Title I

  • Title I funds are federal funds intended to support the academic achievement of students who are at-risk of not finishing high school. Funds are used to support high-quality, research-based educational curriculum and strategies that close the achievement gap between high-and low-performing students and enable the students to meet the rigorous California academic standards. All schools in the Hamilton Unified School District are Title I-funded “school-wide program” schools. All students enrolled in a school in the district are, therefore, eligible for supports and/or services provided through Title I funds.

Title II

  • Title II Part A, Improving Teacher Quality State Grants Program, is a federally funded grant that was created to provide funds to districts to improve teacher and administrator quality and to ensure that all teachers are highly qualified according to No Child Left Behind (NCLB) guidelines. All teachers funded out of Title II Part A must meet NCLB high qualified requirements.

    Title II funds may be used for activities designed to improve teacher quality. Professional development activities must be designed to expand the knowledge of teachers in one or more core academic subjects, to develop effective instructional strategies, methods and skills, and to use challenging Common Core State Standards and Statewide Test and Reporting.

    Title II funds may not be used to supplant non-Federal funds that would otherwise be used for activities described above. Expenditures under Title II must be supported by the Local Education Area Plan (LEAP).

Title III

  • Title III- Immigrant Education Program/Limited English Proficient Program, is a federally funded grant program that assists school districts in providing educational services to students who are Limited English Proficient (LEP), also known as English Learners (ELs). These funds must be used to provide services to English Learners, above and beyond the core academic program, as defined in California Education Code.

    This program is designed to help students who are English Learners attain proficiency in the English language and meet the challenging state academic and content standards. In exchange for these funds, the district must meet three Annual Measurable Achievement Objectives (AMAOs):

    • Percent of ELs making annual progress in English fluency as measured by the CELDT
    • Percent of ELs attaining English Proficiency, as measured by the CELDT
    • Percent of ELs meeting academic achievement targets based on Adequate Yearly Progress (AYP- Federal Measure) requirements for the subgroup

    Appropriate use of Title III funds may include any of the following:

    • Family literacy, parent training and community outreach
    • Educational personnel, including teacher aides
    • Tutoring services, mentoring, counseling services for students
    • Educational materials and technology
    • Basic instructional services
    • Activities coordinated with community-based organizations, institutions of higher education, or private sector entities that have expertise in working with immigrant students and families


  • Each California public school district, grades kindergarten through 12, with 51 or more English learners must form a District-level English Learner Advisory Committee (DELAC) or subcommittee of an existing district-wide advisory committee. The purpose of the DELAC, or subcommittee on English learner education, is to advise the district's local governing board (e.g., in person, by letters/reports) on programs and services for English learners.

    The committee advises the district’s Board of Trustees on the following issues:

    Development or revision of a district master plan of education programs and services for English learners, taking into consideration the Single School Plans for Student Achievement.

    • Conduct a district-wide needs assessment, as needed.
    • Establishment of district program, goals, and objectives for programs and services for English learners
    • Development of a plan to ensure compliance with any applicable teacher and instructional aide requirements.
    • Review and comment on the district’s reclassification procedures.
    • Review and comment on the written notifications required to be sent to parents and guardians