Federal Grants In Charlotte County

Overview

Title I
Support Services for Economically Disadvantaged Children
Title II
Recruitment and Training of Instructional personnel
Title III
Support Services for English Language Learners (ELL)
Title IV
Student Support and Academic Enrichment
UniSIG
Unified School Improvement
ILFD
Instructional Leadership and Faculty Development
Title X
Homeless Education Project

Consultation with Private School Officials

Charlotte County Public Schools consults with the officials of private schools located in Charlotte County in a timely manner for the design and development of educational programs, per NCLB section 9501. Any questions should be directed to Ashley Monier, Charlotte County Public Schools, Coordinator of State and Federal Programs.

Title I: Part A

Title I is the largest federal program supporting education. The program provides supplemental educational services for all children to have a fair, equal and significant opportunity to obtain a high-quality education.

Title I provides flexible funding that may be used to provide instructional staff, professional development, extended-time programs, and other strategies for raising student achievement in high-poverty schools. Title I targets these resources to the schools where the needs are the greatest.

Title I services for private school students are developed in consultation with officials of the private schools. The amount of Title I funds allocated to each participating public school attendance area is determined on the basis of the total number of low-income students, both public and private, residing in the schools' attendance area. Expenditures for private school students in each area generally are determined based on the number of students from low-income families residing in that area who attend the private school.

Parents Right to Know | Title I School Parent Survey Report

How does each school plan their Title I Program?

The School Improvement Plan lists activities designed to improve student performance and improve the quality of instructional services that support student learning. Schools do a comprehensive needs assessment that considers student performance data, historical trends, and other important factors that affect the achievement of various student groups. A planning team made up of teachers, parents, and an administrator use this process to identify academic needs of students and prioritize services to assist students not yet meeting Florida's academic proficiency standards.

Parent Involvement

Educational research demonstrates that students have higher academic achievement when their parents are involved in their education. There are many ways that parents can be involved in the education of their children. Just a few of them include:

  • Reading to or with your child daily
  • Using shopping trips as opportunities to discuss budgeting, practice math facts, and help make them savvy consumers
  • Helping your children see connections between what they are learning in school and real world applications
  • Attending school events, such as: The Family Reading Experience (book checkout), School Advisory Council (SAC) and Parent Teacher Organization (PTO) meetings, curriculum nights, concerts, plays and athletic events.

To learn more about ways to become involved in the education of your child, or to read more about the research, visit the Florida Partnership in Education Center website

How do schools qualify to receive Title I funds?

Each year the school district ranks schools based on the percentage of students receiving free and reduced price lunch at each school. The district is required to serve schools above the 75% level unless the school receives an equal or greater amount of supplemental funds from other federal or state funding sources. Currently all 10 elementary schools, Port Charlotte and Murdock Middle Schools, and the Academy are Title I schools.

How can Title I funds be used at the school site?

Title I funds can be used to:

  • Add more teachers and/or paraprofessionals to assist students in meeting high academic standards.
  • Acquire additional materials for reading, math, writing and science.
  • Provide teachers with additional professional development opportunities that align with student academic content areas.
  • Encourage partnerships among schools and parents.

Which schools are Title I schools?

Florida Department of Education Information

Florida's Annual Measurable Objectives (AMOs) in Compliance with ESEA Waiver Requirements:

Overview

Florida's waiver from reporting Adequate Yearly Progress (AYP) under the Elementary and Secondary Education Act (ESEA) requires the state to report performance on annual measurable objectives (AMOs) in several areas of academic achievement. Information specifically required by the U.S. Department of Education for this annual reporting includes the following indicators that will be included in the School Public Accountability Reports (SPARs), which can be access online at http://doeweb-prd.doe.state.fl.us/eds/nclbspar/index.cfm.

For the "all students" group and each subgroup described in ESEA section 1111(b)(2)(C)(V)(II) or 20 USC Section 6311(b)(2)(C)(V)(II)--

  • information on student achievement at each proficiency level
  • data comparing actual achievement levels to the State's annual measurable objectives (AMOs)
  • the percentage of students not tested
  • performance on the other academic indicator for elementary and middle schools (writing)
  • graduation rates for high schools
In addition, as data becomes available, Florida will report the performance of its students on NAEP, TIMSS, PIRLS, and PISA compared to the highest performing states and nations. This AMO is designed to keep Florida moving forward toward national and international competitiveness. Florida will compare its NAEP scores to those of the top five states and its TIMSS, PIRLS, and PISA scores to those of the ten top-performing nations.

