For purposes of applications for federal funds a plan should be comprehensive in scope, and may include any or all of the program components set out below.
The State Board of Education shall act, upon recommendation of the Advisory Compensatory Education Commission, to establish a priority listing of the following program elements which shall be used in the approval of school district plans to determine those elements which shall be emphasized on a statewide basis:
(a)
Reduction of ratios of pupils to teachers, directed specifically to enabling more individual attention
to be given to disadvantaged pupils.
(b)
Special efforts in the area of reading instruction, including the employment of additional teachers, special reading teachers, teacher aides, and volunteer aides. Special reading programs authorized pursuant to this subdivision shall be conducted pursuant to standards established under Chapter 2 (commencing with Section 54100) of this part, Article 3 (commencing with Section 60604) of Chapter 5 of Part 33 of this division.
(c)
Preschool programs provided through the use of either school facilities, other public or private facilities, or any combination thereof, for children three years of age or older, involving intensive parent participation, established pursuant to standards prescribed by the State Board of Education.
Preschool programs authorized pursuant to this subdivision shall be conducted
pursuant to the educational standards established by the State Board of Education under Section 8253.
(d)
In-service professional study involving instruction and orientation of school district personnel to enable them to more effectively deal with disadvantaged students.
(e)
School-home cooperation, including home visitation, parent education and participation, parent-teacher conferences utilizing, wherever necessary, bilingual interpreters.
(f)
Cultural enrichment including the use of field trips, special speakers, motion pictures, records, library programs, concerts and other means which serve to broaden the educational and cultural experience of the students.
(g)
After-school tutoring programs utilizing the services of qualified college and
university students and volunteers from the community.
(h)
Remedial and corrective programs directed to enhancing the pupils’ interest and competence in the English language, including extended remedial reading programs, special speech and oral programs, and the teaching of English as a second language, as, for example, where Spanish-speaking children are involved.
(i)
Evaluation, testing, and consultation, involving the formulation of evaluation standards which are as rigorous as feasible under the circumstances; the yearly administration of comprehensive achievement tests to all compensatory education students; and the development and use of data based on group controls which will provide evidence of contrast, and the assembly and classification of data for use at the statewide level. A school district plan of compensatory education under this chapter shall, in order to receive
approval, contain this program element.
