Economic Impact Aid (EIA)

1. Economic Impact Aid (EIA) State Compensatory Education (SCE) Prepared & Presented by Karen Ryback Los Angeles County Office of Education Division for School Improvement

2. Intra-District Allocation Plan The LEA must develop an intra-district allocation plan to establish the per-pupil formula for allocating EIA-LEP and EIA-SCE funds to its schools (Ed Code 54004.3)

3. Intra-District Allocation Plan Allocation of EIA-LEP funds precedes the allocation of EIA-SCE and Title I funds. Note:EIA-SCE & Title I funds are not allocated for ELLs who are receiving services of the same nature & scope from EIA-LEP. [CCR 4320(f)]… In other words, the services provided should be coordinated and not duplicated.

4. State & Federal Compensatory Education Programs It is intended that the State’s EIA-SCE program support & work in coordination with the Federal Title I, Part A program.

5. EIA-SCE: Determining Schools’ Eligibility Annually, the LEA must determine, from all of its schools (K-12), which ones are eligible for funding based on high concentrations of pupils in need.

6. EIA-SCE: Determining Schools’ Eligibility LEAs may choose to either: • Apply Federal Title I eligibility rules OR • Use the selection rules established by state law

7. Defining “Pupils in Need” • Limited- and non-English-speaking students • Low-income families • Receiving payments under the AFDC (CalWorks) program • Participating in Federal Free Lunch • Reside in Federally subsidized housing • Census data • Educationally disadvantaged students • At least age 3 and under 18 & not yet graduated • Potentially academically able but performing at a level of educational attainment below that appropriate for students of the same age & grade.

8. Method for Determining Concentrations of Pupils in Need • The LEA must use the following criteria--giving equal weight to each: • LEP students • Students from low-income families • Educationally disadvantaged students • The LEA may use an unduplicated count of pupils in need or count a child more than once if he/she meets more than 1 criterion.

9. Additional Measures • Districts may also use other factors to identify students in need. • Additional factors used should measure special needs that are not otherwise adequately measured by the required criteria.

10. Identifying Schools with “High Concentrations” of Pupils in Need A school will be considered to have a “high concentration” if it meets one of the following: • On a numerical or % basis (or a combination), the school’s concentration is as high or higher than the LEA-wide average OR • At least 25% of the students are LEP OR • At least 25% of the students are from low-income families OR • At least 50% of the students are educationally disadvantaged OR • Criteria for receiving Title I, Part A funds

11. Uniform Application The same measures for determining linguistic proficiency, low income, & educational disadvantage must be applied to all schools in the LEA in order to identify eligible schools & determine the ranking of each school.

12. Level of Funding • LEAs must determine minimum & maximum levels of funding to ensure that there is: • Sufficient size, scope & quality to give reasonable promise of achieving program objectives • Not excessive or extravagant funding in terms of student needs

13. Selecting Participating Schools If funds are not sufficient to serve all educationally disadvantaged students at every eligible school, the LEA must select schools in rank order, from highest to lowest, according to the degree of concentration of pupils in need.

14. School Selection Exceptions • Among eligible schools, the LEA may elect to serve designated grade spans (irrespective of concentration of pupils in other grade spans) • An ineligible school may be served 1 additional year if it was eligible for & participated in the program in either of the 2 preceding fiscal years

15. School Selection Exceptions • The LEA may choose to reduce or not provide funding to an eligible school as long as the amount of funds required to support the program for educationally disadvantaged students is available from other sources (such as Title I, Part A)

17. Selecting Students for Participation • The needs assessment used to identify students must be based on objective empirical evidence in the English language • Standardized, norm-referenced test • Validated criterion-referenced test • Diagnostic test • Development scales • Students with greatest need must be served • Students served must not exceed the # of students scoring below the 50%ile

18. Advisory Committee Requirement • Each participating LEA must establish a District Advisory Committee (DAC) • Each participating school must establish a School Advisory Committee (SAC) • Committees must have broad representation of the parent population including socioeconomic & ethnic groups

19. Nonpublic Schools • If Title I services are provided to students in nonpublic schools, each nonpublic school system with such students must be given the opportunity to submit the name of a candidate(s) for the election of the DAC.

20. References • Handbook for Selecting & Serving Compensatory Education Schools/Working Draft (CDE: CPIM Unit) • Education Code, Sections 54000-54008, 54020-54028 & 54400-54407 • California Code of Regulations, Sections 4410-4416, 4423 & 4320