State & Federal Programs

Inglewood Unified School District participates in certain federal and state categorical programs and applies for these funds through the "Consolidated Application". The Spring Release of the Consolidated Application includes the legal assurances that the district will comply with all regulations associated with each program. The Spring Release also identifies which federal and state programs a district will participate; IUSD participates in the following federal programs: Title I Part A, Basic Grant (Low Income/low achieving students); Title II, Part A (Teacher and Principal Training and Recruiting); and Title III, Part A (Limited English Proficient Students [LEP]); and the following State program: Economic Impact Aid. Other state programs, previously part of the Consolidated Application, are included as part of the Tier III Flexibility programs. Federal guidelines also allow local non-profit private schools to participate with the public school district in federal programs. Those participating private schools are identified in Part I of the application.

The Winter Release of the Consolidated Application, which includes budget information, is submitted annually to the CDE after district funding entitlements are known following adoption of the State budget. The Winter Release also includes a report of the number of pupil participants and funding allocations for each program and school site.

On December 10, 2015, President Barack Obama signed into law a new set of regulations for the federal Title I program. Under the previous regulations, known as No Child Left Behind or NCLB, parents at schools designated as Program Improvement, were given the opportunity to apply for their student to be transferred to a non-PI school. Under the new regulations, called the Every Student Succeeds Act or ESSA, the NCLB School Choice transfer program is no longer available. Schools will no longer be designated as Program Improvement. The California Department of Education will determine if a school is not meeting improvement goals and if they aren’t meeting the goals, the State will designate an intervention for the school.

Early Literacy Support Block Grant

School Site Responsibilites

Each school is required to have a comprehensive school plan known as the Single Plan for Student Achievement describing strategies and activities to improve student achievement and meet district adopted standards through supplementary services provided by these programs. Schools may utilize additional special highly qualified teachers, coaches, counselors, instructional aides, scientifically research-based intervention programs, tutoring assistance, materials and equipment, professional development, district provided training, conferences and workshop attendance, expert consultants, and parent/community involvement activities to meet the needs of the students requiring supplemental services. Each school's School Site Council (SSC) is required to provide input, assist in the plan/budget development and recommend to the Board for approval the planned program activities and budgets as part of the Single School Plan for Student Achievement. The Director of Federal and State Programs reviews program regulations and guidelines with all administration and site staff to insure appropriate planning, implementation and evaluation and to maintain compliance for each program.

School Accountability Report Cards (SARCs)

School Accountability Report Card (SARC) (EC 35256 and 35258) The SARC is published annually for the purpose of providing data by which parents can make meaningful comparisons between public schools, enabling them to make informed decisions about the enrollment of their children. A copy of the SARC is available for review at the Inglewood Unified School District Office and on the Internet. Every effort is made to provide a copy annually to all parents at each site. Additionally, hard copies will be provided to parents upon request at the school site. For more information about SARC requirements, see the California Department of Education (CDE) SARC webpage.

Click here for the School Accountability Report Cards (SARCs)

Single Plan for Student Achievement (SPSA)

The Single Plan for Student Achievement (SPSA) identifies and addresses the instructional needs of students and specifies how categorical funds provided through the Consolidated Application will be used to accomplish the goals outlined in the plan. State guidelines require that the SPSA must:

- Identify site-specific achievement goals based on a variety of student performance data.
- Describe specific instructional strategies to accelerate student learning.
- Describe the ways in which student progress will be monitored on a regular basis.
- Identify interventions for students not achieving.
- Determine the necessary professional development for staff.
- Delineate strategies for parent communication and engagement.
- Reflect estimated costs and funding sources.
- Involve consultation with other site advisory groups.

State regulations require that the School Site Council (SSC) be the group responsible for developing and revising the SPSA in collaboration with the site instructional leadership team. Ongoing consultation with site advisory groups about student performance data, student needs, identified goals, appropriate interventions/preventions, and associated budgets is an integral part of the development and monitoring of the SPSA. (Ed Code 64001)

This ongoing involvement of the SSC in the review of the SPSA is a critical element of the annual planning cycle and should be reflected in meeting agendas and minutes. Documentation of SSC development, revision, monitoring, and evaluation of the SPSA must be maintained at each school in the SSC Notebook. All documentation must be maintained for seven years, plus the current school year.

Click here for the School Plans for Student Achievement (SPSAs)

Private Schools

The Elementary and Secondary Education Act (ESEA), as reauthorized by the No Child Left Behind Act of 2001 (NCLB), provides benefits to private school students, teachers and other education personnel. These services are considered to be supplemental and provide assistance to students and teachers and not to private schools. The reauthorized ESEA requires the equitable participation of private school students, teachers and other education personnel in some of its major programs.

