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Current Update on Title III Limited English Proficient and Immigrant Funding Use Posted 2/18/16

Elementary and Secondary

Education Act


Local Educational Agency Plan Goal 2

Budget Update


Name of LEA: Colusa Unified School District                                      

Fiscal Year:   2015/2016

Total Title III Allocation:

LEP $40,655         

Immigrant: $1,255


LEP Administrative & Indirect Costs (2%): $ 813                        

Immigrant Administrative & Indirect Costs: $25


For each applicable Title III goal indicated below, indicate the key actions that will be implemented to meet each goal, the related Title III budget item, and the estimated cost for each item.


Title III Goal


Specific Title III Supplemental Key Actions (Activities) to Meet Goal

Unit (Purchase) Detail

Associated Estimated Costs for each Activity Listed

Goal 2A: AMAO 1- Annual progress Learning English

Supplemental English Language Development instruction provided by three Bi-lingual Para-educators who work at the direction of the K-3 classroom teachers.  With input from the site Reading specialist, these Paras work as Tier III interventionists with ELL students who are not yet re-designated as FEP. 


1@ $18.77/hr 6.5hrs/day 180days/year = $21,960

2@ $15.44/ hr 3.75hrs/day 180days/year = $20,844

$39,842 - Title III LEP

$2,962 – LCFF Supplemental and Concentration funding.

Goal 2B: AMAO 2 - English Proficiency




Goal 2C: AMAO 3 -Adequate Yearly Progress (AYP) in English/Language Arts




Goal 2C: AMAO 3 – AYP in Mathematics




Goal 2D: High Quality Professional Development




Goal 2E: Parent and Community Participation




Goal 2F: Parental Notification




Goal 2G: Services for Immigrant Students

(for LEAs receiving Title III, Immigrant funds)

Acquisition of supplementary instructional / curriculum materials used in targeted interventions for immigrant students. 

MMH Treasures Decodable Reader package $278

MMH Treasures Sound Spelling Cards – Large $126

MMH Treasures Intervention Practice Books $180

MMH Treasures Supplemental Reading Books Grades 2&3 $854


$1,230 - Title III Immigrant

$208 - LCFF Supplemental and Concentration funding.


Goal 5A: Increase Graduation Rates





Total Title III Budget Estimate (Include Administration and Indirect Costs) for LEP and Immigrant Programs



LEP $ 40,655

IMM $ 1,255


Program Notes:

  1. Activities must be of supplemental nature. Align activities with associated estimated costs.
  2. LEAs must expend Title III funds on activities that are required, allowable, allocable, necessary and reasonable.
  3. Title III funds should supplement the level of Federal, State, and local funds, including LCFF funds.
Contact Superintendent
Contact Dwayne Newman  Dwayne Newman (530) 458-7791 ex: 14113 District Superintendent

Superintendent's Bulletin

The Importance of School Attendance

“Do as I say, not as I do” just does not work.  Our children learn and act as we do.  September is Attendance Awareness Month.  What are your children learning about the importance of regular school attendance? 


Here at CUSD we talk frequently about the importance of “Bell-to-Bell” instruction.  Learning takes time, and we want to send a message to students that learning is important.  Our efforts to maximize instructional time send a signal that there is no time to waste during the learning day.  We know that students have lower overall achievement in classrooms where time is not used efficiently.  Students who miss school, naturally, also have lower achievement.  One year, long ago when I was teaching, I went through all my gradebooks and correlated absences with grades.  Students who missed more than 15 days of my class failed the class 90% of the time.  All my “A” students had fewer than 5 non-school absences.  Since then, as an administrator, I have repeatedly seen evidence that student attendance has a direct impact on grades.  Research on the relationship between learning time and achievement is clear; more learning time means higher achievement.  That is why after school and summer school programs help students learn – they simply have more time to learn.


As parents, I think we all try to send the right messages.  We tell our children that school is important and education is valuable.  However, I have seen many situations where parental actions did not match their words.  As a teacher, some years back, I had a student who left class to accompany her parent on a trip to the tattoo parlor.  Many times, I had students tell me they were leaving to go on various errands with parents.  In those cases, it appeared to me that the parents were sending a clear message that school was less important than clothes shopping, housecleaning, or getting a tattoo. 



I think it important to point out here that school-related absences have overwhelmingly positive effects on grades and learning.  Student athletes are learning about discipline, time management, and motivation on the field or court.  Those skills transfer directly to the classroom, and we find that athletes rarely have issues with learning, grades or achievement.   Similarly, the experiences of students participating in FFA, or FBLA actually enhance learning and achievement despite any missed classes.  Sponsors and coaches push students to compensate for absences with additional time completing homework and self-directed study. 


Valuable learning certainly occurs outside the schoolhouse doors.  A once-in-a-lifetime travel opportunity, a shared family experience, or helping out during a time of crisis, teaches young people lessons we cannot match in school.  But, particularly during the younger years, parental attitudes about school attendance are important.  Please help your student by being thoughtful about when you allow them to miss school.  Parents are invaluable in helping build the habits necessary for academic success.  As you think about all the experiences available to young people today, please send a message that school attendance is a top priority.

Superintendent's Message
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