of work for the Instructional Coach will be based on student data and the
academic goals of the school.
The Instructional Coach is a support position and does not include the evaluation of teachers.
ROLES AND RESPONSIBILITIES socioeconomically disadvantaged students
and GATE students
 Demonstration Teacher/Co-Teacher
o Promote standards-based literacy and
o Collaboratively plan and conduct
numeracy through:
demonstration lessons with the classroom
 demonstration lessons through modeling
teacher that emphasize good first teaching
collaboration and co-teaching
which includes:
 focused observation
 Standards-based instruction
o Work with teachers to manage, interpret, use
 The use of effective evidence-based
formative assessment data, systematically
instruction, access strategies (Academic
examine student work, plan and deliver
Vocabulary, Instructional Conversations,
appropriate instruction, intervention and
Graphic Organizers, and Cooperative
accommodation strategies for all students
Grouping), Academic Engaged Time, and
 Facilitator
checking for understanding aligned to
o Support collaborative work that
grade-level standards and content
contextualizes teaching and learning on
 Differentiation of instruction
evidence-based practices and identified
 The multi-tiered approach to support
needs
academic achievement and intervention
o Facilitate the analysis of data and student
o Use of pre-and post-conferences for
work that reflects a problem-solving
planning and debriefing lessons
approach
o Use of technology tools
o Foster improved communication and
 Mentor
collaboration among staff by working with
o Provide opportunities for teachers to reflect
teachers to identify and address areas of
on their teaching practice
need
o Assist and support teachers in the
o Support the academic achievement of all
implementation of district-adopted
student populations/facilitating on-site
textbooks and support materials
professional development
o Assist and support teachers with
o Meet regularly with site administrators,
instructional strategies that support the
teachers, and support personnel to analyze
delivery of grade-level content to all
data and further communicate and
students, including ELs, SELs, SWDs,

42
 strengthen instructional support to school  Required multicultural coursework or
staff willingness to complete this requirement within
o Attend, as needed, central, LD, and school- one year of assignment
site professional development related to  Ability to use technology and access data to
expanding coaching expertise, pedagogical inform instruction
repertoire, content knowledge, and  Ability to travel to other sites/locations.
systematic analysis of student work, data
DESIRABLE QUALIFICATIONS
analysis within the multi-tiered framework
 Completion of any relevant professional
REQUIRED QUALIFICATIONS
development
 Permanent status in LAUSD or another school  Experience in collaborative planning, delivery of
district instruction, and differentiated professional
 Meet standard performance ratings on Educator development
Development and Support System (EDSS)  Knowledge of MTSS (Multi-Tiered System of
(formerly known as EGDC) Evaluation and in Support) and Universal Design for Learning
the preceding four years, have no Notice of (UDL)
Unsatisfactory Service  Effective oral and written communication skills
 Minimum of three years of teaching experience  Collaborative team-building skills
at the elementary school level (elementary  Teaching experience at more than one grade
coach) or at the secondary level (secondary level.
coach)
 Appropriate certification to teach English FUNDING OPTIONS
learners (CLAD, BCLAD, SB395 or SB 1969 OPTION ONE: OPTION TWO:
certificate) or willingness to gain certification • One full-time • One FTE coach to be
within one year equivalent (FTE) shared .5 by two
 Possess a valid California elementary teaching coach assigned to one schools works a
credential (elementary coach) OR school works a seven- seven-hour work day
Possess one of the following required teaching hour day on the paid on the teacher
credentials for secondary coach: teacher preparation preparation Salary
Middle School – Secondary Single Subject Salary Table plus a Table plus a salary
credential in English/Language Arts, salary differential of differential of $150
Mathematics, History/Social Science, Science or $150 per pay period per pay period for on-
Multiple Subject Credential for on-basis time. basis time. Each
High School – Secondary Single Subject school will fund 50%
credential in English/Language Arts, of the differential.
Mathematics, History/Social Science, Science

All school-site instructional coach positions are to be filled following the coordinator selection/confirmation
process outlined in Article IX-A, Sections 4.0-10.0 of the LAUSD/UTLA Collective Bargaining Agreement.
Please contact the Staff Relations Field Director in your Local District if there are questions.
The job codes and Budget Item Numbers are listed below. When budgeting for the job titles below, a corresponding differential must also be allocated.
Job Job Title Budget Item Description Budget Item PS group Lv Subarea

11100843 Instrl Coach, Elem INSTRL COACH EL C1T 13454 27 10 CSXX

DIFF, INSTRL COACH EL C1T 10247
11100846 Instrl Coach, Sec INSTRL COACH SEC C1T 13297 27 10 CSXX
DIFF, INSTRL COACH SEC C1T 10246

43
 English Learner Instructional Coach, Elementary or
Secondary
The District’s Local Control Accountability Plan (LCAP) identifies coaching as a critical component of a multi-
tiered approach to teaching and learning, also known as Multi-Tiered Systems of Support (MTSS). The role of the
English Learner (EL) Instructional Coach is to build teacher capacity and provide support to both teachers and
administrators. Under the direction of the school-site principal, the EL Instructional Coach will work
collaboratively with general and special education teachers and administrators, program coordinators, and other
staff to promote standards-based literacy and numeracy across the content areas aligned to CA Content Standards
and the CA ELD Standards, using a multi-tiered approach to instruction, including the problem-solving model and
appropriate evidence-based strategies to provide access to core instruction and intervention for English learners.
This position is designed to support the consistent implementation of the District's Title III Initiatives, English
Learner Master Plan, and related professional development and instructional planning for English Learners.
The EL Instructional Coach is a support position and does not include the evaluation of teachers.
ROLES AND RESPONSIBILITIES
 Demonstration Teacher/Co-Teacher o Assist and support teachers with instructional
o Collaboratively plan and conduct demonstration strategies that support the delivery of grade-
lessons with the classroom teacher that level content to ELs
emphasize good first teaching which includes: o Promote standards-based literacy and
 Standards-based instruction numeracy through:
 The use of effective evidence-based  demonstration lessons through modeling
instruction, access strategies (Academic collaboration and co-teaching
Vocabulary, Instructional Conversations,  focused observation
Graphic Organizers, and Cooperative o Work with teachers to manage, interpret, use
Grouping), Academic Engaged Time, and formative assessment data, systematically
checking for understanding aligned to grade- examine student work, plan and deliver
level standards and content appropriate instruction, intervention and
 Differentiation of instruction with targeted accommodation strategies for ELs
attention to ELs academic and linguistic  Facilitator
needs utilizing effective o Guide, support and ensure implementation of a
Designated/Integrated ELD strategies comprehensive standards-based English
 The multi-tiered approach to support Language Development (ELD) program
academic achievement and intervention. through Designated ELD and Integrated ELD
 Use of pre and post conferences for planning in academic content areas.
and debriefing lessons o Support collaborative work that contextualizes
teaching and learning on evidence-based
 Use of technology tools
practices and identified needs of ELs
 Mentor
o Facilitate the analysis of data and student work
o Provide opportunities for teachers to reflect on
that reflects a problem-solving approach
their teaching practice, including the
o Foster improved communication and
utilization of Culturally and Linguistically
collaboration among staff by working with
Relevant strategies
teachers to identify and address areas of need
o Assist and support teachers in the
for ELs
implementation of district-adopted textbooks
o Support the academic achievement of EL
and support materials
student populations/facilitating on-site
professional development

44
 o Meet regularly with site administrators,  Required multicultural coursework or willingness
teachers, and support personnel to analyze EL to complete this requirement within one year of
data and further communicate and strengthen assignment
instructional support to school staff  Ability to use technology and access data to inform
o Attend, as needed, central, LD, and school-site instruction
professional development related to expanding  Ability to travel to other sites/locations
coaching expertise, pedagogical repertoire,
DESIRABLE QUALIFICATIONS
content knowledge, and systematic analysis of
student work data within the multi-tiered  Completion of any relevant professional
framework development
REQUIRED QUALIFICATIONS  Experience in collaborative planning, delivery of
 Permanent status in LAUSD or another school instruction, and differentiated professional
district development
 Meet standard performance ratings on Educator  Knowledge of MTSS (Multi-Tiered System of
Development and Support System (EDSS) Support)
(formerly known as EGDC) Evaluation and in the  Experience in working with EL students
preceding four years, have no Notice of  Effective oral and written communication skills
Unsatisfactory Service  Collaborative team-building skills
 Minimum of three years of teaching experience at  Teaching experience at more than one grade level
the elementary school level (elementary coach) or FUNDING OPTIONS
at the secondary level (secondary coach)
 Appropriate certification to teach English learners OPTION ONE:
(CLAD, BCLAD, SB395 or SB 1969 certificate)  One full-time equivalent (FTE) coach assigned to
or willingness to gain certification within one year one school works a seven-hour day on the teacher
 Possess a valid California elementary teaching preparation Salary Table plus a salary differential
of $150 per pay period for on-basis time.
credential (elementary coach) OR
OPTION TWO:
 Possess one of the following required teaching
credentials for secondary coach:  One FTE coach to be shared .5 by two schools
works a seven-hour work day paid on the teacher
Middle School – Secondary Single Subject
preparation Salary Table plus a salary differential
credential in English/Language Arts,
of $150 per pay period for on-basis time. Each
Mathematics, History/Social Science, Science or
Multiple Subject Credential school will fund 50% of the differential.
High School – Secondary Single Subject
credential in English/Language Arts,
Mathematics, History/Social Science, Science

All school-site instructional coach positions are to be filled following the coordinator selection/confirmation process
outlined in Article IX-A, Sections 4.0-10.0 of the LAUSD/UTLA Collective Bargaining Agreement. Please contact the
Staff Relations Field Director in your Local District if there are questions.

The job code and Budget Item Numbers are listed below. When budgeting for the job titles below, a corresponding differential must also be allocated.
Job Job Title Budget Item Description Budget Item PS group Lv Subarea

11100843 Instrl Coach EL Eng Lrnr Coach-ES 14492 27 10 CSXX

DIFF, Eng Lrnr Coach 14493
11100846 Instrl Coach SEC Eng Lrn Coach-SEC 14494 27 10 CSXX
DIFF, Eng Lrnr Coach 14493

45
 English Learner/Standard English Learner
Instructional Coach, Elementary or Secondary
The District’s Local Control Accountability Plan (LCAP) identifies coaching as a critical component of a multi-tiered
approach to teaching and learning, also known as Multi-Tiered Systems of Support (MTSS). The role of the English
Learner (EL)/ Standard English Learner (SEL) Instructional Coach is to build teacher capacity and provide support to
both teachers and administrators. Under the direction of the school-site principal, the EL/SEL Instructional Coach will
work collaboratively with general and special education teachers and administrators, program coordinators, and other
staff to promote standards-based literacy and numeracy across the content areas aligned to CA Content Standards,
using a multi-tiered approach to instruction, including the problem-solving model and appropriate evidence-based
strategies to provide access to core instruction and intervention for all students including English learners, standard
English learners, socioeconomically disadvantaged students, students with disabilities, and GATE students. The content
area focus of work for the EL/SEL Instructional Coach will be based on student data and the academic goals of the
school.
The EL/SEL Instructional Coach is a support position and does not include the evaluation of teachers.
ROLES AND RESPONSIBILITIES o Assist and support teachers in the
implementation of district-adopted textbooks
 Demonstration Teacher/Co-Teacher
and support materials
o Collaboratively plan and conduct demonstration
o Assist and support teachers with instructional
lessons with the classroom teacher that
strategies that support the delivery of grade-
emphasize good first teaching which includes:
level content to all students, including ELs,
 Standards-based instruction
SELs, SWDs, socioeconomically
 The use of effective evidence-based disadvantaged students and GATE students
instruction, access strategies (Academic o Promote standards-based literacy and
Vocabulary, Instructional Conversations, numeracy through:
Graphic Organizers, and Cooperative
 demonstration lessons through modeling
Grouping), Academic Engaged Time, and
collaboration and co-teaching
checking for understanding aligned to grade-
 focused observation
level standards and content
o Work with teachers to manage, interpret, use
 Differentiation of instruction with targeted
formative assessment data, systematically
attention to ELs/SEL academic and linguistic
examine student work, plan and deliver
needs utilizing effective
appropriate instruction, intervention and
Designated/Integrated ELD and/or MELD
accommodation strategies for ELs/SELs
strategies
 Facilitator
 The multi-tiered approach to support
o Support collaborative work that contextualizes
academic achievement and intervention
teaching and learning on evidence-based
o Use of pre-and post-conferences for planning
practices and identified needs of ELs/SELs
and debriefing lessons
o Facilitate the analysis of data and student work
o Use of technology tools
that reflects a problem-solving approach.
 Mentor
o Foster improved communication and
o Provide opportunities for teachers to reflect on
collaboration among staff by working with
their teaching practice, including the
teachers to identify and address areas of need
utilization of Culturally and Linguistically
for ELs/SELs
Relevant strategies

