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Title I, Part A - Basic
This program provides financial assistance through State educational agencies (SEAs) to local educational agencies (LEAs) and public schools with high numbers or percentages of poor children to help ensure that all children meet challenging State academic content and student academic achievement standards.
LEAs target the Title I funds they receive to public schools with the highest percentages of children from low-income families. Unless a participating school is operating a schoolwide program, the school must focus Title I services on children who are failing, or most at risk of failing, to meet State academic standards. Schools enrolling at least 40 percent of students from poor families are eligible to use Title I funds for schoolwide programs that serve all children in the school.
Title I is designed to support State and local school reform efforts tied to challenging State academic standards in order to reinforce and amplify efforts to improve teaching and learning for students farthest from meeting State standards. Individual public schools with poverty rates above 40 percent may use Title I funds, along with other Federal, State, and local funds, to operate a "schoolwide program" to upgrade the instructional program for the whole school. Schools with poverty rates below 40 percent, or those choosing not to operate a schoolwide program, offer a "targeted assistance program" in which the school identifies students who are failing, or most at risk of failing, to meet the State's challenging performance standards, then designs, in consultation with parents, staff, and district staff, an instructional program to meet the needs of those students. Both schoolwide and targeted assistance program, must be based on effective means of improving student achievement and included strategies to support parental involvement.
Marshall County School district distributes its Title I funds in the following areas for the 2019-2020 School Year:
Salaries/Benefits of employees: 60%
Technology Equipment: 14%
Instructional Supplies and Software: 11%
Professional Development for employees: 9%
· To increase academic achievement by improving teacher and principal quality;
· To increase the number of highly qualified teachers in classrooms;
· To improve the skills of principals and assistant principals in schools;
· To increase the effectiveness of teachers and principals by holding LEAs and schools accountable for
· improvements in student academic achievement; and
· To combine the former Eisenhower Professional Development Program and the former Class-Size Reduction Initiative into one funding program.
Uses of Funds
· To recruit, hire and retain highly qualified teachers and principals;
· To provide research-based, high-quality professional development activities;
· To support the acquisition of advanced degrees to the extent that doing so is consistent with the LEA's
· needs assessment and local plan;
· To provide training activities to enhance the involvement of parents in their child's education;
· To pay the salary of a highly qualified replacement teacher when the regular classroom teacher is on
· To pay the costs of State tests required of new teachers to determine whether they have subject matter
· competency and to assist them in meeting State certification requirements;
· To purchase supplies or instructional materials used as part of professional development activities and; To carry out teacher advancement initiatives that promotes professional growth.
Title III, Part A - English Language Learners
The Mississippi Department of Education (MDE) provides statewide leadership in promoting high quality education for English language learners (ELLs). Often referred to as limited English proficient (LEP) students, the MDE prefers the term English language learners (ELLs).
The purpose of the Title III program is to ensure that limited English proficient (LEP) children, including immigrant children and youth, master English and meet the same rigorous standards for academic achievement as all children are expected to meet, including meeting challenging State academic content and student academic achievement standards by developing high-quality language instruction educational programs.
Definition of English Language Learners (ELL)
Students who are English Language Learners are classified as Limited English Proficient (LEP) or Immigrant Children and Youth. Those classifications are defined below:
The MDE wishes to identify major issues affecting the education of English Language learners, and to assist and support local school districts' efforts to emphasize high academic standards, school accountability, professional development and parent involvement.
Title IV – Student Support and Academic Enrichment
The Every Student Succeeds Act (ESSA) was signed into law in December 2015. It reauthorized the Elementary and Secondary Education Act of 1965 (ESEA). Newly authorized under subpart 1 of Title IV, Part A of the ESEA is the Student Support and Academic Enrichment (SSAE) program. The SSAE program is intended to improve students’ academic achievement by increasing the capacity of State educational agencies (SEAs), local educational agencies (LEAs), 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 to improve the academic achievement and digital literacy of all students.
Title V – Rural and Low Income Schools
The purpose of the Rural and Low-Income School (RLIS) grant program is to provide rural districts with financial assistance for initiatives aimed at improving student achievement. The grant is non-competitive, and eligibility is determined by statute.
Awards are issued annually to state education agencies (SEAs), which make sub-grants to local education agencies (LEAs) that meet the applicable requirements. Awards are made to all SEAs that apply and meet the applicable requirements of the act (see legislative citation above).
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