Title I: Improving Academic Achievement

2025 All Titles Conference

March 12–13, 2025

The 2025 California All Titles Conference is scheduled for March 12 and 13, 2025, in Los Angeles, California. The purpose of this Conference is to provide technical assistance and professional development to superintendents, administrators, state and federal program directors, and instructional leaders throughout California with a focus on best practices related to effective programs, student achievement, social/emotional learning, and accountability.

Nationally renowned speakers, powerful breakout sessions about timely topics, and access to technical assistance from the staff of the California Department of Education (CDE) will be featured. Workshops will be available providing suggestions for the effective program, implementation, and leadership opportunities. Additionally, CDE will be hosting a Networking Reception on the first night of the conference.

The title of this year’s Conference is: Cultivating Change for Tomorrow- focusing on professional development for educational leaders who are passionate about students and creating opportunities for reflection and strategic change.

Conference Location

Sheraton Gateway Los Angeles Hotel

6101 W. Century Boulevard 
Los Angeles, CA 90045 
Conveniently located near the Los Angeles International Airport (LAX).

Conference Registration 

Registration has reached capacity, resulting in waitlist status only. To access the registration portal to be added to the waitlist, click on this link: 2025 All Titles Conference Registration on March 12–13
The registration fee is $700.00 per person. The registration fee includes access to all general sessions, selected workshops, the night reception, and a breakfast buffet and lunch each day of the Conference. 

Agenda

March 11, 2025

March 12, 2025

March 13, 2025

Keynote Speakers

Wednesday, March 12, 2025: Jeff Duncan-Andrade

Co-Founder of the Community Responsive Education (CRE) Group
If there is one thing that Jeff Duncan-Andrade knows for sure, it’s this: If you find something that’s not working, change it. And that’s exactly what he has done. The longtime urban educator, researcher and activist felt that students in his community in East Oakland, California, who are mostly Black and LatinX, weren’t getting the education they deserved. So Duncan-Andrade, a teacher and professor of Latina/o Studies and Race and Resistance Studies at San Francisco State University, co-founded a new school—the Roses in Concrete Community School. It’s a school that centers the wellness of its students above everything else—responding to the unique needs of the community as the pathway to social and academic rigor. Duncan-Andrade also co-founded the CRE Group and the Teaching Excellence Network (TEN) to support schools and districts to build and support similar practices in their communities.
The result of these unique methods is nothing but triumph. Duncan-Andrade has been ranked as one of the nation’s most influential scholars by EdWeek’s Public Influence Rankings. His work and methods of teaching have been widely studied and acclaimed for producing uncommon levels of social and academic success for students.  His research interests and publications span the areas of youth wellness, trauma responsiveness, curriculum change, teacher development and retention, critical pedagogy and cultural and ethnic studies. He works closely with teachers, school site leaders, union leaders and school district officials to help them develop classroom practices and school cultures that foster self-confidence, esteem and academic success among all students.
Duncan-Andrade also lectures around the world and has authored numerous journal articles and book chapters on effective practices in schools. He has written three books. In 2016, Duncan-Andrade was part of the great educators invited to the White House on National Teacher Appreciation Day by President Obama, and in 2019 he was chosen as the Laureate for the prestigious Brock International Prize in Education. In 2021, he was selected to join the board of Prevent Child Abuse America. He holds a Ph.D. in Social and Cultural Studies in Education and a Bachelor of Arts degree in Literature, both from the University of California–Berkeley.

Thursday, March 13, 2025: Julia Martin, Brustein and Manasevit

Julia Martin is Director of Policy and Government Affairs at the Bruman Group (formerly Brustein & Manasevit), where she has monitored Congressional, regulatory, and court action for more than a decade. She joined the Firm in January of 2011, and had previously worked in Congress for both the Committee on Education and Labor and a member of Congress.

Notable Speakers

Thursday, March 13, 2025: Shaun Walker

Shaun Walker serves as an Information Technology Specialist for the California Longitudinal Pupil Achievement Data System (CALPADS) within the California Department of Education (CDE). In this role, Shaun acts as a bridge between various CDE program areas, which contribute data to CALPADS, and the technical staff responsible for managing the system. With 15 years of experience as an Educator, both inside and outside of the classroom, Shaun brings a wealth of personal experience to comprehending data collection and submission, ensuring the acquisition and maintenance of high-quality data, and navigating the intricacies of the process.
Shaun also offers valuable support and subject matter knowledge to school districts and charter schools through quarterly County Office of Education Data Collaborative meetings held statewide. The most rewarding aspect of Shaun's job, however, is the relationships built with users, whether through in-person interactions, virtual meetings, or email communication.

