Categorical Programs

Categorical programs are a major component of district and site services. Federal and state categorical programs were created by legislatures to serve the special needs of students that are not covered by general fund education programs. Each categorical program comes with its own program intent, rules, regulations, and exemplary practices. School agencies receive varying amounts of categorical funds depending on district characteristics, the programs they choose to operate, and the proportion of the state's students they serve.

Contacts:

Dr. Stephanie Yang
Director, Educational Services
714-730-7301 ext. 323

Aimee Davis

Manager, Assessment and Categorical Programs
714-730-7301 ext. 436

Eunice Castorena

Secretary, Educational Services

714-730-7301 X 51318

Funding Descriptions

Unrestricted versus Restricted Funds

Public school districts receive funding from a variety of local, state, and federal sources. Some of the funds are for general purposes and are called unrestricted funds. Other funds are earmarked for specific purposes and are called restricted or categorical funds. The Educational Services Department supports the appropriate expenditure of categorical funds.

Unrestricted funds are generated through Average Daily Attendance (ADA). Each day a student is in school, his/her presence contributes to how much our school district receives. The amount of unrestricted funding a school district receives per student is called its "revenue limit." It is based upon a combination of local property taxes and state taxes. Each of the nearly 1,000 school districts in California has its own revenue limit determined by its type (elementary, high school, or unified), size (small or large), historical spending patterns, and many other variables.

Restricted or categorical funds are calculated based upon student enrollment and demographic data. Categorical funds are applied for through the completion of the Consolidated Application. Through this application process, data is submitted regarding students requiring additional support, such as the disadvantaged, english learners, migrants, and/or immigrants. Specific categorical programs are received by the Tustin Unified School District to improve student achievement, provide professional development to staff, and to increase parental involvement.

Federal Program Descriptions

Title I, Part A:

Improving the Academic Achievement of the Disadvantaged

Helps disadvantaged students meet state academic content and performance standards. The purpose is to ensure all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach minimum proficiency. Supplemental funds are provided to school sites (grades Pre-K through 12) to be used to narrow the educational gap between disadvantaged children and other children in those areas where the highest concentration of children from low-income families attend school. Funds can be used to support personnel (such as resource teachers, literacy coaches), intervention programs (such as intersession and after-school tutoring), parent involvement/education activities, and staff development.

Title II, Part A:

Preparing, Training, and Recruiting High-Quality Teachers, Principals, or other school leaders

The purpose of Title II is to increase student achievement by providing supplemental activities that strengthen the quality and effectiveness of teachers, principals, and other school leaders which includes:

Increase student achievement consistent with the challenging state academic standards;
Improve the quality and effectiveness of teachers, principals, and other school leaders;
Increase the number of teachers, principals, and other school leaders who are effective in improving student academic achievement in schools; and
Provide low-income and minority students greater access to effective teachers, principals, and other school leaders.

Title II, Part A can be used to improve teacher and principal quality which include induction programs, professional development and support professional growth, equitable access to quality educators and recruitment for hard-to-find educator positions.

Title III:

Language instruction for English learner and immigrant students.

Resources for English learners (EL) to acquire full proficiency in English as rapidly and effectively as possible, and meet state standards for academic achievement. Required activities include the provision of instruction and instructional support services related to English Language Development (ELD)and academic progress in the core curriculum in a manner that allows EL students to meet grade level requirements. Programs must also provide staff development for school staff assigned to EL student populations. Funds may also be used for a variety of instructional support, curricular development, parental involvement, and related program activities.

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