Subgroup Status

Students are included in the following subgroups for data reporting and to monitor possible achievement gaps:

  • American Indian (Race)
  • Asian (Race)
  • Black or African American (Race)
  • Hispanic (Ethnicity)
  • White (Race)
  • Economically Disadvantaged (Lunch Status)
  • English Language Learners (ELLs)
  • Students With Disabilities (SWDs)
  • All Students
Students are classified in subgroups based on reported Survey 3 data (February survey reporting period). Applicable data elements include:
  • Race
  • Ethnicity (for Hispanic classification)
  • English Language Learners: PK (for ELL status)
  • Exceptionality: Primary (for SWD status)
  • Exceptionality: Other (for SWD status)
  • Lunch Status (for Economically Disadvantaged status)
Additional information on AMOs can be located at http://schoolgrades.fldoe.org/pdf/1314/Amo.pdf.

Annual Measuable Objectives (AMOs)

You can view this years AMOs by visiting http://schoolgrades.fldoe.org/.

Florida Department of Education

Visit the Florida Department of Education Website

Title II: Part A

Title IIA provides supplemental resources for the purpose of recruitment and training of instructional personnel and school leadership (principals and assistant principals). With the enhancement of the No Child Left Behind legislation, a primary focus of Title IIA is to ensure that all instructional and leadership personnel meet the requirements under the definition of "Highly Qualified" through recruitment and training efforts, with particular attention to the schools that receive funds from Title IA.

Private school leaders and instructional personnel can access training and recruitment programs funded through Title IIA. Participation is provided on an equitable basis proportional to student enrollment and classification. Access to services is provided upon consultation.

Title III: Part A

Title III, Supplementary Instructional Support for English Language Learners (ELL) is a federal program that provides supplemental materials or programs to support all K-12 ELL students so that they may graduate from high school and enroll in some type of post-secondary program. These items are supplementary and may not supplant any materials or programs that already exist in the schools. The target areas for this grant to support are reading and language arts. The grant also provides assistance in the content areas to make them comprehensible for all ELL students. The goal is for all ELL students to acquire strong English language skills and be academically proficient, as measured by state assessments.

Private school personnel can access Title III funds. They are provided on an equitable basis based upon the ELL student population and needs. Access to these services is available upon consultation.

Title IV: Student Support and Academic Enrichment

The Every Student Succeeds Act (ESSA) reauthorizes the Elementary and Secondary Education Act of 1965 (ESEA). ESSA reflects the civil rights tradition of ESEA, which reflects our nation's longstanding commitment to equity of opportunity for all students. The new law has a clear goal of ensuring that our education system prepares every child to graduate from high school ready to thrive in college and careers. The ESEA includes a number of provisions that promote equitable access to educational opportunity, including holding all students to high academic standards, ensuring meaningful action is taken to improve the lowest-performing schools and schools with underperforming student groups and providing more children with access to high-quality preschool.

Newly authorized under subpart 1 of Title IV, Part A of the ESEA, the Student Support and Academic Enrichment (SSAE) program is intended to help meet these goals by increasing the capacity of State educational agencies (SEAs), local educational agencies (LEAs), schools and local communities to:

  1. Provide students with access to a well-rounded education,
  2. Improve safe and healthy school conditions for student learning, and
  3. Improve the use of technology in order to improve the academic achievement and digital literacy of all students. (ESEA section 4101).

Private school leaders and instructional personnel can access training and recruitment programs funded through Title IV.

UniSIG: Unified School Improvement

UniSIG funds are allocated to local educational agencies (LEAs) to serve schools implementing comprehensive support and improvement activities or targeted support and improvement activities under section 1111(d) of ESSA, in alignment with Goal 1 of the Florida State Board of Education's K-20 Strategic Plan.

ILFD: Instructional Leadership and Faculty Development

The ILFD grant provides professional development for principals and other LEA administrators in instructional and human resource leadership positions focused on the use of teacher evaluations to improve instruction, aligning instruction with the LEA's curriculum and state standards, best financial practices, and other leadership responsibilities that support student achievement through job-embedded delivery and through either regional, local, or digital formats.

Title X: Part C — Homeless Education Project

For more information regarding the Homeless Education Project please visit the Charlotte County Homeless Education Project Page.

Every Child Has a Right to an Education!

The Federal McKinney-Vento Homeless Assistance Act states that children and youth who lack a fixed, regular, and adequate nighttime residence are considered homeless.

If, due to a loss of housing, a child must live in a shelter, motel, vehicle, or campground, on the street, in abandoned buildings, or doubled-up with relatives or friends, then he/she is eligible to receive services provided under the McKinney-Vento Act.

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.

The goal of the Charlotte County Public Schools (CCPS) Education Project for Students "in Transition" is to help students in temporary accommodations achieve academic success!