46
 o Support the academic achievement of EL/SEL High School – Secondary Single Subject
student populations/facilitating on-site credential in English/Language Arts, Mathematics,
professional development History/Social Science, Science
o Meet regularly with site administrators,  Required multicultural coursework or willingness
teachers, and support personnel to analyze to complete this requirement within one year of
EL/SEL data and further communicate and assignment
strengthen instructional support to school staff  Ability to use technology and access data to inform
o Attend, as needed, central, LD, and school-site instruction
professional development related to expanding  Ability to travel to other sites/locations.
coaching expertise, pedagogical repertoire,
content knowledge, and systematic analysis of DESIRABLE QUALIFICATIONS
student work data within the multi-tiered  Completion of any relevant professional
framework development
REQUIRED QUALIFICATIONS  Experience in collaborative planning, delivery of
instruction, and differentiated professional
 Permanent status in LAUSD or another school development
district
 Knowledge of MTSS (Multi-Tiered System of
 Meet standard performance ratings on Educator Support)
Development and Support System (EDSS)
 Experience in working with EL/SEL students
(formerly known as EGDC) Evaluation and in the
 Effective oral and written communication skills
preceding four years, have no Notice of
Unsatisfactory Service  Collaborative team-building skills
 Minimum of three years of teaching experience at  Teaching experience at more than one grade level.
the elementary school level (elementary coach) or FUNDING OPTIONS
at the secondary level (secondary coach)
OPTION ONE:
 Appropriate certification to teach English learners
• One full-time equivalent (FTE) coach assigned to
(CLAD, BCLAD, SB395 or SB 1969 certificate)
one school works a seven-hour day on the teacher
or willingness to gain certification within one year
preparation Salary Table plus a salary differential of
 Possess a valid California elementary teaching $150 per pay period for on-basis time.
credential (elementary coach) OR OPTION TWO:
Possess one of the following required teaching • One FTE coach to be shared .5 by two schools
credentials for secondary coach: works a seven-hour work day paid on the teacher
Middle School – Secondary Single Subject preparation Salary Table plus a salary
credential in English/Language Arts, Mathematics, differential of $150 per pay period for on-basis
History/Social Science, Science or Multiple time. Each school will fund 50% of the
Subject Credential differential.

All school-site instructional coach positions are to be filled following the coordinator selection/confirmation process
outlined in Article IX-A, Sections 4.0-10.0 of the LAUSD/UTLA Collective Bargaining Agreement. Please contact the
Staff Relations Field Director in your Local District if there are questions.
The job code and Budget Item Numbers are listed below. When budgeting for the job titles below, a corresponding differential must also be allocated.
Job Job Title Budget Item Description Budget Item PS group Lv Subarea

11100843 Instrl Coach EL EL/SEL Inst Coach EL 14498 27 10 CSXX

DIFF, EL/SEL Inst Coach EL 13294
11100846 Instrl Coach SEC EL/SEL Inst Coach Sec 13295 27 10 CSXX
DIFF, EL/SEL Inst Coach Sec 13303

47
 Middle School-College and Career Coach
Non-classroom Assignment, Preparation Salary Table
This position is to ensure at-risk students in middle school are prepared for A-G courses and will be successful in
graduating college and career ready from high school. These coaches will collaborate and partner with the local district
and school site instructional staff, school personnel, parents, and the community to ensure data-driven, results-based
support services and programs are provided for all at-risk students. The College and Career coach will support schools
in identifying achievement gaps, informing intervention and support, assisting the rollout of English Language Arts
(ELA)/English Language Development (ELD), accessing instructional technology resources accompanying the
ELA/ELD materials being utilized and providing a bridge of support for at-risk middle school students in transitioning
into high school.
The Middle School-College and Career Coach is a support position and does not include the evaluation of teachers.
ROLES AND RESPONSIBILITIES  Analyzes various data sources to identify early
 Provides demonstration lessons that involve alerts and collaborates on the design of
the direct instruction of pupils in ELA/ELD intervention to meet needs of at-risk students
 Provides professional development for  Utilizes data on grades, attendance and
principals, school teams, and teachers on behavior to guide dropout prevention and
intervention strategies, accessing intervention efforts
technological resources accompanying the  Implements a multi-tiered behavior and
adopted ELA/ELD instructional material, and academic support system to close the
differentiated instruction utilizing the new achievement gap, eliminate drop-outs and
ELA/ELD adoption provide equity and access for at-risk students
 Facilitates learning management systems for  Provides direct feedback to students
lesson collaboration throughout the learning cycle in order to
 Provides targeted and differentiated support ensure learner agency and academic rigor
and coaching on intervention, research-based  Uses early alert system to identify at-risk
instructional strategies, and accessing students, especially during transitional stages
technological resources accompanying the between elementary, middle and high school
adopted ELA/ELD instructional material  Works collaboratively with Local District and
 Facilitates the student transition from middle school staff to plan for and implement
school to high school through supporting literacy/English language arts instruction,
articulation and providing a positive transition access strategies and multi-tiered systems of
between middle and high school to mitigate support for all at-risk students, including
challenges and address the needs of all at-risk foster youth and other targeted student
students e.g., English learners, Standard populations
English learners, students with disabilities,  Provides feedback and engages in
and socioeconomically disadvantaged students collaborative discussion with academic
 Provides training to school staff on data to counseling and other support service
inform instruction and address achievement personnel to monitor/support the completion
gaps in an effort to enhance learning and of Individual Graduation Plans for middle
engage at-risk students school students

48
 Models, teaches and guides teachers and o Embedded English Learner
students in differentiated instructional Authorization (ELA1, CLAD, BCLAD)
practices utilizing newly-adopted ELA/ELD o Supplementary Authorization in English
materials as a Second Language
o Emergency CLAD Permit
REQUIRED QUALIFICATIONS
 A valid driver license and the ability to travel
 Permanent certificated employee of the Los to various sites throughout the District
Angeles Unified School District
DESIRABLE QUALIFICATIONS
 Five (5) years of successful full-time public
school certificated service as a teacher  Knowledge of and ability to conduct peer
 One of the following valid California teaching coaching or mentoring for instructional staff
credentials or authorizations which permits  Knowledge of and ability to conduct plan,
teaching in the subject area of English: design and implement professional
o Single Subject Teaching Credential in development
English  Knowledge of instructional methodologies and
o Supplementary Authorization in English effective research-based strategies to promote
(requires 20 semester units of eligible achievement for diverse learners
coursework)  Knowledge and experience with MyData, ISIS,
o Introductory Subject Matter MiSIS and other District reporting and tracking
Authorization in English (requires 32 systems
semester units of eligible coursework)  Ability to compose and comprehend written
o Middle School Authorization in English communication
(requires 12 semester units of eligible  Ability to work collaboratively with teachers,
coursework) parents and administrators
o Limited Assignment Permit in English  Ability to work effectively with all racial,
 English Learner Authorization ethnic, linguistic, disability and socioeconomic
 English Language Development Authorization groups
o Full English Learner Authorization  Poise, tact, and good judgement and
(BCLAD, BCC, CLAD, LDS) commitment to the education of all students

All school-site positions are to be filled following the coordinator selection/confirmation process outlined in Article IX-
A, Sections 4.0-10.0 of the LAUSD/UTLA Collective Bargaining Agreement. Please contact the Staff Relations Field
Director in your Local District if there are questions.
The job code and Budget Item Numbers are listed below. When budgeting for the job titles below, a corresponding differential must also be allocated.
Job Job Title Budget Item Description Budget Item PS group Lv Subarea

19100706 MS COL &CAREER COACH MS COL &CAREER COACH 14188 27 10 CSXX

COL&CAREER DIFFERENTIAL 14190

49
 Problem-Solving/Data Coordinator
The role of the Problem-Solving/Data Coordinator is to provide support in using a process that utilizes all
resources within the school and district in a collaborative manner to create a single, well-integrated system of
instruction and intervention informed by student outcome data. The Problem-Solving/Data Coordinator builds
capacity in a support position that serves teachers, students, and administrators. Under the direction of the school-
site principal, the Problem-Solving/Data Coordinator will work closely with the Local District Leadership Team
using a multi-tiered approach to high-quality instruction and evidence-based intervention. The focus will be on
California’s Core Components for Response to Instruction and Intervention (RtI2) that include evidence-based
instruction/intervention, universal screening, continuous classroom progress monitoring, staff development and
collaboration, and parent involvement. Key to the Problem-Solving/Data Coordinator’s role will be the use of data
based problem-solving models in the delivery of professional development, and appropriate evidence-based
strategies to provide access to core instruction and intervention.
The Problem-Solving/Data Coordinator is a support position and does not include the evaluation of teachers.

ROLES AND RESPONSIBILITIES  Serve as the primary source of school

data to support the evaluation of
 The Problem-Solving/Data Coordinator has
intervention services
three primary job responsibilities:
o Staff Training: REQUIRED QUALIFICATIONS
 Facilitate training for problem-solving
 Permanent status in LAUSD or another school
model (PS) and Response to Instruction
district
and Intervention (RtI2)
 Meet standard performance ratings on Stull
 Work collaboratively with the school-
Evaluation and in the preceding four years, have
based leadership team to develop and
no Notice of Unsatisfactory Service
implement the PS/RtI2 training agenda for
 Minimum of three years of teaching experience
the school year
at the elementary (K-6) or secondary (6-12)
o Technical Assistance
level
 Provide technical assistance to building
 Appropriate certification to teach English
administrators, teachers and the school
learners (CLAD, BCLAD, SB395 or SB1969
leadership team to facilitate
certificate) or willingness to gain certification
implementation of the problem-solving
within one year
and RtI2 activities
 Possess or qualify for a valid California
 Provide non-evaluative classroom
elementary or secondary teaching credential
observation and feedback, modeling and
 Required multicultural coursework or
other supportive assistance necessary to
willingness to complete this requirement within
implement the PS/RtI2 process
one year of assignment
o Data Collection and Management
 Ability to use technology and access data to
 Serve as the site Data Coordinator
inform instruction
 Facilitate the management and
 Ability to travel to other sites/locations
interpretation of data necessary to
develop, implement and evaluate Tiers 1,
2 and 3 interventions

50
 DESIRABLE QUALIFICATIONS  Familiarity with various District and other
databases (i.e., MyData, Decision Support
 Experience in collaborative planning, delivery of System, MiSiS and DataQuest etc.)
instruction, and differentiated professional  Ability to conduct research and data gathering
development activities that support staff training
 Knowledge of RtI2/problem-solving model
FUNDING OPTIONS
 Excellent interpersonal communication,
listening, facilitation and adult education OPTION ONE: OPTION TWO:
teaching skills  One full-time  One FTE
 Collaborative team-building skills equivalent (FTE) coordinator to be
 Teaching experience at more than one grade coordinator assigned shared .5 by two
to one school schools
level
 Skills in analyzing and using data to make
instructional and behavior decisions

