Title I & Other Federal Programs
Descriptions of Federal Programs
Title I, Part A- Improving the Academic Achievement of the Disadvantaged
Title I provides federal funding to schools that serve an area with high poverty. The funding is meant to help students who are at risk of falling behind academically. The funding provides supplemental instruction for students who are economically disadvantaged or at risk of failing to meet state standards. Students are expected to show academic growth at a faster rate with the support of Title I instruction.
The Title I program originated as the Title I of the Elementary and Secondary Act of 1965. It is now associated with Title I, Every Student Succeeds Act of 2015 (ESSA). Its primary purpose was to ensure that all children were given the opportunity to be provided with a high-quality education.
Title I is the largest federally funded education program for elementary and secondary schools. Title I is also designed to focus on special needs populations and to reduce the gap between advantaged and disadvantaged students.
Title I funding serves students in core academic subject areas: Reading/Language Arts/English, Math, and Science and Social Studies.
Title I, Part A- School Improvement 1003(a)
The Title I, Part A, Section 1003(a) School Improvement Grants provide financial resources to Local Educational Agencies (LEA) on behalf of Title I schools identified as Comprehensive Support and Improvement and Targeted Support and Improvement schools. This grant is awarded to support implementation of school improvement plans required by the Elementary and Secondary Education Act (ESEA) and Georgia’s Every Student Succeeds Act (ESSA) approved by the United States Department of Education.
Schools may use funds to support interventions needed to address the school’s reason for receiving the school improvement funding. As these funds are a part of Title I, the same limitations to expenditures apply.
Title II, Part A –Supporting Effective Instruction
The mission of Title II, Part A is to provide technical assistance, resources, and program monitoring to local education agencies in support of the United States Department of Education's Title II, Part A Supporting Effective Instruction Grant's purpose of increasing academic achievement by improving the effectiveness of teachers, principals and other school leaders.
The purpose of the Title II, Part A grant is:
· To increase student achievement consistent with challenging State academic standards,
· To improve the quality and effectiveness of teachers, principals and other school leaders,
· To increase the number of teachers, principals and other school leaders who are effective in improving student academic achievement in schools, and
· To provide low-income and minority student greater access to effective of teachers, principals and other school leaders.
*Randolph County School District uses guidance in the Georgia Department of Education’s Title II, Part A Handbook for all Title II, Part A related concerns.
Title III, Part A Language Instruction for English Learners and Immigrant Student
Title III is a federally-funded program that provides eligible Local Education Agencies with funding to supplement those ESOL services already in place. School districts with large EL populations receive direct Title III allocations, while school districts with lower incidence populations are grouped into the “Georgia Title III Consortium”. The Title III Consortium allows these “low-incidence” districts to access Title III funds typically available only to districts with greater numbers of ELs. Both ESOL and Title III hold students accountable for progress in, and attainment of, English language proficiency. Upon attainment of English language proficiency, students exit from supplemental language services. Randolph County has participated in the regional Title III Consortium and is committed to an even stronger participation once the newly restructured consortium is formed.
LEAs receiving Title III funds, including members of the Title III Consortium, must participate in Cross-Functional Monitoring every three years, or annually complete the Title III Self-Assessment Report.
Title IV, Part A - Student Support and Academic Enrichment (SSAE)
Authorized in December 2015, the Every Student Succeeds Act (ESSA) introduced a new block formula grant under Title IV, Part A with a wide range of allowable uses. Title IV, Part A, Student Support and Academic Enrichment (SSAE) grants are intended to improve students’ academic achievement by increasing the capacity of States, LEAs, schools, and local communities to:
· Provide all students with access to a well-rounded education,
· Improve school conditions for student learning, and
· Improve the use of technology in order to improve the academic achievement and digital literacy of all students. (ESEA section 41?01).
Title V-B, Rural and Low Income
The Rural Education Achievement Program (REAP) of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act of 2015 (ESSA) assists eligible LEAs in addressing local academic needs more effectively by giving them greater flexibility in the use of limited federal resources. Programs under subparts 1 and 2 are designed to address the unique needs of rural school districts that frequently (1) lack the personnel and resources to compete effectively for federal competitive grants; and (2) receive formula allocations in amounts too small to be effective in meeting their intended purposes.
Title IX, Part A McKinney-Vento Education for Homeless Children and Youth
The McKinney-Vento Education for Homeless Children and Youth program is designed to address the problems that homeless children and youth have faced in enrolling, attending, and succeeding in school. Under this program, State educational agencies must ensure that each homeless child and youth has equal access to the same free, appropriate public education, including a public preschool education, as other children and youth.
Homeless children and youth must have access to the educational and other services that they need to enable them to meet the same challenging State student academic achievement standards to which all students are held. In addition, homeless students may not be separated from the mainstream school environment. Homeless children and youth are automatically eligible for Title I services.
The Foster Care Program focuses on school access, improved educational outcomes, and enhanced academic stability for children and youth in foster care. The provisions derived from the Every Student Succeeds Act (ESSA) establish guidelines for recognizing and addressing the unique needs of foster care children and youth. The Foster Care Program has the responsibility of working closely with local child welfare agencies and local educational agencies to identify children and youth in foster care and to ensure the successful implementation of ESSA provisions.