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Expanded Learning Opportunities Grants Strategies

Back to COVID-19 Relief and School Reopening Grants

The Expanded Learning Opportunities (ELO) Grant provides local educational agencies (LEAs) the opportunity to provide supplemental instruction and support to students, including those identified as needing academic, social-emotional, and other supports, including the provision of meals and snacks. In order for LEAs to utilize ELO Grant funds, they must apply it toward seven supplemental and support strategies. LEAs shall expend ELO Grant funds only for any of the following seven supplemental and support strategies: extending instructional learning time, accelerating progress to close learning gaps, integrated pupil supports, community learning hubs, supports for credit deficient pupils, additional academic services, and training for school staff. LEAs are not required to implement each supplemental instruction and support strategy; rather LEAs are to work collaboratively with their community partners to identify the supplemental instruction and support strategies that will be implemented. LEAs are encouraged to engage, plan, and collaborate on program operation with community partners and expanded learning programs, and leverage existing behavioral health partnerships and Medi-Cal billing options, in the design and implementation of services.

The tabs below provide additional information about each of the seven supplemental and support strategies. Tabs one through seven include links to resources for assisting LEAs in adapting those supplemental and support strategies to align with their purposes.

Strategy 1

Extending instructional learning time in addition to what is required for the 2021–22 and the 2022–23 school years by increasing the number of instructional days or minutes provided during the school year, providing summer school or intersessional instructional programs, or taking any other action that increases the amount of instructional time or services provided to students based on their learning needs.

Title I

Strategy 2

Accelerating progress to close learning gaps through the implementation, expansion, or enhancement of learning supports including, but not limited to, any of the following:

  1. Tutoring or other one-on-one or small group learning supports provided by certificated or classified staff.
  2. Learning recovery programs and materials designed to accelerate student academic proficiency or English language proficiency, or both.
  3. Educator training, for both certificated and classified staff, in accelerated learning strategies and effectively addressing learning gaps, including training in facilitating quality and engaging learning opportunities for all students.

English and Multilingual Learner Resources

  • COVID-19 English Learner Resources
    This page provides resources, models, webinars, newsletters, and guidance regarding English learner, immigrant, newcomer, and migratory students during distance learning and the transition to schools reopening during the COVID-19 outbreak.
  • Proficiency-Oriented Distance Learning Webinar
    Recorded webinar on Going the Distance with World Languages: Proficiency-oriented Distance Learning from the CDE on May 28, 2020.
  • California Practitioner's Guide for Educating English Learners with Disabilities (PDF)
    The Department of Education developed this California Practitioners’ Guide for Educating English Learners with Disabilities to provide information on identifying, assessing, supporting, and reclassifying English learners who may qualify for special education services and pupils with disabilities who may be classified as English learners. The manual or guide will also assist leaders in developing and implementing policies and practices related to English learners with disabilities.
  • Learning Acceleration Support for English Learners
    Guidance and resources to support English learners by leveraging all fiscal resources to accelerate student learning.
  • English Language Development Standards
    The English language development (ELD) standards, ELD video series, information, and resources to assist local educational agencies (LEAs) design, implement, and enhance integrated and designated ELD instruction for English learner students.
    • Integrated and Designated ELD Video Series
      The CDE developed a series of videos demonstrating integrated ELD instruction and its related designated ELD instruction during ELA, mathematics, and science. The Integrated and Designated ELD Video Series demonstrates the relationship between the California English Language Development Standards and the state content standards. When used in tandem, English learner students build English proficiency, refine academic use of English, and access subject area content in transitional kindergarten/kindergarten through grade twelve.
  • State Seal of Biliteracy COVID-19 FAQs
    This program recognizes high school graduates who have attained a high level of proficiency in speaking, reading, and writing one or more languages in addition to English.
  • District Support Strategies Webinar
    Recorded webinar on What Districts are Doing to Support their Students and English Learner Support Strategies from the CDE on April 9, 2020. This video is part of the CDE Distance Learning Series.

Homeless Children and Youths

  • Definition of Homeless
    The McKinney-Vento Act defines homeless children and youths as individuals who lack a fixed, regular, and adequate nighttime residence. This definition also includes...
  • Resources for Homeless Children and Youths
    Resources related to homeless students' rights to enroll and participate fully in school.
  • Homeless Education Resources Listserv
    Join the Homeless Children and Youths Education Resources listserv to receive information and updates via e-mail relating to the education of homeless children. Any interested party may join this service; you do not need to be a homeless liaison.
  • Statewide webinars to support the needs and challenges of students experiencing homelessness.
    • Register for: Wednesday, June 2, 2021: Homeless Education and Early Education [Note: the preceding URL is no longer available]

    • Register for: Wednesday, August 11, 2021: Identification Strategies for Homeless Children and Youth [Note: the preceding URL is no longer available]

    • Register for: Wednesday, August 25, 2021: Identification Strategies for Homeless Children and Youth [Note: the preceding URL is no longer available]

Title I

Title IV

Title V

  • Title V, Part B Rural Education Initiative
    The Elementary and Secondary Education Act reauthorized as the Every Student Succeeds Act includes the Rural Education Achievement Program (REAP) Initiative designed to address the unique needs of rural school districts that frequently (1) lack the personnel and resources needed to compete effectively for federal competitive grants; and (2) receive formula grant allocations in amounts too small to be effective in meeting their intended purposes (ESSA Section 5202).

Strategy 3

Integrated student supports to address other barriers to learning, such as the provision of health, counseling, or mental health services, access to school meal programs, before and after school programs, or programs to address student trauma and social-emotional learning, or referrals for support for family or student needs.