51
 District
Instructional
Program
 Division of Instruction
District Instructional Program
The goal of the PreK-12 Instructional department is e. Conventions, effective use, and
to provide all students with rigorous, standards- vocabulary
based instruction that promotes fulfillment of f. Foundational Skills
District and State requirements while preparing  English language Development
college- and career-ready high school graduates. a. Standards-Based Comprehensive
ELD program
Key components of the department include b. Integrated and Designated ELD
providing: instruction
1. Standards-based curriculum and quality c. Interacting in Meaningful Ways
instructional practices d. Learning About How English
2. Progress monitoring and periodic Works & Reading Foundational
assessment of student learning Skills
3. Professional development for teachers and  History-Social Sciences
administrators to support the use of these a. Standards-Based Content
resources in schools Knowledge
4. Integration of strategies to support the b. Historical Thinking and Analysis
learning of all students, including English
Skills
Learners, Standard English Learners, and
those with Special Needs c. Reading, Writing, Speaking and
5. Coordination, recommendation, and Listening skills in HSS
advocacy for policy at the local, state, and  Mathematics
national level a. Regular use of mathematical
practices
The focus for each instructional department is to
b. Knowledge, understanding, and
support students in thinking, writing, and reading application of mathematical
like authors, historians, mathematicians, athletes, concepts and skills
scientists and artists through:
 Physical Education
a. Demonstrating independence a. Movement skills and movement
b. Strong content knowledge knowledge
c. Responding to varying audiences b. Fitness skills and fitness knowledge
d. Comprehending and critiquing c. Positive self-image and personal
e. Valuing evidence development
f. Use of technology and media d. Social development
g. Understanding and valuing other  Science
perspectives and cultures a. Science and engineering practices
Specific components for meeting each instructional b. Disciplinary core ideas
area goal include: c. Crosscutting concepts
 Arts Education
 English Language Arts
a. Literacy and numeracy through the
a. An integrated model of literacy
arts strategies
b. Text complexity and growth of
b. Access to community-based arts
comprehension
experiences
c. Text types, responding to reading
c. Designated instruction in at least
and research
one of the arts domains
d. Flexibility in communication and
collaboration

52
 Federal
Programs
 Title I
The purpose of the Title I program is to meet the of low-achieving students and those at-risk of not
educational needs of children in low-income meeting the state student academic achievement
households and children in local institutions for standards.
neglected or delinquent children. Participants
Parents of children being served should be included
include students who are at risk of failing, disabled,
in the design and implementation of the program
and English learners.
through activities such as developing a parent
The Title I program supplements services needed to involvement policy and school-parent compact;
raise the academic achievement level of kindergarten parent-teacher conferences; parent training and
through grade 12 participants in basic and advanced family literacy; serving as classroom volunteers,
skills. tutors, aides, etc.
There are two models for serving students in a Title I The program receives federal funding from the
school – targeted assistance program and Elementary and Secondary Education Act of 1965
schoolwide program. Only students identified as (ESEA/Title I, Every Student Succeeds Act 2015).
Title I-eligible may receive services funded by Title
Title I funds are allocated to schools based on
I in targeted assistance schools (TAS).
poverty percentages on the annual Title I ranking.
Schools that have been approved to operate a These percentages are determined by the number of
schoolwide program (SWP) may provide services to low-income students, aged 5 to 17, enrolled on
all students including students with disabilities CBEDS day who qualify for free- or reduced-price
(students with active IEPs, students with a Section meals or CALWORKS. Schools that rank at or
504 plan, or students suspected to have a disability) above the established threshold may receive Title I
and English Learners. However, based on prioritized resources; schools that serve concentrations of
needs, a school must particularly address the needs poverty at or above 75% are guaranteed funding.

Supplemental Funds

Supplemental funds are those funds which are adhere to the following three guidelines to ensure
granted to districts and schools for specific program they do not violate this key fiscal rule:
purposes and which are over and above the general Federal funds may not be used to:
revenue funds the districts and schools receive to  Provide services that are required under other
support the core program. Supplemental funds must federal, state or local laws
be used to support and enhance the District’s core  Provide services that were provided with non-
program. Supplemental funds may not be used to federal funds in the prior year
replace or supplant the funds and instructional  Provide services for participating children
program the District provides the school, as when the same services are being provided with
Supplement not Supplant fiscal requirements non-federal funds for nonparticipating children.
remain in place and have not been waived by the
Additionally, the following cost principles must be
United States Department of Education (USDE).
considered for all proposed expenditures of federal
The use of supplemental funds must be clearly tied funds:
to the overarching goal of improving academic  Must be “necessary” (i.e., expenditure is
outcomes for participating students. Federal funds necessary in order to address an identified need
(Title I and Title III) must be used to supplement and and achieve one or more of the goals in the
not supplant the core program. Schools should school plan)

53
  Must be “reasonable” (i.e., the cost does not  Must be “allocable” (i.e., the goods or services
exceed that which would be incurred by a are chargeable to the program in accordance
prudent person under the circumstances with relative benefits received)
prevailing at the time the decision was made to  Authorized or not prohibited under state or
incur the cost) local laws or regulations
 Must be adequately documented

Schoolwide Program Schools

Under Section 1114 of the Every Student Succeeds scientifically based research strategies are
Act (ESSA) legislation, Title I schools can elect to implemented to ensure all students achieve at
operate a schoolwide program (SWP). To receive proficient or advanced levels on state assessments.
SWP certification, schools must complete a year of SWP planned improvements are a framework for
planning with a technical assistance provider unless ensuring that everything in the school supports
a local educational agency determines that less time student achievement as measured by adequate yearly
is needed to develop and implement the SWP plan. progress in the four core areas - literacy,
The development of the SWP plan is the mathematics, science, and history/social sciences.
responsibility of the SSC and includes input from Schools are accountable for the academic
the advisory committees. Together they must achievement of all students under these reform
develop a comprehensive plan for reforming the efforts, but especially for low-achieving students.
academic program. The reform requires that
Targeted Assistance Schools

Under Section 1115 of the Every Student Succeeds children meet the state’s challenging academic
Act (ESSA) legislation, Title I Targeted Assistance standards. TAS should provide extended learning
Schools (TAS) use funds received only for programs time, an accelerated, high-quality curriculum, and
that provide services to eligible students identified as minimize removing children from the regular
having the greatest need for special assistance. classroom for supplemental instruction. State
Eligible children are identified by the school as certificated teachers in a TAS receive professional
failing to meet the state’s challenging academic development on how to implement academic
achievement standards. achievement standards in the classroom. TAS
Targeted assistance schools use the program programs work collaboratively with parents to
resources to implement effective methods and increase parental involvement through services such
instructional strategies that are based on as family literacy.
scientifically based research to help participating
Parental Involvement

The SPSA must reflect parental involvement. section 52853, requires the School Site
Parental involvement funds should be spent during Council to develop the plan and approve the
the fiscal year as these funds do not carry over. budget.
Title I Schools  Schools will receive a separate allocation for
 Identifying the program’s activities, and Title I parental involvement. Schools may
planning the budget expenditures to appropriate additional Title I resources to
implement the program’s activities, require the implement the school’s parental involvement
involvement of the SSC for the certification of policy. (Refer to Appendix B regarding
the SPSA. The California Education Code, Budget Planning for Parental Involvement.)

54
 Title III
The District receives Title III (Federal) funds to increasing English language proficiency and
provide supplemental direct services to limited- student achievement.
English Proficient (LEP) students, also known as
With the passage of ESSA, and the transition
English Learners (ELs). These funds must be used
by the State to a new accountability system,
to provide direct services to ELs above and beyond
AMAOs are no longer being utilized. One of
the core program requirements as outlined in the
the multiple measures of the new State
United States Code (USC) and California
Accountability System will be the English
Education Code (EC). The supplemental funds
Learner Progress Indicator. Moving forward all
received from Title III may not be used to supplant
districts and schools will be measured by the
the District’s general funds.
English learner Progress Indicator on the
Title III, Section 3115(g), requires that funds be California Dashboard
used "to supplement the level of federal, state, and
Note: California’s new Accountability and
local public funds that, in the absence of such
Continuous Improvement system will be
availability, would have been expended for
implemented in the 2017-18 school year.
programs for LEP students and in no case to
supplant such Federal, State, and local public Schools must use Title III funds to provide
funds." direct services to increase the academic
achievement of ELs.
Title III (7T197)
Title III of the No Child Left Behind (NCLB) ESSA requires the California Department of
Education (CDE) to annually review the
Act of 2001 was reauthorized to the Every
performance of each district receiving Title III
Student Succeeds Act (ESSA) in December
funds. ESSA also requires the CDE to monitor
2015. This grant provides supplemental
district and school-level expenditures to ensure
funding to districts to implement language
instruction educational programs that meets the alignment with Title III spending guidelines.
needs of ELs and demonstrates success in
English Learner Master Plan, 2012

The English Learner Master Plan 2012 provides and services.

guidance and direction to staff throughout the District
All ELs are to receive Master Plan services
regarding the expectations the District holds for each
(curricular as well as school support), regardless of
school in addressing the linguistic and academic
instructional program. Master Plan programs must
needs of ELs. In addition, The George Washington
incorporate Designated English Language
University Center for Equity and Excellence,
Development (daily and protected time) and
Guiding Principles for Educating English Learners
Integrated English Language Development (ELD).
(2000) serves as strong statement of values for the
One or more of the following services are required to
District’s work in serving ELs (adapted and
support second-language acquisition and access to
expanded for LAUSD).
grade-level content:
On January 7, 2015, the U.S. Department of
Education and the Department of Justice provided
joint guidance to all public schools in meeting their 1. English Language Development
legal obligations to ensure that ELs participate 2. Specially Designed Academic Instruction in
meaningfully and equally in educational programs English (SDAIE)
3. Primary Language (L1) Support

55
 4. Primary Language (L1) Instruction (if the determined by the California English Language
parent requests, and is granted, a Parental Development Test (CELDT). Any student classified
Exception Waiver). as EL (LEP) must be provided Master Plan
Eligibility for Master Plan services is established instructional services until the criteria to reclassify to
based on a student’s language classification, as Fluent English Proficient (RFEP) have been met.

Professional Development for Teachers of English Learners

The ESSA makes several important changes curricula, assessment measures and
pertaining to preparation and professional practices, and instructional strategies for
development for teachers of ELs. First, instead of ELs;
describing these programs and activities as “high-  Effective in increasing children’s English
quality,” as under NCLB, the statute has language proficiency or substantially
strengthened these provisions by clarifying that such increasing the subject matter knowledge,
programs and activities supported by Title III funds teaching knowledge, and teaching skills of
must be “effective.” teachers of ELs; and
Districts must use Title III funds to provide effective  Of sufficient intensity and duration to have a
professional development for teachers and principals positive and lasting impact on the teachers’
of ELs that is: performance in the classroom. This does not
include one-day or short- term events, unless
 Designed to improve the instruction and as part of a teacher’s comprehensive
assessment of ELs; professional development plan that is based
 Designed to enhance the ability of teachers on a needs assessment.
and principals to understand and implement
Progress Monitoring and Intervention

Progress Monitoring for ELs completion of Advanced ELD 4B or the

Schools are required to monitor the linguistic and reclassification criteria are met. Long-term ELs are
academic progress of English learners throughout the expected to maintain status as proficient in English
academic year. When an EL is at risk of not making (scoring 4 or 5 on CELDT with skill area scores of 3
adequate progress as described in the English or above) until the reclassification criteria are met.
Learner Master Plan 2012, the school must provide Schools are expected to use Title III funds to meet
targeted intervention services based on individual the following achievement accountabilities:
student need. Schools must maintain records of EL
monitoring, interventions provided, and the results of 1. Meet or exceed English Language Development
(ELD) targets, as measured by CELDT
and follow-up to the intervention.
2. Increase the percentage of ELs who are Proficient
In addition, ELs are expected to make adequate or Advanced on the State ELA and Math
progress each year by meeting or exceeding state Assessments
English Language Development standards and 3. Provide intervention services for ELs not
established performance targets. Mastery of ELD advancing one CELDT level per year
standards is measured by the progression through 4. Provide intervention services for ELs scoring
ELD levels at the elementary level, and by attaining a Below Basic or Far Below Basic on the State
passing grade in the ELD and/or grade level ELA ELA and Math Assessments
course at the secondary level. 5. Decrease the percentage of Long-Term English
Elementary ELs are expected to advance at least one Learners (LTELs)
CELDT level each year until they meet the
reclassification criteria. Secondary ELs are expected
to complete one ELD course each year until the

56
Progress Monitoring for RFEP Students
After an EL student reclassifies to Fluent English
Proficient (RFEP), schools are required to monitor
the academic progress of these students for a
minimum of four years and parents are notified of
student progress.
RFEP students are expected to make adequate yearly
progress following reclassification by meeting or
exceeding grade-level content standards in English
Language Arts (ELA) and Math. Students who
reclassify with State Assessment ELA scores at the
Basic level are expected to move to Proficient the
first year following reclassification and to Proficient
or Advanced the second year following
reclassification.
Adequate progress is measured as follows:
Year Academic Marks State
Assessment
ELA
1 ELEM: 3 or 4 in ELA Meets or
SEC: C or better in English Exceeds
Standard
2 ELEM: 3 or 4 in ELA Meets or
SEC: C or better in English Exceeds
Standard

When an RFEP student is at risk of not making

adequate progress or not meeting grade-level
standards, schools must provide targeted intervention
services based on individual student need. Schools
must maintain records of RFEP monitoring and
interventions provided.
Note: Title III funds must not be used for the above
referenced school responsibility.

