Federal & State Programs
- Federal Programs
- Title I Part A
- State Compensatory Education
- Parent & Family Engagement
- ESSER Information
Every Student Succeeds Act
Elementary and Secondary Education ActThe Elementary and Secondary Education Act (ESEA) is a United States federal statute originally enacted in 1965. These federal funds are authorized for supplemental: professional development, instructional materials, and resources to support educational programs, and parental involvement programs. The current reauthorization of ESEA is the Every Student Succeeds Act (ESSA).
Carrollton-Farmers Branch ISD receives funding for the following entitlement programs within the Elementary and Secondary Education Act.
- Title I, Part A
- Title II, Part A
- Title III, Part A: English Learners (EL) and Immigrant (IM)
- Title IV, Part A
Title I, Part A
Improving the Academic Achievement of the Disadvantaged
Provides supplemental funding for resources to help schools with high concentrations of students from low-income families provide a high-quality education that will enable all children to meet the state’s student performance standards. These programs must use effective methods and instructional strategies that are grounded in scientifically-based research.
Title II, Part A
Teacher Training and Recruiting
Provides supplemental funding to improve student achievement. The funds are used to elevate teacher and principal quality through recruitment, hiring and retention strategies, and to increase the number of highly qualified teachers in the classroom and highly qualified principals and assistant principals in schools. The intent of the funding is to support educators in their work to improve the overall quality of instruction and ensure equity of educational opportunity for all students. The program uses scientifically based professional development interventions and holds districts and schools accountable for improvements in student academic performance.
Title III, Part A: English Learners and Immigrants
Language Instruction for English Learners
Provides supplemental resources to local education agencies to help ensure that English Learners and/or immigrant students attain English proficiency at high levels in core academic subjects to meet state mandated achievement performance standards. Title III will also assist all English learners meet the same challenging State academic standards that all children are expected to meet.
Title IV, Part A
Student Support and Academic Enrichment
- Provides all students with access to a well-rounded education.
- Improves schools conditions for student learning.
- Improves the use of technology in order to improve the academic achievement and digital literacy of all students
Private Non-Profit (PNP) Schools
School districts who receive federal grant funds are required to provide equitable services for eligible PNP school children, teachers, and other educational personnel. The term “equitable services” refers to the process of providing students, teachers, staff, and families at eligible PNPs fair access to federally funded education programs and services, as appropriate. Services provided by the LEA for private school participants are designed to meet their educational needs and supplement the educational services provided by the private school. Educational services or other benefits, including materials and equipment, provided under this section, shall be secular, neutral, and non-ideological. The process depends on a “timely and meaningful consultation” between ISD officials and officials of eligible PNP Schools.*
A Private Non-Profit (PNP) school may opt to participate in applicable programs if it meets the following specifications:
- The private school holds not-for-profit status. A home school is considered a private school if it has official nonprofit status (i.e. have a tax exempt identification number)
- The private school submits appropriate documents to determine eligibility, as requested
- The private school and/or its students (depending upon the program of interest) are located within the geographic jurisdiction of a local educational agency (LEA) that is eligible and receives funding. If the LEA does not receive funds for a specific program, it is not possible for the PNP to receive funds for that program
Under 34 CFR 77.1, the term “nonprofit” as applied to an agency, organization, or institution means it is owned and operated by one or more corporations or associations whose net earnings do not benefit, and cannot lawfully benefit, any private shareholder or entity. If a church that operates a school meets the definition of nonprofit, the school does not need separate nonprofit status. (USDE Office of General Counsel).
Equitable services are provided to eligible Private Non-Profits Schools under the following federal ESSA Title programs:
- Title I, Part A: Improving Basic Programs for Educationally Disadvantaged Students
- Title II, Part A: Supporting Effective Instruction
- Title III, Part A: English Learners (EL)
- Title IV, Part A: Student Support and Academic Enrichment Grants
Title I, Part A of the Elementary and Secondary Education Act
Improving the Academic Achievement of the Disadvantaged
Title I is a federally funded grant program, part of the Elementary and Secondary Education Act (ESEA) of 1965. ESEA was reauthorized by the Every Student Succeeds Act (ESSA). Title I, Part A provides supplemental funding for resources to help schools with high concentrations of students from low-income families provide a high-quality education that will enable all children to meet the state’s student performance standards. Title I, Part A supports schools in implementing either a schoolwide program or a targeted assistance program. These programs must use effective methods and instructional strategies that are grounded in scientifically based research.
The program is designed to accomplish four primary goals:
- provide supplementary education to students eligible for services;
- provide additional funding to schools and districts serving high concentrations of children from low-income families;
- focus educators on the needs of special student populations; and
- improve the academic achievement of eligible students, reduce performance gaps between advantaged and disadvantaged students, and assist eligible students in meeting high academic standards.
For a school to qualify as a Title I Schoolwide program, the campus must have a student population of at least 40% or more that are economically disadvantaged (i.e. students who qualify for free or reduced meals).
Carrollton-Farmers Branch ISD currently has 33 schools that are served as Title I Schoolwide Campuses.
