C.O.R.E. Placer, Inc. Board Approved 2/25/2019

TITLE I POLICY

In order to improve the academic achievement of students from economically disadvantaged families, the Board of Directors (“Board”) of C.O.R.E. Placer, Inc., authorizes use of federal funds to provide supplementary services that reinforce the core curriculum and assist students in attaining proficiency on state academic standards and assessments.

C.O.R.E. Placer, Inc., will operate a Title I school-wide program in order to upgrade the entire educational program of the school when at least 40 percent of the students enrolled in a school, are from low-income families. The Executive Director shall inform the school’s parent/guardians of the school’s eligibility and its ability to consolidate funds from federal, state, and local resources for program purposes. (20 USC 6312, 6314)

A. A schoolwide program shall include: (20 USC 6314)

1. A comprehensive needs assessment of the entire school, including the needs of migrant students, which includes the achievement of students in relation to state academic content and achievement standards.

2. Schoolwide reform strategies that:

· Provide opportunities for all students to meet the state’s proficient and advanced levels of achievement.

· Use effective methods and instructional strategies, based on scientifically based research, that strength the school’s core academic program, increase the amount and quality of learning time, help provide an enriched and accelerated curriculum, and include strategies for meeting the educational needs of historically underserved populations.

· Include strategies to address the needs of all students in the school, but particularly the needs of low-achieving students and those at risk of not meeting state achievement standards who are members of the target population of any program that is part of the schoolwide program. Such strategies may include counseling, student services, mentoring services, college and career awareness and preparation, and the integration of vocational and technical education programs.

3. High-quality and on-going professional development for teachers, administrators, paraprofessionals, and, if appropriate student services and pg. 1 C.O.R.E. Placer, Inc. PAGE 1 OF 3 Adopted/Ratified: 2/25/19 Revision Date: support personnel, other staff, and parents/guardians to enable all students in the school to meet state academic achievement standards.

4. Plans for assisting students in the transition from elementary programs to middle and high school programs.

5. Measures to include teachers in decisions regarding the use of academic assessments to provide information on how to improve the achievement of individual students and the overall instructional program.

6. Activities to ensure that students who experience difficulty mastering the proficient and advanced levels of academic standards shall be provided with effective, timely additional assistance, which shall include measures for timely identification of students’ difficulties and provisions of sufficient information on which to base effective assistance.

7. Coordination and integration of federal, state, and local services and programs.

B. Targeted Assistant Programs

Any school that receives Title I funds but does not operate a schoolwide program shall use Title I funds to provide services to identified students.

C. Participation of Private School Students

C.O.R.E. Placer, Inc. is a non profit corporation and operates only independent Charter schools. D.Local Education Agency Plan C.O.R.E. Placer Charter School receives Title I funds and therefore shall develop a written parent involvement policy in accordance with 20 USC 6318. A participating school shall develop, annually review, and update a plan for student achievement which incorporates The plan required by 20 USC 6314 for reforming the school’s total instructional program and plans required by other categorical programs included in the state’s consolidated application. (Education Code 64001; 20 USC 6314).

The Executive Director/Principal or designee shall consult with teachers, other appropriate school personnel, and parents/guardians of participating students in the development, periodic review, and, as necessary, the revision of a local educational agency (LEA) plan. The plan and any revision shall be submitted to the Board for approval. (20USC 6312).

The plan shall address the components specified in 20 USC 6312, which describes the assessments, strategies, and services the school will use to help low-achieving students meet challenging academics standards.

The initial plan shall be submitted to the California Department of Education (CDE) and approved by the State Board of Education. Subsequent revisions of the plan shall be kept on file in the school.

E. Comparability of Services

C.O.R.E. Placer, Inc. is a one school district and therefore it is not required to demonstrate comparability of services among schools.

F. Title I Program Requirements

In order to improve the academic achievement of students from economically disadvantaged families, the school shall use federal Title I funds to provide supplementary services that reinforce the core curriculum and assist students in attaining proficiency on state academic standards and assessments.

The Executive Director/Principal shall provide technical assistance and support to the school, including consultation in the development and implementation of school plans and activities.

The school shall develop a written parent involvement policy in accordance with 20 USC 6318.

Any school participating with Title 1 funding shall develop, annually review, and update a plan for student achievement which incorporates the plan requires by 20 USC 6314 for reforming the school’s total instructional program and plans required by other categorical programs included in the state’s consolidated application (Education Code 64001; 20 USC 6314)

The Board shall use state assessments results and other available measures or indicators to annually determine whether the school is making adequate yearly progress toward ensuring that all students meet the state’s proficiency level of achievement on state assessments. (20 USC 6316)