57
Federal and
State
Mandates
Federal Program Monitoring

State and federal laws require the California The purpose of FPM is to monitor LEAs for
Department of Education (CDE) to monitor the compliance with requirements for each categorical
implementation of categorical programs operated by program, including fiscal requirements. LEAs are
local educational agencies (LEAs). CDE monitoring responsible to ensure that schools maintain
is accomplished in part through the Federal Program compliant categorical programs. CDE monitoring is
Monitoring process (FPM) and may be comprised of conducted every two years for half of the LEAs in
an onsite or an online review. A FPM onsite visit California. This allows each LEA to be monitored
consists of data and document review, stakeholders’ twice every four years by state staff knowledgeable
interviews, and classroom observations of in one or more of these programs.
categorical programs administered by LEAs. A FPM
online review consists of data and document review
only.
Federal Single Audit

Congress passed the Single Audit Act of 1984 (the For major programs, the auditor is required to plan
Act) to improve state and local governments’ and perform tests of controls to verify the operation
financial management of federal categorical of internal controls, policies and procedures, and
programs. The Act established requirements for compliance with federal requirements at the district
audits of the District’s financial statements and for and school-site levels. Additionally, the auditor must
testing and reporting on internal controls and determine whether the District has complied with
compliance with laws and regulations by laws, regulations, and the provisions of contracts or
independent auditors. grant assurances that have a direct and material
effect on each of its major programs.
The compliance requirements applicable to federal
categorical programs can be found in the document Schools and offices must maintain documentation
published by the Federal Office of Management and for five years and provide them upon request from
Budget (OMB) called the OMB Uniform Grant the independent auditors.
Guidance (UGG).
Personnel and Time Reporting Documentation

Title I schools operating an approved SWP may submit the training certification to the time reporter
purchase the services of a register-carrying teacher at the school site. The time reporter should charge
to reduce class size in elementary schools, and in the teacher’s time to the appropriate federal
literacy, mathematics, science, and social studies at program and the substitute should be charged to
the secondary level. the funding source generally used to pay for the
teacher’s time.
Title I secondary schools operating an approved
SWP may purchase the services of a secondary Substitutes who are federally funded for one or more
counselor to reduce the student-to-counselor ratio. of their assignments should maintain a multi-funded
time report for each day of substitute time. The
When a teacher attends training for which federal
substitute sign-in log that lists the program code and
funding is used to pay for time spent in the training,
teacher’s name, and signature could be used to meet
the teacher should complete and sign the “Federal
this requirement. The school should notify the
and State Categorical Funded Training Certification”
substitute of the funding for the position and provide
(see Attachment H, Bulletin 2643.6). If the school is
a copy of the multi-funded time report to be
time-reporting the training, the teacher should also
completed or the substitute log with the applicable
58
federal program listed next to the employee For employees who are fully funded by a single
signature. The substitute should note the number of federal categorical program during the fiscal year,
hours worked on the federal program and note all two certifications (Semi-Annual Certifications) are
remaining hours as “other.” If using an MFTR, the necessary—one covering the first half of the fiscal
substitute should send the multi-funded time report year and the other covering the second half of the
to the time reporter at the end of each day. A fiscal year. Certification should indicate that the
substitute’s failure to submit the appropriate employee spent 100 percent of his or her time on the
documentation may make the substitute ineligible single federal program that funded the employee. If
for future federally funded assignments. the employee is unavailable, the immediate
supervisor should prepare, sign, and date the
Substitutes may not be purchased for the purpose of
certification.
releasing teachers for curricular trips.
Note: In general, if school-site employees are
All personnel who are compensated from more
funded solely by the Title I Schoolwide Program,
than one federal and/or state categorical
they should complete a Semi-Annual Certification of
resource, must complete either a Semi-Annual
such employment and not a Multi-funded Time
Certification form or a Multi-funded Personnel
Report each pay period. However, there are certain
Time Reporting form. (Refer to Bulletin Number
exceptions to this as noted in Bulletin 2643.6,
BUL-2643.6: Documentation for Employees Paid
questions Q3 and Q14.
from Federal and State Categorical Programs.)
All multi-funded time reports should be submitted to
Schools operating an approved schoolwide program
the time reporter at the end of each month. All semi-
(SWP) and using only these federal monies to fund
annual certifications should be submitted to the time
positions do not need to complete a Multi-funded
reporter by January 31st and July 31st.
Personnel time-reporting record sheet. A Blanket
Semi-Annual certification or Semi-Annual
Certification can be completed instead.

Equipment

All expenditures for equipment should be planned so Capitalized equipment shopping carts must be
that categorical funds clearly supplement the submitted by the end of March.
district-funded program.
Maintenance and Rental of Equipment
Purchase of Equipment
Schools should place sufficient funds in the
Equipment purchases using Title I program funds Maintenance of Equipment accounts to pay for any
are no longer a restricted item. Schools can submit a needed repairs. All Maintenance of Equipment
shopping cart order if there are funds in the including Rental of Equipment must be split funded
commitment item line for equipment. The shopping with general funds with no more than 50% charged
cart will be part of the Title I additional approver to Title I. This cannot be used for the Toshiba
workflow process and will require an attached quote Unified Project.
and SPSA/SPSA Modification page. In addition, the
Inventory of Equipment
school’s CEI will also be reviewed by FSEP before
all equipment (Capitalized, Non-Capitalized and Schools must maintain a historical inventory record
General Supplies, Technology) purchases. Contact for each piece of categorically-funded equipment.
your Local District Title I Coordinator if you have Schools should follow the procedures listed in
any questions. Bulletin Number BUL-3508.7: Inventory
Requirements for Equipment Purchased with
General Supplies, Technology and Non-Capitalized
Equipment should be received by May 5th.
59
Categorical Program Funds, May 12, 2015, Federal completed for equipment with a total cost of $500 or
and State Education Programs Branch. more.
Any piece of equipment costing $500 or more must  Stolen Equipment - A police report must be
be labeled and inventoried for the lifetime that the filed for all equipment stolen, including
equipment is in use and records kept on file at the equipment with a unit cost of less than $500.
school. In addition, attractive items, such as laptops, The police report number with a date must be
iPads, netbooks, iPods, e-readers, projectors, etc., listed in the Disposition Column in the
that have a unit cost of less than $500 should be Categorical Equipment Inventory (CEI) and
labeled. under Reason for Removal in the Disposal of
A physical check of the equipment inventory must Equipment Form. Once an item has been
be conducted every two years, and the results of the identified as stolen, complete a Disposal of
physical check must reconcile with the inventory Equipment form, with a school police report
records. number, within 30 days and submit to FSEP.

An electronic CEI form should be emailed to the  Salvaged Equipment - If the equipment is not
Federal and State Education Programs Branch after being used because the project has changed,
all equipment has been received for the 2017-2018 been moved, or because it is worn or obsolete,
school year. The electronic copies are to be sent to disposal is authorized. Declare those items as
[email protected]. “Salvaged” with a date under the Disposition
Column in the Categorical Equipment Inventory
Disposal of Equipment (CEI) and under Reason for Removal in the
Use the Disposal of Equipment Form for Disposal of Equipment Form. Complete a
categorically funded equipment with a disposition Disposal of Equipment form within 30 days of
status of salvaged or stolen. This form should be an item being salvaged and submit to FSEP.

District Monitoring

State and federal laws require a school district to Fees; Contracted Bus Services; Software
have systems in place to monitor the implementation Licenses; and Instructional Contracts)
of categorical programs and the appropriate use of  Review of claims for Imprest and P-Card
funds. This monitoring is accomplished through the purchases using Title I funds
following procedures:  Periodic reviews of Title I purchases
 Additional Program Approver for Shopping throughout the school year
Cart orders using Title I funds (Other  Periodic reviews of Title I payroll
Books; General Supplies, Technology; overdrafts.
Custodial Supplies; SIM; Non-Cap If the expenditure (payroll/non-payroll) is found to
Equipment; Travel/Conference Attendance; be unallowable or overdrawn, the expenditure will
Non-Instructional Contracts; Admission be denied and/or schools will be required to pay
back with general funds.

60
SPSA and the
Budget
Process
 Single Plan for Student Achievement
Single Plan for Student Achievement (SPSA) is a The purpose of the Single Plan for Student
written plan developed by the School Site Council Achievement (SPSA) is: (1) to create a cycle of
(SSC) describing the school’s program and how continuous improvement of student performance, (2)
resources will be used to meet the supplemental to raise the academic performance of all students to
educational and related needs of participating the level of state achievement standards, and (3) to
students. California Education Code 9 (EC) Section ensure that all students succeed in reaching
64001 requires that a School Site Council (SSC) academic standards set by the State Board of
develop the SPSA. The SSC must approve the plan, Education. The SPSA must integrate the purposes
recommend it to the local governing board for and requirements of all categorical programs in
approval (See “Developing a School Budget” page which the school participates.
for delegated authority), monitor its implementation,
Accordingly, the plan must be consistent with the
and evaluate the effectiveness of the planned
federally required Local Educational Agency (LEA)
activities at least annually. Based on the SPSA
plan, and identify how state and federal requirements
evaluation and the comprehensive needs assessment,
will be implemented. The SPSA also consolidates all
the SPSA must be updated to include any major
plans required for programs funded through the
changes.
Consolidated Application and Reporting System in
which the school participates.

The flow chart below illustrates the cycle of continuous improvement in the development of the SPSA.

Develop measurable objectives and identify

Conduct comprehensive needs strategies/actions/tasks in the SPSA Goal pages
assessment, including data
analysis/SPSA Evaluation

Identify expenditures in the Develop budget based upon

Monitor the budget-related columns and prioritized expenditures that
implementation of ensure alignment with the support the strategies/
the SPSA strategies/actions/tasks column actions/tasks described in the
of the SPSA Goal pages SPSA Goal pages columns

Developing a School Budget

The school budget must be based on the identified access to the core curriculum should be the rule.
needs of participating students as determined by The budget should demonstrate an alignment
conducting a comprehensive needs assessment and between the planned supplemental instructional
as described in the Single Plan for Student program and the planned expenditures.
Achievement (SPSA). The most efficient use of
resources which support the plan and students’
61
Ed. Code requires schools to evaluate the By delegated authority to the Deputy Superintendent
effectiveness of the SPSA annually. If a school is of Instruction, the Los Angeles Board of Education
unable to demonstrate that all participating student approves each school’s Single Plan for Student
groups are showing signs of academic improvement, Achievement as required under Education Code
the school must re-evaluate the use of its categorical 64001 after review and recommendation for
budgets and its expenditures and if necessary approval by the Local District. Local District
restructure the school’s budgetary expenses. Directors must review budgets and recommend the
budget for approval to the Deputy Superintendent of
Budgets should be developed with Instruction to ensure that funding supports student
recommendations from the appropriate needs as outlined in the SPSA.
committees, e.g., ELAC. Their written
recommendations must be brought to the School
Site Council (SSC) for review and approval.