The State and Federal Programs Office invites all private schools within the boundaries of the City of Inglewood to participate in Title programs, and maintains ongoing and sustained consultation between public and private school officials in order to assess, address and evaluate the needs of private school students and teachers.

Time & Effort Reporting

LEAs are required to have Time Accounting documentation to support charging of salaries and wages to a restricted funding source. LEAs using state and federal funds to support salaries and benefits must follow Time and Effort reporting requirements under the Federal Office of Management and Budget’s Circular A-87. As such, administrators must ensure that the activities being performed by staff are services to the sites and departments that are in line with the regulations for that particular funding source.

Time Accounting is the process that documents the work performed by these employees and provides the evidence Inglewood Unified School District is required to produce during annual audits and larger reviews like the Federal Program Monitoring (FPM). The State and Federal team woks with departments and sites by supporting their timely and accurate filing of this documentation, to ensure that this process is completed for every staff member whose salary is paid from state and federal dollars.

Comprehensive Support and Improvement (CSI)

The Every Student Succeeds Act (ESSA) requires state educational agencies to determine school eligibility for comprehensive support and improvement (CSI). Local educational agencies (LEAs) with schools that meet the criteria for CSI must partner with stakeholders to locally develop and implement a plan to improve student outcomes. The county office of education (COE) also plays a role in providing technical assistance and support to LEAs within its county that serve schools that meet the criteria for CSI.

Public Release of the Data File for Schools that Meet the Criteria for Support and Improvement in 2018–19

Correspondence sent to County and District Superintendents and Charter School Administrators regarding the eligibility of schools for support and improvement in 2018–19.

Targeted/Additional Targeted Support & Improvement

The Every Student Succeeds Act (ESSA) requires state educational agencies to determine school eligibility for targeted support and improvement (TSI) and additional targeted support and improvement (ATSI). Schools that meet the criteria for TSI or ATSI must partner with stakeholders to develop and implement a school-level plan to improve student outcomes.

Public Release of the Data File for Schools that Meet the Criteria for Support and Improvement in 2018–19

Correspondence sent to County and District Superintendents and Charter School Administrators regarding the eligibility of schools for support and improvement in 2018–19.

Federal Program Descriptions

Title I Part A: Improving Academic Achievement - Specialized Programs:

A federal program to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments.

Title II Part A: Supporting Effective Instruction:

A federal program that increases student academic achievement through strategies such as improving teacher and principal quality and increasing the number of highly qualified teaches in the classroom and highly qualified principals and assistant principals in schools.

Title III: Program for LEP Students:

A federal program to provide supplementary programs and services to assist Limited English Proficient (LEP) and immigrant students in achieving grade-level and graduation standards, as well as assisting LEP students with acquiring English.

Title IV, Part A: Student Support and Academic Enrichment:

A federal program to increase capacity to provide all students with access to a well-rounded education, improve conditions for student learning, and improve use of technology to improve the academic achievement and digital literacy of all students.

State Program Descriptions

Supplemental & Concentration Grant

The LCFF distributes funding from the state to districts primarily through three grants: the base grant, the supplemental grant, and the concentration grant. School districts and charters receive supplemental funding equal to 20 percent of the base grant for each high-need student.

As California's school funding law, the Local Control Funding Formula (LCFF) is a way for schools to focus on student success. The Local Control Funding Formula (LCFF) also: Requires your school district to focus on the eight key areas that help all students succeed. The LCFF has also changed California's funding formula to provide funding based on current students and their needs. The LCAP requires an analysis of data, goals, services, and expenditures that reflect the needs of all students, especially those with additional needs

Low-Performing Students Block Grant

The Low-Performing Students Block Grant (LPSBG) provides funds for local educational agencies serving students identified as low-performing on state English language arts or mathematics assessments, who are not otherwise identified for supplemental grant funding under the Local Control Formula, or eligible for special education services

Staff Directory

Dr. Dawnyell Goolsby Executive Director of State and Federal Programs [email protected] (310) 419-2779	Sucheta Shirke Senior Fiscal Analyst [email protected] (310) 419-2797
Lillian Grant Administrative Secretary [email protected] (310) 419-2737	Monica Hernandez Project Coordinator- Parent Engagement [email protected] (310) 419-2788
LaTonya Babin Director of Expanded Learning Programs [email protected] (310) 419-4819	Vacant ASES Office Manager [email protected] (310) 419-4829
Crystal Turner Administrative Analyst [email protected] (310) 419-2732	Ashley Gomez Lead Community Liaison [email protected] (310) 419-4857
Nayeli Chacon Director of English Learner Program [email protected] (310) 419-2741	Kayla Jones Clerk Typist [email protected] (310) 680-4845