- Blair Elementary
- Blanton Elementary
- Carrollton Elementary
- Central Elementary
- Country Place Elementary
- Davis Elementary
- Farmers Branch Elementary
- Freeman Elementary
- Furneaux Elementary
- Good Elementary
- Kent Elementary
- Landry Elementary
- McKamy Elementary
- McLaughlin/Strickland Elementary
- McWhorter Elementary
- Rainwater Elementary
- Riverchase Elementary
- Rosemeade Elementary
- Sheffield Elementary
- Stark Elementary
- Thompson Elementary
- Blalack Middle School
- Bush Middle School
- Field Middle School
- Long Middle School
- Perry Middle School
- Polk Middle School
- Creekview High School
- Ranchview High School
- Smith High School
- Turner High School
- Early College High School
- Bea Salazar Alternative School
Each of these schools is given an allocation of Title I Part A funds through a specified formula. The school must spend those funds on strategies that will directly impact student instruction (such as academic interventions, instructional programs, supplemental teachers, etc.), professional development trainings for teachers, and Parent and Family Engagement activities.
All activities and/or resources paid with Title I, Part A funds must be:
- identified in the Comprehensive Needs Assessments, and
- included in the Campus Improvement Plan, and
- reasonable, necessary, allocable, and allowable, and
- meet all EDGAR requirements, and
- all district policies and procedures must be followed.
- Campus Improvement Plan (CIP)
- Parents' Right to Know
- Student Achievement
- Parent & Family Engagement
The purpose of the Campus Improvement Plan is to align goals, objectives, strategies, and actions which will lead to high levels of performance for all students and student groups, close achievement gaps, and support systematic change. The planning process is directly linked to and begins with Comprehensive Needs Assessment (CNA).
Notification to Parents of Teacher/Paraprofessional Qualifications:
In accordance with Every Student Succeeds Act (ESSA)/ PARENTS’ RIGHT-TO-KNOW, this is a notification to every parent of a student in a Title I school that you have the right to request and receive in a timely manner:
- a) information regarding the professional qualifications of your student’s classroom teachers and/or paraprofessionals.
The information regarding the professional qualifications of your student’s classroom teachers/paraprofessional shall include the following:
- If the teacher has met state certification/qualification criteria for the grade level and subject areas taught:
- If the teacher is teaching under emergency or other provisional status through which state certification/qualification criteria are waived;
- The teacher is assigned in the field of discipline of the certification;
- Whether the student is provided services by paraprofessionals, and if so, their qualifications [ESSA 1112(e)(1)(A)(i)-(ii)]
In addition to the above information you will be notified if your student has been taught for four or more consecutive weeks by a teacher who does not meet the applicable state certification requirements at the grade level and subject area in which the teacher has been assigned. [ESSA 1112(e)(1)(B)(ii)]
Teachers may meet this requirement if the district is implementing its approved District Innovation teacher certification policy or if the teacher meets the State Certification assignment rules.
If you would like to receive any additional information about any of the above issues, please contact your child’s campus principal.
The Parent and Family Engagement provisions in Title I, Part A reflect the four principles in ESEA/ESSA. Specifically, these provisions stress a shared partnership between schools and families for high academic achievement, including (a) supplemental educational services for eligible children in low-performing schools, (b) local development of Parent and Family Engagement plans with sufficient flexibility to address local needs, and (c) building parent and family capacity for using effective practices to improve their child’s academic achievement.
The Title I Parent and Family Engagement Program focuses on three categories:
- Parent and Family Information (informing parents of their rights under ESSA, as well as details of the Title I program)
- Parent and Family Engagement in Campus Decision Making: this is typically met by parents being members of the Site-Based Decision Making (CIC) committee, as well as parents being part of the committee that revised the campus Parent and Family Engagement Policy and School-Parent Compact
- Parent and Family Trainings: Campus Title I Parent and Family Engagement allocations also will be expended on providing academic trainings to parents in order to help their children succeed academically
Important requirements include:
The district must develop a District-Wide Parent and Family Engagement Plan (developed jointly with parents):
- Each Title I Schoolwide campus must develop a campus-level Parent and Family Engagement Plan (developed jointly with parents)
- Each campus must hold an annual Title I Meeting for Parents to inform parents of the school’s participation in the Title I, Part A program, and to explain the Title I, Part A requirements and the rights of parents to be involved in those programs.
- Each Title I, Part A school must jointly develop, with the parents of children served under Title I, Part A, a School-Parent Compact as a component of its written Parent and Family Engagement Policy
State Compensatory Education Evaluation
Compensatory, Intensive, and Accelerated Instruction
(a) Each school district shall use the student performance data resulting from the basic skills assessment instruments and achievement tests administered under Subchapter B, Chapter 39, to design and implement appropriate compensatory, intensive, or accelerated instructional services for students in the district’s schools that enable the students to be performing at grade level at the conclusion of the next regular school term.
(b) Each district shall provide accelerated instruction to a student enrolled in the district who has taken the secondary exit-level assessment instrument and has not performed satisfactorily on each section or who is at risk of dropping out of school.