Budget Development
Use the Estimated Rate Sheet found in the School the spending plan. When a signature is withheld,
Fiscal Services website at http://achieve.lausd.net/sfs please attach a statement from the required
for a list of all allowable expenditures with stakeholder indicating the reason(s), minutes,
categorical funds. agendas, and sign-ins from the applicable SSC or
advisory committee where the budget-planning
Multi-funded goods and services must be separated
process was discussed. Signatures of Local District
and clearly described by funding sources in the
Directors, Title I Coordinators, EL Coordinators,
SPSA.
and PACE Administrators on the School Budget
At the bottom of the School Budget Signature Form Signature Form represent preliminary approvals
is a space for all required signatures. These only of schools’ categorical budgets. School
signatures indicate that stakeholders (parents and budgets do not have final approval until the
staff) have had the opportunity to provide Local District Director has signed the School
recommendations to the budget-planning process. Identification page of the SPSA indicating final
Signatures do not necessarily indicate approval of approval of the SPSA and TSP.

Capital Outlay and Equipment

A description of how the equipment supports the As part of the monitoring process, there will be an
supplemental instructional program to improve additional review process for equipment purchased
academic achievement for participating students and with Title I funds and will require schools to upload
the established need must be included in the the required Title I documentation (quote,
SPSA/SPSA Modification. SPSA/SPSA Modification) in the Shopping Cart.
Contract

A description of how the services provided by the with Title I funds and will require schools to upload
contractor supplement the instructional program to the required Title I documentation in the Shopping
improve academic achievement for participating Cart.
students and the established need must be included
Note: Contracted personnel may not perform the
in the SPSA/SPSA Modification.
duties of any classified, unclassified, or certificated
As part of the monitoring process, there will be an employee. Questions should be referred to the
additional review process for contracts purchased Contract Administration Branch at (213) 241-3039.

62
Curricular Trips/Conferences/Professional Development

Identify conferences, professional development or As part of the monitoring process, there will be an
curricular trip destinations. Curricular trips are to additional review process for Curricular
supplement the core instructional program and to Trips/Conferences/Professional Development
improve academic achievement for participating purchased with Title I funds and will require schools
students. to upload the required Title I documentation
(SPSA/SPSA Modification and quote/flyer/10.12.1
A description of these services, activities and the
travel form) in the Shopping Cart and/or P-
established need must be included in the
Card/Imprest reconciliation. The additional review
SPSA/SPSA Modification.
process will also include trips that are booked
directly with the District’s Transportation Branch.
Job Descriptions

A description of supplemental services provided for Supplemental Services section/applicable Policy

participating students of the particular categorical Guide and should perform only those duties.
program and the established need for the applicable
For multi-funded positions (funded from more than
personnel must be included in the SPSA/SPSA
one program), indicate the proportion of the time
Modification.
provided to students from each funding source.
The person occupying the position should be Multi-funded personnel must document actual time,
familiar with the written description in the and that time must support cost distribution to each
program, including District services.

63
 Title I School Level Decision Making

Did you use data to identify your students’ areas of need?

Step 1
Data Yes No

Step 2 Is the expenditure based on the needs

of students, with priority given to low- Consider
achieving students? using other
Needs funding.

Assessment Yes No

Is the activity research-based and

specifically described in the plan and Consider
linked to student needs identified in using other
the plan? funding.

Yes No

Do you have a plan to monitor the

implementation of the SPSA/activities and Consider
evaluate the effectiveness of the selected using other
expenditures/activities?
Is the cost reasonable?
funding.
Step 3
Evaluation
Yes No

Congratulations...you might have a

legal, sound, expenditure!
When in doubt, contact your Local District
Consider
using other
Step 4
Title I Coordinator. funding.
Approval
Adapted from a LACOE document
64
 Budget Adjustment Request
Well-planned programs to improve student form or using a Budget Adjustment Request (BAR)
achievement should have the appropriate budget form (restricted items). Schools will need to modify
categories aligned with identified academic needs of the online SPSA justifying the expenditure and the
participating students as stated in the SPSA. reason for the modification. After the modification is
Occasionally, there will be a need to modify the completed, the school will need to upload the signed
school’s plan and budget. Budget adjustments are School Budget Signature form as an attachment and
based on assessed instructional needs and support submit the SPSA Modification requests to the
program quality and compliance. If there is a need to Director and LD Title I or EL Coordinator or PACE
modify the SPSA, the school will need to complete Administrator for approval. Once approved, the LD
an online SPSA Modification and upload the signed fiscal staff will then enter the budget adjustments or
School Budget Signature form. Budget Adjustment approve the School Budget Signature Form in BTS.
Requests (including accompanying SPSA The approval of the appropriate program
Modifications) must be reviewed with administrator is required for non-item based or
council/committee members and are required to have restricted budget items if the analysis of data shows
the signatures of both the SSC chairperson and the that an expenditure not listed on Budget-At-A-
principal. Glance is needed to improve student achievement.
Budget modifications can be initiated with the The LD fiscal specialist will help facilitate the
assistance of the LD fiscal staff through the School approval process.
Front End utilizing the School Budget Signature

Reporting Expenses
As soon as the categorical budgets have been Expenditure records and school purchase orders are
implemented, the administrator and the time reporter reviewed during FPM and audits. The budget should
should review the Position with Incumbent Report to be aligned with expenditures, and the correct object
ensure that the appropriate positions are paid with codes should be used for all school purchases. For
the correct program codes. the most commonly used object codes, go to the
It is important that time reporters determine that the School Fiscal Services website.
correct program code and position control number A review of Title I and Title III expenditures will
have been entered. A wrong program code would occur throughout the year and at year-end to
cause the expenditure to be charged to a different determine allowability. If it is determined that
program. Failure to adhere to position control expenditures, including salaries and benefits, are
requirements may prohibit the time reporter from unallowable or overdrawn due to the school’s
reporting time for an employee and result in error, the school will be required to pay back
employees not being paid. with general funds. Per the District’s annual
In addition to continual monitoring of payroll carryover memorandum issued yearly in March,
program codes and position control requirements, it any positive ending balance in Program Code
is recommended that schools maintain records of 13027 may be used to offset the negative ending
expenditures for equipment, materials, and contracts balances in non-carryover program codes such as
on control sheets which are available on the School Title I.
Fiscal Services website (http://achieve.lausd.net/sfs).

65
Appendices
Appendix A
Programs for
English
Learners
Budget Process
Master Plan Budget Development Process

Supplemental expenditures for the English learner local public funds that, in the absence of such
program must be based on the identified needs of availability, would have been expended for
participating ELs and program requirements, such programs for LEP students and in no case to
as professional development for teachers or supplant such Federal, State, and local public
intervention services for ELs. In addition, schools funds."
are to use multiple funding sources to meet the
"For example, if a particular activity last year was
requirements of the English Learner Master Plan.
paid with nonfederal funds, the same activity this
To develop budgets that meet EL program year cannot be paid with federal funds. State-
requirements, the school, in conjunction with the mandated activities must be paid with state funds
English learner Advisory Committee (ELAC), must first. In this section, "supplement" means "an
conduct an annual Needs Assessment to: (1) addition;" and "supplant" means "to take the place
evaluate EL program implementation, (2) improve of."
instruction for ELs, and (3) analyze EL student
The school’s budgets and SPSA/SPSA Modification
performance data to ensure that the needs of ELs are
page(s) must respond to the identified linguistic and
being met and have sufficient opportunities to meet
academic needs of EL students and the EL program.
or exceed the State’s performance targets.
Budget allocations must be restructured when (1)
Approval of Title III activities must be: (1) based the needs of ELs are not met, (2) ELs do not
on the identified linguistic and academic needs of demonstrate adequate progress in ELD and the
ELs after an analysis of data has taken place, (2) District’s Expected Benchmarks for English
accurately and explicitly documented in the Single learners or (3) ELs do not meet grade-level content
Plan for Student Achievement (SPSA) and (3) must standards, and the District’s Expected Benchmarks
be aligned with the Title III achievement for English Learners. The identified needs of ELs,
accountabilities. school budgets, and the SPSA must be realigned on
an annual basis.
Title III, Section 3115(g), requires that funds be
used "to supplement the level of federal, state, and

EL Program Budget Priorities

The District receives Title III funds to design, The SPSA/SPSA Modification page(s) must
implement, and monitor instruction for the address the performance targets and include the
academic and linguistic achievement of ELs. All EL following: (1) training on analyzing EL data, (2)
program budget expenditures must be explicitly differentiated instruction for ELs based on
described on the SPSA/SPSA Modification page(s). proficiency levels, (3) best practices, (4) teaching
These documents must demonstrate that the language throughout all content areas, and (5)
proposed expenditures will directly support the collaborative planning time to improve standards-
linguistic and academic achievement of English based lesson design and delivery in the areas of
learners. Integrated and Designated ELD.
Title III Budget Priorities (7T197) 1. Professional Development: Provide EL-
Title III provides supplemental funding to enhance related professional development (PD) for
ELD programs and access to core in order to assist teachers, administrators, and other school
ELs in attaining English proficiency and academic support staff to improve and implement
achievement. These funds are to be used for direct high-quality Integrated and Designated ELD
services only. Schools receiving Title III funds are for ELs.
to develop their EL budget in accordance with the Note: The school must develop and
following Master Plan fiscal priorities: implement an ongoing professional
Appendix A-1
 development plan that aligns with the (1)  Leveled Readers
identified needs of ELs, (2) EL budget, and  Classroom set of novels not on the
(3) SPSA/SPSA Modification page(s). District required reading list
2. Targeted Intervention Services for Note: SIM will be subject to ongoing
English Learners: To address and remedy monitoring to ensure the appropriate use of
the linguistic and academic deficits of Title III funds.
identified ELs, Title III funds are to be used
For Title III expenditures that do not fall into
to support intervention activities for ELs
the priority categories listed above, schools
Note: Non-EL students, including RFEP must adhere to the following criteria:
students, are not eligible to receive Title III
1. The expenditure addresses the linguistic and
services.
academic needs of ELs and is identified and
3. English Learner (EL) Coach: To support the explicitly described in the school’s SPSA or
consistent implementation of the District’s SPSA Update
Title III initiatives, including standard-based 2. Expenditures support the increased academic
Designated and Integrated ELD instruction. achievement of ELs and are based upon a
(For more information, see the Instructional thorough analysis of EL data
Support section of this handbook.)
Professional Development for Teachers of ELs
4. Parent outreach and training: To support Professional development services/resources
activities and training related to the may include:
instructional program for ELs. (Title III may
1. Professional Development: Teacher
not be used to support ELAC.)
Release Day/PD Teacher X-Time: to pay
Note: Parents of non-EL students, including regular status teachers to attend
RFEP students, are not eligible to receive professional development related to the
Title III services. EL program. PD time is to be used to pay
5. Supplemental Instructional Material teachers to engage in new learning
(SIM): to supplement the instructional opportunities – this item is NOT to be
program for ELs (ELA, mathematics, used to pay teachers for planning or
history/social science, science, ELD) and are analyzing data.
not required by the core curriculum. SIM a. Teacher Release Day: during the
are specific to the classroom, delivery of regular assignment
instruction, and intervention. In addition, the b. X-Time: outside of the regular
materials must be targeted to the linguistic assignment; fewer than ten (10)
and academic needs of ELs. Examples consecutive days
include:
2. Professional Expert (certificated): to
 Classroom library books in the
pay for persons who provide Master Plan
students’ primary language and/or
program-related professional development
Culturally and Linguistically
to improve the instructional program and
Relevant
increase the academic achievement of
 Realia such as visuals
ELs. The person(s) must have extensive
 Manipulatives knowledge of second language acquisition
 Instructional CDs, Videos, DVDs and pedagogy and experience working
(not blank) with ELs. The assignment is to be
 Periodicals temporary, unique, nonrecurring, or for a
 Initial Software License fees limited period of time. The person must
 Educational Apps be a current or retired district employee.