  • Best Interest Determination Joint Letter (PDF)
    Joint guidance document between the CDE and the California Department of Social Services is intended to provide local educational agencies (LEAs), child welfare agencies, and probation departments with guidance corresponding to conducting a best interest determination.

Title I

Title IV

Title V

  • Title V, Part B Rural Education Initiative
    The Elementary and Secondary Education Act reauthorized as the Every Student Succeeds Act includes the Rural Education Achievement Program (REAP) Initiative designed to address the unique needs of rural school districts that frequently (1) lack the personnel and resources needed to compete effectively for federal competitive grants; and (2) receive formula grant allocations in amounts too small to be effective in meeting their intended purposes (ESSA Section 5202).

Strategy 4

Community learning hubs that provide students with access to technology, high-speed internet, and other academic supports.

Title I

Title IV

  • Title IV, Part A Web Page with Resources
    Title IV, Part A Student Support and Academic Enrichment (SSAE) program federal funds are to improve students’ academic achievement by increasing local educational agencies, schools, and local communities capacity.

Title V

  • Title V, Part B Web Page with Resources
    Title V, Part B Rural Education Initiative: The Elementary and Secondary Education Act reauthorized as the Every Student Succeeds Act (ESSA) includes the Rural Education Achievement Program (REAP) Initiative designed to address the unique needs of rural school districts that frequently (1) lack the personnel and resources needed to compete effectively for federal competitive grants; and (2) receive formula grant allocations in amounts too small to be effective in meeting their intended purposes (ESSA Section 5202).

 

Strategy 5

Supports for credit deficient students to complete graduation or grade promotion requirements and to increase or improve students’ college eligibility.

Title I

  • Title I, Part A
    Title I, Part A federal funds help to meet the educational needs of students in California schools.

Title IV

  • Title IV, Part A Web Page with Resources
    Title IV, Part A Student Support and Academic Enrichment (SSAE) program federal funds are to improve students’ academic achievement by increasing local educational agencies, schools, and local communities capacity.

Title V

  • Title V, Part B Web Page with Resources
    Title V, Part B Rural Education Initiative: The Elementary and Secondary Education Act reauthorized as the Every Student Succeeds Act (ESSA) includes the Rural Education Achievement Program (REAP) Initiative designed to address the unique needs of rural school districts that frequently (1) lack the personnel and resources needed to compete effectively for federal competitive grants; and (2) receive formula grant allocations in amounts too small to be effective in meeting their intended purposes (ESSA Section 5202).

Strategy 6

Additional academic services for students, such as diagnostic, progress monitoring, and benchmark assessments of student learning.

Title I

  • Title I, Part A
    Title I, Part A federal funds help to meet the educational needs of students in California schools.

Title III

  • Title III Data and Data Collection
    The California Longitudinal Pupil Achievement Data System is used to collect the number of English learners and the number of immigrant students. Private schools provide their number of immigrant students on the Student National Origin Report. These data include demographics, forms, and instructions.

Title V

  • Title V, Part B Web Page with Resources
    Title V, Part B Rural Education Initiative: The Elementary and Secondary Education Act reauthorized as the Every Student Succeeds Act (ESSA) includes the Rural Education Achievement Program (REAP) Initiative designed to address the unique needs of rural school districts that frequently (1) lack the personnel and resources needed to compete effectively for federal competitive grants; and (2) receive formula grant allocations in amounts too small to be effective in meeting their intended purposes (ESSA Section 5202).

COVID-19

Strategy 7

Training for school staff on strategies, including trauma-informed practices, to engage students and families in addressing students’ social-emotional health needs and academic needs.

English/Multilingual Learner and Migrant Resources

  • English/Multilingual Learner Parent Resources
    This page provides resources, models, webinars, newsletters, and guidance regarding English learner, immigrant, newcomer, and migratory students during distance learning and the transition to schools reopening during the COVID-19 outbreak.
  • English Language Development Standards Video Series
    The CDE developed a series of videos demonstrating integrated English Language Development (ELD) instruction and its related designated ELD instruction during ELA, mathematics, and science. The Integrated and Designated ELD Video Series demonstrates the relationship between the California ELD Standards and the state content standards. When used in tandem, English learner students build English proficiency, refine academic use of English, and access subject area content in transitional kindergarten/kindergarten through grade twelve.
  • Improving Education for Multilingual and English Learners: Research to Practice
    This web page includes the publication Improving Education for Multilingual and English Learner Students: Research to Practice. Here you will find the publication in its entirety as well as each chapter, available for individual study.
  • Parent Engagement Modules Series
    The Parent Engagement Modules Series presents information and strategies for parents to develop their capacity to support their children at school and at home.
  • Migrant Education Resources
    Brochures to address oral health, nutrition and dental care from the Children's Partnership

Title I

Title IV

  • Title IV, Part A Web Page with Resources
    Title IV, Part A Student Support and Academic Enrichment (SSAE) program federal funds are to improve students’ academic achievement by increasing local educational agencies, schools, and local communities capacity.

Title V

  • Title V, Part B Web Page with Resources
    Title V, Part B Rural Education Initiative: The Elementary and Secondary Education Act reauthorized as the Every Student Succeeds Act (ESSA) includes the Rural Education Achievement Program (REAP) Initiative designed to address the unique needs of rural school districts that frequently (1) lack the personnel and resources needed to compete effectively for federal competitive grants; and (2) receive formula grant allocations in amounts too small to be effective in meeting their intended purposes (ESSA Section 5202).

 

Questions:   ELO Grants Team | ELOGrants@cde.ca.gov
Last Reviewed: Wednesday, December 28, 2022