The purpose of Title I of ESSA is to provide all children significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps. Title I, Part A, supports campuses in implementing either a schoolwide program (SWP) or a targeted assistance program (TAP). All of La Porte ISD’s schools are Title I schoolwide programs.
Each Title I, Part A Schoolwide Program is required to have the following 3 elements:
Element 1
Campuses operating a schoolwide program must conduct a comprehensive needs assessment of the entire school that includes:
The comprehensive needs assessment is a thorough process that includes the identification of areas of strength, areas of need, and a prioritization of needs based on a variety of data sources.
Element 2
An eligible school operating a schoolwide program shall develop a comprehensive plan that—
Element 3
A campus that receives Title I, Part A funds must conduct outreach to all parents and family members and implement programs, activities, and procedures for the involvement of parents and family members. Such programs, activities, and procedures shall be planned and implemented with meaningful consultation with parents of participating children.
Campus specific requirements include:
To ensure effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement, each school and LEA assisted under Title I, Part A MUST:
The purpose of Title II, Part A is to increase student achievement consistent with the challenging State academic standards; improve the quality and effectiveness of teachers, principals, and other school leaders; increase the number of effective teachers, principals, and other school leaders who are effective in improving student academic achievement in schools; and provide low-income and minority students greater access to effective teachers, principals, and other school leaders. 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.
Title II, Part A allowable activities included in the ESSA statute and in the Non-Regulatory Guidance from the U.S. Department of Education (issued on September 27, 2016) have been categorized into three areas of focus.
Title II, Part A allowable activities in the area of recruiting and retaining effective teachers and principals include activities in the following categories:
Title II, Part A allowable activities in the area of professional development and educator growth include activities in the following categories.
Title II, Part A other evidence-based allowable activities can be categorized into the following categories.
Title III, Part A of the Elementary and Secondary Education Act (ESEA), as reauthorized under the Every Student Succeeds Act (ESSA), aims to ensure that English learners (ELs) and immigrant students attain English proficiency and develop high levels of academic achievement in English. Title III will also assist all English learners meet the same challenging State academic standards that all children are expected to meet.
Title III, Part A is meant to:
The Elementary and Secondary Education Act of 1965, as reauthorized by the Every Student Succeeds Act (ESSA) of 2015, established Title IV, Part A, the Student Support and Academic Enrichment Grant Program (SSAE). The overarching goal of Title IV, Part A, is to increase the capacity of state education agencies, local educational agencies (LEAs), campuses, and communities to meet the following three goals:
Allowable Activities:
Allowable Activities:
Allowable Activities:
The federal legislation that funds career and technical education (CTE), the Carl D. Perkins Career and Technical Education Act, was most recently reauthorized in 2018 as the Strengthening Career and Technical Education Act for the 21st Century (Perkins V). Perkins V includes key changes that will impact the implementation of CTE programs, such as an added emphasis on programs of study, the addition of a Comprehensive Local Needs Assessment, and the introduction of new program quality indicators.
The Perkins V Act’s purpose is to develop more fully the academic knowledge and technical and employability skills of secondary and postsecondary students enrolled in CTE programs of study, primarily by
Each eligible recipient that receives funds under this part shall use such funds to develop, coordinate, implement, or improve career and technical education programs to meet the needs identified in the comprehensive needs assessment described in section 134(c).
Funds made available to eligible recipients under the Perkins V grant shall be used to support career and technical education programs that are of sufficient size, scope, and quality to be effective and that—
The six requirements for eligible recipients of Perkins funding may be fulfilled entirely with Perkins funding or with a combination of Perkins and other funding sources. All six required uses of funds must be fulfilled for a district to receive Perkins funds.