Appendix A-2
 Note: Professional experts may not be 5. Staff Training Rate: to compensate
used to provide extended learning/tutoring teachers who attend Master Plan-
services and do not work directly with related professional development
students. outside of the regular assignment
3. Contracted Instructional Services: 6. Mileage: to compensate staff for
funds for contracts with organizations miles traveled to and from Master
providing services to improve and Plan-related training/conferences
supplement the EL instructional program
7. TA Relief: Teacher Assistant (TA)
to increase the academic achievement of
Relief…funds for hours worked
ELs. The organization must have
beyond the regular assignment. No
extensive knowledge of second language
more than 15 hours per month for two
acquisition. The name of the company
consecutive months may be budgeted.
and services to be provided must be
A one-month break must occur
included in the SPSA/SPSA Modification
following any two consecutive
page(s), Single Plan page with explicit
months of TA Relief before further
details of the services to be provided.
TA Relief may be assigned. A
4. Conference Attendance: to pay for maximum of 130 hours per year of
teachers to attend conferences directly TA Relief may be assigned.
related to improving the academic
Note: TA Relief time may not be
achievement of ELs. Specific
used for translation purposes as this is
conferences/ institutes must be identified
a core district function
in the SPSA/SPSA Modification page(s)
and in the Single Plan for Student
Achievement.
Single Plan for Student Achievement – Assurances Page

The signature of the ELAC Chairperson on the Note: An ELAC signature does not
Single Plan Assurances page indicates that the necessarily indicate approval of the
committee had the opportunity to participate in the school’s spending plan. If the ELAC
budget planning process and provide written signature is withheld, a signed statement
recommendations regarding the SPSA and EL from the ELAC Chairperson that explains
Programs. why s/he refused to sign the school’s
budget assurances page must be attached to
the SPSA.

EL Program Budget Adjustment Request

Budget adjustments are initiated with the assistance The Local District EL Program/Compliance
of the Local District fiscal staff using a Budget Coordinator is responsible for reviewing budget
Adjustment Request (BAR) or through the School transfer requests to ensure compliance with EL
Front End (SFE) utilizing the School Budget program requirements.
Signature Form.
In addition, the SPSA/SPSA Modification page(s)
Schools must scan the signed original copy of the should describe (a) key findings based on EL data,
School Budget Signature Form or BAR, and upload (b) strategies and actions/tasks to be implemented,
the scanned copy to the completed online SPSA (c) how progress toward proficiency will be
Modification for review and approval by the Local evaluated, and (d) the system for monitoring
District EL Program/Compliance Coordinator. effectiveness.

Appendix A-3
Budget adjustment requests are denied when: 3. The request is inappropriate and does not
meet EL program requirements
1. They lack a clear and specific
description of how the transfer will Notes:
contribute to meeting the identified 1. If the District determines that a school has
needs of ELs spent Title III funds inappropriately, the
and/or District has the right to require the return of
2. The intent is to transfer funds out of high these funds.
priority budget categories for other 2. Any unused Title III funds will not carry
authorized EL uses over to the following year’s budget.
and/or
Certificated (1000)

Support staff personnel are required to keep a log of Team (SSPT) the information must be
services provided to ELs. Support staff must entered in the SSPT section of MISIS.
complete a Semi-Annual Certification Form if
Note: Intervention classes will be subject to
funded from one source or a Multi-Funded Time
ongoing monitoring to ensure the classroom
Report Log form when funded from more than one
composition and program requirements are met.
source (See BUL-2643.6).
Categorical Program Advisor (Tutoring), X-
Instructional Coach (Tutoring), X-Time or Z-
Time or Z-Time: to pay a CPA or out of
Time: to pay an Instructional coach to provide
classroom designee to provide targeted intervention
targeted intervention services to ELs outside of the
services to ELs outside of the basic assignment (i.e.,
basic assignment (i.e., only Saturdays or during off-
only Saturdays or off-basis time). CPAs budgeted to
basis time). Instructional Coaches budgeted to
provide intervention services must be listed as the
provide intervention services must be listed as the
teacher of record and must provide 100 percent
teacher of record and must provide 100 percent
direct intervention services to ELs for the full
direct intervention services to ELs for the full
amount of time budgeted.
amount of time budgeted.
Supplemental Services of Certificated Staff Note: CPAs are not allowed to perform the
regular duties of a Categorical Program Advisor
The following services may be provided by a
during the time they are compensated with
credentialed certificated teacher:
Categorical Program Advisor Tutor X/Z-Time
Tutor Teacher, X-Time: to pay a regular status pay.
teacher to provide targeted intervention services to
Teacher Release Day: A substitute purchased
ELs outside of the basic assignment (i.e., after
through Title III funds must be used to release
school, Saturdays or off-track time). Intervention
classroom teachers of ELs to participate in Master
services for ELs must be provided based on the
Plan-related planning activities, such as analyzing
following:
EL data, updating the ELD Assessment Portfolios,
1. identified linguistic and academic needs observing best practices, participating in a SSPT
2. ELs identified as not meeting the Title III meeting or lesson planning to differentiate
performance targets instruction for ELs. The teacher released for the
Note: Information regarding the intervention planning activity must complete the appropriate
provided must be entered into MISIS for all time reporting documentation. Substitutes are not
participating students. If the intervention is to be used to release teachers to attend Master
recommended by Student Support & Progress Plan professional development or to provide
intervention services.

Appendix A-4
Unclassified

District-Sponsored Training Rate: This payment development activities outside the regular six-hour
may be allocated to certificated or classified staff for workday using Title III funds.
participating in Master Plan-related professional

Appendix A-5
SCHOOL BUDGET PLANNING WORKSHEET Program TITLE III
Fiscal Year 2017-18

School Name Fund Center Local District

Contact Person Tel No.

* Costs subject to change to
Fund $
reflect FY 17-18 rates

* Cost Total Cost

Budget Temp Position Hrs/ Day/ (Includes (Includes
Item Program Item Description Commitment Item Position Number Day Wk Start Date End Date FTE Fund % Benefits) Benefits)

14498 7T197 EL / SEL Instr Coach - Elementary C-basis 110001 7/1/2017 ####### $ 116,300
13295 7T197 EL / SEL Instr Coach - Secondary C-basis 110001 7/1/2017 ####### $ 116,300
14492 7T197 Eng Lrnr (EL) Coach - ES 110001 7/1/2017 6/30/2018 $ 116,300
14494 7T197 Eng Lrnr (EL) Coach - SEC 110001 7/1/2017 6/30/2018 $ 116,300
14495 7T197 Eng Lrnr Coach X time 110004 7/1/2017 6/30/2018 $77.88/hr
14493 7T197 Eng Lrnr Coach - Diff 110004 7/1/2017 6/30/2018 $ 1,821
10247 7T197 Differential-Instructonal Coach-Elem 110004 7/1/2017 6/30/2018 $ 1,821
10246 7T197 Differential-Instructonal Coach-Secondary 110004 7/1/2017 6/30/2018 $ 1,821
10377 7T197 Teacher Release Day 110001 7/1/2017 6/30/2018 $460/day
10376 7T197 Tutor Teacher x-time 110004 7/1/2017 6/30/2018 $77.88/hr
10371 7T197 Teacher X time 110004 7/1/2017 6/30/2018 $77.88/hr
10375 7T197 Prof Development Teacher X Time 110004 7/1/2017 6/30/2018 $77.88/hr
11316 7T197 Staff Training Rate 1 (Cert) 190004 7/1/2017 6/30/2018 $29.74/hr
11322 7T197 Staff Training Rate 2 (Cert) 190004 7/1/2017 6/30/2018 $23.80/hr
40269 7T197 Supplemental Instructional Materials 430010 7/1/2017 6/30/2018
50002 7T197 Contracted Instructional Services 580030 7/1/2017 6/30/2018
40239 7T197 Potential Funding Variance 1% 430098 7/1/2017 6/30/2018

NOTE: Salary and benefit rates are subject to change pending approval of collective bargaining agreements and publication of Financial Guide.
The signatures below verify that stakeholders have had the opportunity to provide recommendations during the budget planning process. The signatures do not
necessarily indicate approval of the spending plan.

Principal Date Local District Superintendent or Designee Date

Principal's signature certifies that ELAC was given an opportunity to provide input.
Local District English Learner Compliance Coordinator Date
Appendix A-6
SSC Chairperson Date
Page 1 of 1
Appendix B
Budget
Planning for
Parental
Involvement
 INTER-OFFICE CORRESPONDENCE
Los Angeles Unified School District

TO: School Principals DATE: February 1, 2017

FROM: Diane Panossian, Interim Administrator
Parent, Community and Student Services
SUBJECT: Parent Engagement Activities Supported by Categorical Programs

All parent engagement programs and activities funded through Title I programs must be developed with
meaningful involvement, consultation, and the advice of parents of participating children. Schools must
ensure the appropriate advisory committee submits recommendations to the School Site Council (SSC)
and that their members are fully involved in 1) planning the program using data, 2) making
modifications to the plan, 3) monitoring implementation for alignment, and 4) assessing the impact of
funded programs and activities on student achievement.
Title I Funds
Schools receiving Title I funds will receive a separate allocation to implement programs and activities to
support their schools’ Title I Parent and Family Engagement Policy (formerly Parent Involvement
Policy) and plan for parent engagement, including programs and activities that strengthen parent
capacity to support learning at home and at school. Such programs and activities must be planned and
implemented with the meaningful involvement of parents of participating children. The Single Plan for
Student Achievement (SPSA) describes the details of the school’s plan for parent engagement. The
SSC has the authority to make decisions on Title I funds.

Budget Planning Process

1. The school plan for parent engagement must address the Parents as Equal Partners Resolution and
Task Force Recommendations, the School Goals for Parent Engagement (Attachment B), and all
appropriate federal and state mandates regarding parent engagement.
2. The school plan for parent engagement should include activities, programs, a timeline and resources
to support student academic goals. The plan must be incorporated within the SPSA and supported
with the appropriate categorical funds. Please refer to School Goals for Parent Engagement
(Attachment B) for suggested activities.
3. Funds allocated for parent involvement activities must not be used for other purposes. When
used inappropriately, the categorical program from which the non-allowable item was expended
must be repaid with the general funds’ regular program resources.
4. The school planning sheet for parent involvement activities must be developed with parent
recommendations for the projected expenditures. The Planning Sheet is submitted to the appropriate
Local District Fiscal Specialist and copies provided to chairpersons of the SSC and English Learner
Advisory Committee.
5. Personnel expenditures, including Community Representatives, Parent Resource Assistants, and
Parent Resource Liaisons budgeted from parent involvement funds must perform duties and
responsibilities that directly support the school’s plan for parent engagement, as identified in the
SPSA. SPSA/SPSA Modification page(s) with the job description must be attached to the budget
worksheet when submitted.
6. Categorical funds are to supplement, not supplant, educational services for parents. These funds may
not be used for rental of facilities or for purchasing equipment, other than for translation equipment or
technology for the Parent and Family Center when approved by the Local District Parent and
Community Engagement (PACE) Administrator. Funds should be allocated to support parent activities
that help meet the School Goals for Parent Engagement, including:

Appendix B-1
  Training to strengthen parent capacity to support their children’s learning at home and
achievement at school
 Training of the school’s Partnership Action Team
 Development of the School-Parent Compact and the Title I Parent and Family Engagement
Involvement Policy
 Translation services, translation equipment and/or Parent and Family Center computer
equipment
 Parent conference attendance
 Parent and Family Center programs, activities, and staff

7. A differential may be provided to a register-carrying teacher only for purposes of coordinating parent
engagement activities, including convening and training the school’s Partnership Action Team that
develops the parent engagement plan. Specific duties of the teacher must be above and beyond the
duties of the English Learner and/or Title I Coordinator.
For further information, please contact the appropriate Local District Parent and Community Engagement
(PACE) Administrator:

