School Governance

School Site Council (SSC) 

The SSC is the decision-making council for all programs funded through the Consolidated Application (ConAp). The SSC is responsible for the development of the Single Plan for Student Achievement (SPSA), in consultation with the English Learner Advisory Committee, other relevant stakeholders and, where applicable, the School Advisory Committee. The SSC is also responsible for meeting all school level federal parental involvement mandates including the development of the Title I parent involvement policy and budget (E046) and the Title I parent-school compact. 


School Advisory Committee (SAC)

The SAC participates in the school’s planning process for the use of Economic Impact Aid funds for educationally disadvantaged youth by advising the SSC on the use of such funds. The SAC reviews student and parent involvement data prior to submitting its written recommendations to the SSC. The SAC shall be composed of no fewer than nine members and meets at least six times per school year. 


English Learner Advisory Committee (ELAC)

The ELAC provides written recommendations to the SSC regarding programs and services for English Learner (EL) students and the use of EIA-LEP funding to support their academic needs. The ELAC reviews student and parent involvement data prior to submitting its written recommendations to the SSC. The ELAC also advises on the development of the Single Plan for Student Achievement and the budget related to programs/services for ELs and assists in the review of the school’s language census. The committee meets at least six times per school year.


Instructional Leadership Team (ILT)

The formation and development of school-based instructional leadership teams (ILTs) is an expectation in all schools in the fictitious “American Public School System” (APSS).  Deliberately crafted to encourage a culture of collaboration among teachers to improve instruction aligned to the Common Core State Standards (CCSS), the ILT is made up of the principal/director and representatives from instructional teams, who are organized by grade level, cluster, subject area, department or small learning community. The work of the ILT is primarily instructional, focusing on student learning and achievement and coordinating the improvement of instruction in the school based on data.  The team is not expected to decide on day-to-day school management issues; members serve in an advisory capacity to the principal/director and support the development and implementation of the School Improvement Plan.  The School Improvement Team then reviews and approves the plan.


Title I Program
The Title I program receives federal funding from the Elementary and Secondary Education Act of 1965 (ESEA/Title I, No Child Left Behind Act of 2001). Title I funds are allocated to schools based on poverty percentages on the annual Title I ranking. These percentages are determined by the number of low-income students, aged 5 to 17, enrolled on CBEDS day who qualify for free- or reduced-price meals or CALWORKS. The intent of Title I program is to meet the educational needs of children in low-income households and children in local institutions for neglected or delinquent children. Participants include students who are at risk of failing, disabled, and English Learners. The Title I program supplements services needed to raise the academic achievement level of kindergarten through grade 12 participants in basic and advanced skills.