Thursday, March 13, 2025: Kimberly Mudhenk

Kimberly Mundhenk is an Administrator in the Accountability Development and Policy Analysis Unit at the California Department of Education. With a Master's degree in Education Public Policy, Kimberly has dedicated over two decades to the field of education and policy in California. Her career in education began as a middle school Math/Science teacher in the Los Angeles Unified School District. Since joining the California Department of Education in 2015, Kimberly has shaped accountability measures and policies through the California School Dashboard, Accountability Report Cards and state/federal support determinations.

Contact Information

Carrie Lopes
Email: AllTitlesConference@cde.ca.gov.

Title I, Part A | Title I, Part B | Title I, Part C | Title I, Part D | Title I, Part E | Title I, Part F | Resources

Title I, Part A – Improving Basic Programs Operated by LEAs

The purpose of Title I, Part A is to improve basic programs operated by local educational agencies (LEAs) by consulting with teachers, principals, pupil services personnel, administrators, other staff, and parents; and coordinating with other programs under this Act, the Individuals with Disabilities Education Act (20 United States Code [U.S.C.] 1400 et seq.), the Carl D. Perkins Vocational and Technical Education Act of 1998, the Head Start Act, the Adult Education and Family Literacy Act, and the McKinney-Vento Homeless Assistance Act.

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Title I, Part B – State Assessment Grants

The purpose of Title I, Part B is to allow states to pay the costs of the development of the State assessments and standards adopted under the Every Student Succeeds Act (ESSA) Section 1111(b), and administer those assessments or to carry out other assessment activities pursuant to ESSA Section 1201. The complete text of the ESSA (PDF) is located on the U.S. Department of Education (ED) web page. Each LEA, or consortium of LEAs, seeking a subgrant under this subsection shall submit an application to the State at such time, in such manner, and containing such other information as determined necessary by the State. The application shall include a description of the agency’s or consortium’s needs relating to the improvement of assessment quality, use, and alignment. The Assessment Development & Administration Division manages the development and administration for all Statewide assessments.

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Title I, Part C – Education of Migratory Children

The purpose of Title I, Part C is to assist States in supporting high-quality and comprehensive educational programs and services during the school year and, as applicable during summer or intersession periods, that address the unique needs of migratory children; to ensure that migratory children who move among the States are not penalized in any manner by disparities among the States in curriculum, graduation requirements, and challenging State academic standards; to ensure that migratory children receive full and appropriate opportunities to meet the same challenging State academic standards that all children are expected to meet; the help migratory children overcome education disruption, cultural and language barriers, social isolation, various health-related problems, and other factors that inhibit the ability of such children to succeed in school; to help migratory children benefit from State and local systemic reforms. The Migrant Education Program (MEP) is a federally funded program authorized by Title I, Part C of the Elementary and Secondary Education Act (ESEA), as reauthorized by the ESSA. The purpose of the MEP is to assist in supporting high-quality and comprehensive educational programs and services for migratory children during and beyond the school year and to help reduce the educational disruptions and other problems that result from repeated moves.

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Title I, Part D – Prevention and Intervention Programs for Children and Youth Who are Neglected, and Delinquent, or At-Risk

The purpose of Title I, Part D is to improve educational services for children and youth in local and throughout state institutions for neglected or delinquent children and youth so that such children and youth have the opportunity to meet the same challenging state academic content standards and challenging state student academic achievement standards that all children in the State are expected to meet.

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Title I, Part E – Flexibility for Equitable Per-Pupil Funding

The purpose of Title I, Part E is to provide LEAs with flexibility to consolidate eligible Federal funds and State and local education funding in order to create a single school funding system based on weighted per-pupil allocations for low-income and otherwise disadvantaged students. Title I, Part E is a pilot program that allows ED to work directly with LEAs to create “flexible funding” programs where federal, State, and local money is distributed on a per-pupil basis. The complete text of the ESSA (PDF) is located on the ED web page.

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Title I, Part F – General Provisions

The purpose of Title I, Part F is to provide general provisions required of each state educational agency (SEA) that receives Title I funds, to include creating a State committee of practitioners to advise the State in carrying out its responsibilities under Title I. The California Practitioners Advisory Group will provide input to the SEA regarding ongoing efforts to establish a single coherent local, state, and federal accountability system. The advisory committee will also serve as the state’s committee of practitioners under Title I requirements. The committee will also review any State rules and regulations relating to Title I of the ESEA, as reauthorized by the ESSA, in order to advise the State in carrying out its Title I responsibilities.

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Resources

ESSA
Information regarding the ESSA and the development of California's plan to implement the new federal education act.

Text of the ESEA as reauthorized by the ESSA (October 24, 2017) (PDF)
ED PDF version of the ESSA.

Schoolwide Programs
A comprehensive program to improve outcomes for all students in a Title I, Part A school.

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