Local Districts (LD) Name Phone Number

LD Northwest Gonsalo Garay 818-654-3600
LD Northeast Antonio Reveles 818-252-5400
LD South Teresa Arreguin 310-354-3400
LD Central Ismael Berver 213-241-0100
LD West Traci Calhoun 310-914-2100
LD East Gilberto Martinez 323-224-3100

cc: Dr. Frances Gipson

Karen Ryback
Hilda Maldonado
Arthur Malicdem

Attachments (2)

Appendix B-2
 Attachment A

Parent, Community and Student Services

BUDGET PLANNING SHEET FOR 2017-2018
SCHOOL NAME: LOCATION CODE:

ITEM TITLE I
RESOURCES Other
NO. (7E046)
QTY Amount QTY Amount
21468 Clerical X Time
21477 Clerical Relief
50073 Parent Conference Attendance
50059 Mileage
11275 Professional Expert (Certificated)
(For Parent Engagement Activities)
Teacher Parent Activity Differential
10365 (For Register-Carrying Teacher
Only)
21720 Community Representative Pay
Rate $
26594 Parent Resource Liaison (This
position is subject to seniority
rights.)
26958 Parent Resource Assistant (This
position is subject to seniority
rights.)
27144 Itinerant SS Parent Resource
Liaison
40269 Supplemental Instructional
Materials (SIM) (No office supplies;
for parent activities only)
40127 General Supplies-Technology
(Must be approved by PACE
Administrator)
40125 Non-Capitalized Equipment for
Parent Center
(Must be approved by PACE
Administrator)
40110 Audio Visual/for translation only
(Must be approved by PACE
Administrator)
50002 Contracted Instructional Services:
(Must be approved by PACE
Administrator)
50035 Independent Contract (Professional
Services): LAUSD-approved
contracted individuals defined in
school plan for parent engagement.
50254 Phone Expenses (For Parent Center;
No postage allowed).
TOTAL BUDGET $ $
This planning sheet is intended to allow for parent involvement budgeting at a glance.
Please present this page for programmatic and fiscal review.

Appendix B-3
 Attachment A

OFICINA DE SERVICIOS PARA PADRES Y COMUNIDAD

HOJA PARA LA PLANIFICACIÓN DEL PRESUPUESTO 2017-2018
NOMBRE DE LA ESCUELA: CÓDIGO DE LA ESCUELA:

Núm.
TÍTULO I
de RECURSOS Other
Punto (7E046)
Cantidad Suma Cantidad Suma
21468 Horas extras para los oficinistas
21477 Horas extras para los conserjes
50073 Asistencia de los Padres a
Seminarios
50059 Millas Recorridas
11275 Experto Profesional (Titulado)
(Para actividades de inclusión de los
padres)
Maestro Padre Actividades Pago
10365 Diferencial (Para maestros de clase a
cargo de alumno y sus registros)
21720 Salario del Representante
Comunitario Tarifa:$_____________
26594 Mediadores de Recursos para Padres
(Este puesto se sujeta a derechos de
empleo.)
26958 Asistente de Recursos para Padres
(Este puesto se sujeta a derechos de
empleo.)
27144 Mediadores de Recursos para Padres
Itinerante
40269 Materiales de Instrucción
Suplementarios (SIM, Solamente
para apoyar las actividades de
padres, no para material de oficina)
40127 Utiles Generales-Tecnologia
(Debe ser aprobado por el
Administrador/a PACE)
40125 Dispositivos Electrónicos--Otros
(Debe ser aprobado por el
Administrador/a PACE)
40110 Equipo Audiovisual / Solamente para
interpretación (Debe aprobarse por
el administrador/a PACE)
50002 Servicios de Instrucción Contratados
(Debe aprobarse por el
administrador/a PACE)
50035 Contratos Independientes (Servicios
Profesionales) Personas aprobadas
para contratarse, según lo definido
en el plan escolar para la inclusión
de los padres.
50254 Gastos por servicios de teléfono
(Para el Centro de Padres; No se
permite comprar sellos).
TOTAL DEL PRESUPUESTO $ $
Esta hoja de planificación se realiza con el propósito de permitir la inclusión de los padres en la planificación del presupuesto
a primera vista. Presente esta hoja para programación y revisión fiscal.

Appendix B-4
 Attachment B

The Parents as Equal Partners in the Education of their Children Resolution, adopted by the Board of Education
in December of 2010, led to a series of recommendations for implementation at school sites. The Task Force on
Parents as Equal Partners stated that “meaningful parent engagement is when schools see parents as equal
partners in promoting student achievement and recognize parents’ talents and skills as resources to promote
children’s educational development.” A review of decades of research conducted in support of this resolution
indicates that when parents are involved, students have the following:

 Higher grades, test scores, and graduation rates

 Better school attendance
 Increased motivation and better self-esteem
 Lower rates of suspension
 Decreased use of drugs and alcohol
 Fewer instances of violent behavior

In addition, through authentic partnerships with parents, schools gain the following:

 Improved teacher morale

 Higher ratings of teachers by parents
 More support from families
 Higher student achievement
 A better reputation in the community

Goals for parent engagement are aligned to the mandates of No Child Left Behind (2001), the Parent as Equal
Partners Task Force Recommendations (2011), and the California Department of Education Family Engagement
Framework (2011). These goals and indicators provide guidance to schools in developing and implementing
effective parental involvement policies and practices that yield higher levels of student academic success.

School Goals for Parent Engagement

1. Provide a welcoming environment for families and invite them to participate as equal partners in the
education of their children.
 Staff ensures every interaction and engagement with parents is positive and valuable
 Communication with parents is timely, is provided through a variety of print and other media, and is
in a language parents understand
 The school environment is clean and attractive and signage is available to help parents navigate the
school campus
 Parents know and understand the process for them to communicate with school personnel
 Teachers invite parents to visit their classrooms, to volunteer, and to share valuable information
about their child’s learning
 School staff and parents to ensure mutual support for each other’s roles as partners
2. Provide parents opportunities to acquire necessary information, knowledge, and skills to support
their children’s education at home and at school.

Appendix B-5
 Attachment B

 A school Partnership Action Team (PAT) guides all efforts to implement an effective plan for family
engagement, including the home- school compact
 Parent center staff and members of the Partnership Action Team receive training and support to
carry out their role
 Parents participate in parent education classes to strengthen their capacity to support learning at
home
 Parent center facilities and equipment/technology are adequate to support parent and community
engagement activities
 Partnerships with community organizations provide resources for parent engagement and wrap-
around resources for their families

3. Engage parents in the school’s volunteer program so they can participate in supporting school-wide,
classroom, and parent involvement activities.
 The principal, or a designated staff person, oversees the school volunteer program
 All parents are invited to join and participate in the school volunteer program
 Training is provided for volunteers based on their assignment and need
 Volunteer support teachers in the classroom as well as school-wide activities
 The school annually assesses the impact of the volunteer program on school operations, school
climate, and student performance

4. Respond to parent concerns and/or complaints to ensure child’s educational needs are met.
 Parents and staff are knowledgeable about the Parents’ Bill of Rights and Responsibilities, and
these are posted in key areas of the campus
 Rights of parents and children are respected and communicated to promote trust
 Staff is respectful and informative in interactions with parents
 Resolution of parent concerns is timely and supportive of student learning
 The school has a defined process for parents to express their concerns or complaints
 Schools follow these protocols in a fair and consistent manner

5. Comply with all LAUSD, State, and Federal requirements regarding parent involvement.
 School staff and parents know the requirements and mandates of the following:
 ESSA, including Title I Parent and Family Engagement Policy and School-Parent Compact
 CDE requirements for operation of SSCs and school-level advisory committees
 LAUSD Parents as Equal Partners Resolution and Task Force recommendations, including
development of school action teams, partnerships for wrap around services in parent
centers, and a plan for parent involvement
 Implementation of requirements are monitored for fidelity and quality
 Parents/staff know their rights under the Uniform Complaint Procedure (UCP)
 UCPs are minimal or non-existent

Appendix B-6
 Appendix C
Supplemental
Instructional
Programs
 LOS ANGELES UNIFIED SCHOOL DISTRICT
Division of Instruction

Supplemental Instruction/Intervention Resources Guidelines

The purpose of these guidelines is to define the process for purchasing supplemental
standards-based instructional materials with Federal funds. Supplemental resources support
core instruction, not replace it.

These guidelines replace the ones distributed in Spring 2015 and include only supplemental
resources that have been pre-approved by Central Office.

Multi-tiered instruction and interventions are not dependent on programs, but are grounded in
the increased use of academic engaged time and effective, evidence-based instructional
strategies targeted to student need.

Procedures for Selecting Supplemental Instructional Resources

Schools are to follow the procedures below prior to placing an order for supplemental materials.

1. Review the attached District Approved Supplemental Instructional Resource List

(Attachment A). Materials found on this list are research and/or evidence-based and have
been recommended to support Tier 1, Tier 2, and Tier 3 instruction and intervention.
These materials are already approved for purchase. Schools may purchase the materials
on the list as needed without obtaining additional approvals. For questions regarding
the materials listed, please contact Katie McGrath, Administrator, Elementary
Instruction, Eduardo Solorzano, Administrator, Middle School, Gary Garcia,
Administrator High School, or Derrick Chau, Senior Executive Director of Instruction.

2. Materials not found on the list may be purchased if they are research and/or evidence-
based, aligned to the school data, and outlined in the Single Plan for School Achievement.
Attachment B contains the guiding questions and format for schools to use prior to the
selection of materials not found on the District Approved Supplemental Instructional
Resource List.

For questions please contact your Local District Director

Appendix C-1
 LOS ANGELES UNIFIED SCHOOL DISTRICT Attachment A
Division of Instruction
DISTRICT ASSESSMENT RESOURCES
ASSESSMENT
Elementary schools have been provided the following assessments and professional development in use of these assessments for screening, progress
monitoring, and diagnostic assessment.
District Progress Monitoring Tools for Tier 1, 2, or 3
ELA
Supplemental Resources Publisher Comments Area Tier 1 Tier 2 Tier 3

Grades
K-5/6 Reading3D - DIBELs Next & Amplify Measures the 5 Big Ideas in early literacy: phonemic Benchmark &
TRC (Dynamic Indicators of awareness, alphabetic principle, accuracy and fluency, Progress
Basic Early Literacy Skills and vocabulary, comprehension, and oral language Monitoring
  
Text Reading Comprehension,
Oral Language Screener)

RECOMMENDED SUPPLEMENTAL ASSESSMENT RESOURCES

Additional Supplemental Assessment Tools
ELA Supplemental Programs Publisher Comments Area Tier 1 Tier 2 Tier 3
K-8 Assessing Reading* (CORE) CORE Assessing Reading: Multiple Measures, 2nd Edition Progress
www.corelearn.com provides a collection of tests for assessment of skills Monitoring   
related to reading
K-12 Scholastic Reading Inventory Scholastic Research-based, computer-adaptive reading assessment Progress
program for students in Grades K–12 that measures reading Monitoring   
comprehension on the Lexile Framework® for Reading
3-12 Scholastic Phonics Inventory Scholastic SPI tests basic letter recognition, sight word knowledge, Progress
and decoding skills Monitoring
  
K-5/6 BURST:Early Literacy Amplify Uses DIBELS Next data to identify students struggling with Progress
Intervention foundational literacy. Provides cycles of ten lessons tailored to Monitoring
students’ needs, to help close the achievement gap. Lessons   
address phonemic awareness, alphabetic principle, accuracy
and fluency, vocabulary, comprehension