(c) Each school district shall evaluate and document the effectiveness of the accelerated instruction in reducing any disparity in performance on assessment instruments administered under Subchapter B, Chapter 39, or disparity in the rates of high school completion between students at risk of dropping out of school and all other district students.
Refer to TEC, Section 29.081(a)
Purpose of the State Compensatory Education (SCE) Program
The State Compensatory Education Program is defined in Texas Education law as programs and/or services designed to supplement the regular education program for students identified as at risk of dropping out of school or who are economically disadvantaged.
The purpose is to increase the academic achievement and reduce the dropout rate of these at risk and/or economically disadvantaged students.
The goal of SCE is to reduce any disparity in performance on assessment instruments (STAAR, EOC) or disparity in the rate of high school completion between students at risk of dropping out of school and all other students, and between students who are economically disadvantaged and all other students.
Eligibility Criteria (State At-Risk, Econ. Disadv., Title I, Local At-Risk)
S.B. 1746 amends the Texas Education Code TEC §29.081 to identify a “student at risk of dropping out of school” to include each student who is under 26 years of age and satisfies one (or more) of the 14 state at-risk eligibility criteria.
- Identification should be conducted (for the student’s benefit) at any time during the year in order to identify those students who are eligible for ”supplemental” services under the SCE program, and to ensure timely interventions are provided for these At Risk Students.
- Additionally, H.B. 3 (86th Legislature) permits us to serve students who are “economically disadvantaged” as designated by their Meal Status in eSchool with State Compensatory Education (SCE) staff/funding (supplemental services), regardless of whether the student meets any of the at-risk criteria. A student’s meal status does not designate a student as being “at-risk”.
- All students enrolled at a Schoolwide Title I campus may receive “supplemental” SCE funded services.
- To serve a non-Title I student, using SCE staff, who does not qualify as State At-risk or Economically Disadvantaged, but needs supplemental SCE support, contact the Coordinator of Federal Funds BEFORE serving the student to determine if the student qualifies for our Local At-Risk criteria. Spaces are limited; all students served by SCE staff must meet one or more of the aforementioned criteria.
Refer to TEC, Section 29.081 and S.B. No. 1746
A “student at risk of dropping out of school” includes each student who is under 26 years of age and who:
- is in prekindergarten, kindergarten, or grade 1, 2, or 3 and did not perform satisfactorily on a readiness test or assessment instrument administered during the current school year;
- is in grade 7, 8, 9, 10, 11, or 12 and did not maintain an average equivalent to 70 on a scale of 100 in two or more subjects in the foundation curriculum during a semester in the preceding or current school year or is not maintaining such an average in two or more subjects in the foundation curriculum in the current semester;
- was not advanced from one grade level to the next for one or more school years; (Retained – stays with them for entire school career) NEW – NOTE: a student is not considered at risk of dropping out of school if the student did not advance from Pre-K or Kindergarten to the next grade level only as a result of the request of the student’s parent.
- did not perform satisfactorily on an assessment instrument administered to the student under Subchapter B, Chapter 39, and who has not in the previous or current school year subsequently performed on that instrument or another appropriate instrument at a level equal to at least 110 percent of the level of satisfactory performance on that instrument;
- is pregnant or is a parent; (Pregnant/Parent – stays with them for entire school career unless they are no longer parenting)
- has been placed in an alternative education program in accordance with Section 37.006 during the preceding or current school year;
- has been expelled in accordance with Section 37.007 during the preceding or current school year;
- is currently on parole, probation, deferred prosecution, or other conditional release;
- was previously reported through the Public Education Information Management System (PEIMS) to have dropped out of school; (dropout – stays with them for entire school career)
- is a student of limited English proficiency, as defined by Section 29.052;
- is in the custody or care of the Department of Protective Services or has, during the current school year, been referred to the department by a school official, officer of the juvenile court, or law enforcement official
- is homeless, as defined by 42 U.S.C. Section 11302, and its subsequent amendments; or
- resided in the preceding school year or resides in the current school year in a residential placement facility in the district, including a detention facility, substance abuse treatment facility in the district, emergency shelter, psychiatric hospital, halfway house, or foster group home.
- has been incarcerated or has a parent or guardian who has been incarcerated, within the lifetime of the student, in a penal institution as defined by Section 1.07, Penal Code. [“Penal institution” means a place designated by law for confinement of persons arrested for, charged with, or convicted of an offense.]
HOW CAN PARENTS HELP?
- Be certain that your child, if well, attends school each day.
- Talk to your child about school. Encourage your child’s success and effort.
- Follow the teachers’ suggestions for helping your child at home.
- Read with your child or encourage your child to read every night. Ten minutes can make an important difference.
- Be certain that your child gets enough sleep each night.
- Take your child to the library.
- Read and discuss the parent-school compact your child brings home. Sign and return it to school.
- Provide a “homework” space for your child
- Visit your child’s school and meet your child’s teachers.
- Discuss your child’s progress with the teachers.
- Volunteer to help in your child’s school.
- Participate in Title I family activities and workshops to learn about academics.
- Complete parent surveys which evaluate the program and suggest improvements.
- Attend Title I parent meetings to assist the staff in designing, implementing, and evaluating the program