Appendix C-2
 LOS ANGELES UNIFIED SCHOOL DISTRICT Attachment A
Division of Instruction
RECOMMENDED SUPPLEMENTAL INSTRUCTIONAL RESOURCES*
ENGLISH/LANGUAGE ARTS INTERVENTION RESOURCES
The following evidence-based supplemental resources have been recommended by the District for the provision of Tiers 2 and 3. These resources do not
supplant core instructional resources but supplement the core with evidenced-based programs.
District Recommended Supplemental Intervention Resources for Tier 2, or 3
ELA Supplemental Resources Publisher Comments Area Tier 1 Tier 2 Tier 3
K-5 Voyager Passport Cambium Technology needed Phonics
Vocabulary
www.voyagerlearning.com
Fluency na 
Comprehension
4-10 Read 180 – Enterprise Version Scholastic Validated for use with all children Phonics
Requires technology. Vocabulary
Fluency na  
Comprehension
3-10 System 44 Scholastic Direct, explicit, research-based instruction in foundational Phonics
http://teacher.scholastic.com reading skills Fluency
Comprehension
4th and 5th grade additional
na 
6th – 9th grade additional
elective period of instruction
(double blocked)
4-10 LANGUAGE! 4th Edition only Cambium Comprehensive reading intervention program for use with all Phonemic
www.cambiumlearning.com students (EO, EL, SWD) Awareness
Phonics
4th and 5th grade additional Vocabulary na 
6th – 9th grade additional Fluency
elective period of instruction Comprehension
(double blocked)
The following Reference Guides provide guidance to schools for intervention in English/Language Arts.
REF-5158 - Tier 3 Literacy Interventions
REF-5284 - Progress Monitoring
REF-6465.1 Professional Development Contractors for Common Core Math and English Language Arts Instruction
* Directory of Contractor Services

Appendix C-3
 LOS ANGELES UNIFIED SCHOOL DISTRICT Attachment A
Division of Instruction

MATHEMATICS*
RECOMMENDED SUPPLEMENTAL INSTRUCTIONAL RESOURCES
The following evidence-based supplemental intervention resources have been recommended by the District for the provision of Tier 1, 2 and 3.
These resources do not supplant core instructional materials but supplement the core with evidenced-based programs.

Math Supplemental Resources Publisher Comments Area Tier 1 Tier 2 Tier 3

3-12 ALEKS McGraw-Hill Assessment and LEarning in Knowledge Spaces is a Web- Basic math to
www.aleks.com based, supplemental program that uses adaptive questioning pre-calculus
to quickly and accurately determine what a student knows
  
then instructs the student on the topics s/he needs.
K-5 DreamBox Learning DreamBox An online elementary math program that combines Concept Building
www.dreambox.com engaging, adaptive lessons with real-time reporting   
educators need to individualize instruction.
K-5 ST Math The Mind Research proven, comprehensive, instructional software that Concepts
www.mindresearch.net Institute uses spatial temporal reasoning to engage and train students Skills
at any level of academic and language proficiency. Problem
  
solving
6-8 Edgenuity MyPath Voyager/Sopris Edgenuity is a supplemental program that offers data-driven   
9-12 Edgenuity differentiated instruction for mathematics. Edgenuity
MyPath is designed to meet middle school and high school
https://learn.education202
students at their learning level and give them exactly what   
0.com/ they need to catch up, or get ahead.
6-10 Transmath Voyager/Sopris Middle school and high school intervention program for
https://transmath.voyagers students who lack foundational skills.   
opris.com/logon
The following Reference Guides provide guidance to schools in the provision of intervention in mathematics.
REF-4844.1 - Guidelines for the use of Mathematics Intervention Materials in Grades 6 and 7
MEM-4142.0 - Selection of Mathematics Textbooks for High Schools
MEM-5090 - Mathematics Intervention Programs for 9th Grade Students Enrolled in Algebra
REF-6465.1 Professional Development Contractors for Common Core Math and English Language Arts Instruction
* Directory of Contractor Services

Appendix C-4
 Attachment B

Guidance on Selecting Supplemental Instructional Resources for Tier 1, Tier 2, and Tier 3

Schools are responsible for ensuring that any purchase of supplemental resources to support Tier 1, effective first
instruction, Tier 2, strategic instruction and intervention, and Tier 3 intensive instruction and intervention are evidence-
based. Selection of these supplemental resources must be based on data and evidenced-based for the population served.
Schools need to use a two-pronged approach to determine the appropriateness of any supplemental resource before
purchasing. First, ensure the resource is research-based. Second, ensure it meets the guidelines for the provision of
effective academic intervention.

Step 1: Validating Research-Based Resources

The following criteria were designed to support schools in making purchasing decisions that reflect student needs and are
evidence-based.

Criteria for Selecting Supplemental Resources:

1. Is there evidence/research regarding the effectiveness of the supplemental resource being
considered? (A website for identifying evidence: ―What Works Clearinghouse‖)
2. Does the evidence align with the LAUSD demographics and instructional setting? (i.e., student- teacher
ratio, minutes of instruction)
3. Is the resource aligned to California content standards?
4. Does the program have evidence of accelerating student growth?
5. What professional development and coaching support are available for effective implementation of the
resource?

Step 2: Guidelines for Effective Academic Intervention Resources

The following questions are designed to guide decisions about purchasing supplemental instructional resources. All
resources considered should accelerate student growth.

 How will training for the program be implemented?

 How much time needs to be allocated to use this program – 30 minutes, 1 hour, more?
 What specific skills/standards does it address?
 Does it include explicit instruction?
 How does it provide for academic engaged time including high levels of student engagement?
 How is student performance feedback provided?
 What supports are available for teacher understanding and support?
 How is student growth documented?
 Is technology required and how will the technology be purchased?

Appendix C-5
Appendix D
Budget
Resources
 The Title I Program Cheat Sheet

When submitting a request to reconcile accounts or purchasing items using Title I funds, a SPSA page or SPSA
Modification page that specifically describes the purchase must accompany your request or it will not be
processed. The holder of the plan is usually the Principal and/or the Title I/TSP Coordinator at your school. They
can provide the documents needed to complete your request. The cut-off date for all requests to reconcile accounts
or purchase items with Title I funds is May 5, 2018.
____________________________________________________________________________________________________
Expenditure of Transfer Requests into Title I 7S046
Please include SPSA plan page and itemized receipt/ invoice. If expenditure transfer is for travel-conference,
include 10.12.1 travel form as well. (BUL-5400.0)
____________________________________________________________________________________________________
Ghost Card
Schools will be required to enter another program other than 7S046 to pay for 50% of the monthly copier charges.
(BUL-6518.0)
____________________________________________________________________________________________________
Imprest- claims must be in no later than May 5th
The following are the only allowable Title I expenditures when using a school’s Imprest account. Please use the
Title I Imprest Fund Claim form found at www.achieve.lausd.net/fsep. These expenditures must be specifically
described in the school’s SPSA. (REF-1706.4)
• Admission Fees to approved educational activities – (REF-2111.1 and REF-2191.4)
- SPSA plan page, itemized receipt/invoice (with location)
• Conference Registration Fees to Title I-allowed conferences for staff and parents – (BUL-5525.2)
- SPSA plan page, approved 10.12.1 travel form, conference registration receipt/invoice, conference flyer
• Contract Bus Services –to locations approved by LAUSD – (BUL-1521.1)
- SPSA plan page, approved 34-EH-57 student field trip form, itemized receipt/invoice
• Supplemental Instructional Materials – from the Warehouse, http://achieve.lausd.net/Page/10820 and
items described in the Program and Budget Handbook p. 27
- SPSA plan page, itemized receipt/invoice
Submit all documents to [email protected]. Failure to submit all required form will delay your claim.
____________________________________________________________________________________________________
P-Card- orders must be in no later than May 5th and must be reconciled by May 30th
The only P-Card expenditures that can be reconciled with Title I funds are:
• Admission Fees to approved locations – REF-2111.1 and REF-2191.4)
- SPSA plan page, itemized receipt/invoice (with location)
• Conference Registration Fees
- SPSA plan page, approved 10.12.1 travel form, conference registration receipt/invoice, conference flyer
• Supplemental Instructional Materials for items described in the Program and Budget Handbook p. 27
- SPSA plan page, itemized receipt/invoice
• Contract Bus Services –to locations approved by LAUSD – (BUL-1521.1)
- SPSA plan page, approved 34-EH-57 student field trip form, itemized receipt/invoice
• Software License Maintenance for renewal of licenses
- SPSA plan page, itemized receipt/invoice
These expenditures must be specifically described in the school’s SPSA. Other expenditures, not named
above, charged to the school’s P-card, even if they are allowed by Title I and in the SPSA, could be subject
to payback. (BUL-6518.0)

Appendix D-1
 The Title I Program Cheat Sheet

Shopping Cart- orders must be in no later than May 5th and must be received by June 30th
Title I Shopping Carts will require documentation to be attached to the order, including a SPSA page/SPSA
Modification page and quote that specifically states the items being purchased. Some items may require additional
documentation (see below). If all required documentation is not included, your complete order will be rejected.
All items listed below will require an additional approver (LD Title I Coordinator or Central Office Title I
Approver). If you have additional questions, contact your LD Title I Coordinator. (BUL-6517.1)

Commitment Commitment Description for Title I Commitment Commitment Description for Title I
Item Purposes Item Purposes
420010 Other Books-Gen Purpose-reference 560006/ Maint. of Equip./Rental of Equip.-
books, etc. (additional 560011 charges must be split 50/50 with
documentation needed: submit list general funds
of books to be purchased)
430001* General Supplies-Technology 580001 Prof. Services Contract-Non-Inst.
(under $500 including tax, shipping (additional documentation needed:
and other ancillary charges) MOU or contract, if applicable)
430003 M&O Supplies-Custodial supplies 580005 Admission Fees- to District
for Title I Interventions - $1 per approved locations
student per intervention session
(additional documentation needed:
submit school flyer for intervention
program)
430010 Supplemental Instructional 580012 Contract Bus Services (additional
Materials -including first time documentation needed: submit a
purchases of software licenses (for completed 34-EH-57 field trip form)
use in the current school year) and
selected Stores Warehouse items
440001* Non-Cap Equipment.- between 580020© Software Licenses Maintenance –
$500 and $4,999 (including tax, Renewal of Licenses (for use in the
shipping and other ancillary current school year)
charges)
520002 Travel/Conf. Attendance (additional 580030 Prof. Services Contract-Inst.
documentation needed: submit (additional documentation needed:
completed 10.12.1 travel form, MOU or contract, if applicable)
conference flyer)

* All General Supplies Technology and/ or equipment must be in place at the school site by
May 5, 2018

© Start dates for all software licenses must occur no later than May 5, 2018 and end by
June 30, 2018

Appendix D-2
 ATTACHMENT H
(revised 7/28/16)

Los Angeles Unified School District

Federal and State Education Programs

TITLE I IMPREST FUND CLAIM FORM

Section A
School Name: Local District:
Date: Claim No: 7S046 7E046
Vendor Name: Vendor Account No. :
Prepared by: Phone: Email:
Section B
Check GL
Date Received Description Amount Fund Functional Area Cost Center No.
No Account

To access this form go to achieve.lausd.net/fsep, then

click on Publications

Total:
I certify that 1) the above statement is correct and that all materials listed thereon have been received; 2) there is no profit of any kind for me in this
claim and that is in accordance with Section 60071 of California Education Code; and 3) charges to donation are within the donor's stipulated allowable
use.

Signature of Administrator Print Name of Administrator Date

Title I Allowable GL Accounts (Commitment Items)

430010 Instr Material-General Purpose 580005 Admission Fees
520002 Travel/Conference Attendance 580012 Contract Bus Services

Special Instructions
Ensure all required supporting documents are attached to email, e.g. SPSA or SPSA Modification,
itemized receipt/invoice for the purchase and/or approved 10.12.1 travel form or
approved 34-EH-57 field trip form.
Email completed claim form to [email protected] with following subject line on your email
"Imprest - School/Office - Claim Number (current fiscal year- cost center-claim count-FG)".
FSEP will not accept faxes. The lack of adherence to these procedures may delay the timely processing
of the Federal Grant (Title1) Imprest Fund Claim. Appendix D-3

Form no. IMP-1706FG 09/2015