Title I, Part A - Foster Care DISTRICT CONTACT: CATHY WEBB / 918-623-1874 / firstname.lastname@example.org
Children in foster care often and inadvertently change schools, which along with enrollment delays and record transfers can have a significant disruptive impact on their academic progress. Studies have shown that children in foster care face an increased risk of grade retention, gaps in academic achievement, low high school graduation rates, and postsecondary enrollment.
Recognizing these adverse educational outcomes, the new foster care provisions under Title I of ESSA require State Educational Agencies (SEAs) and LEAs to collaborate with Child Welfare Agencies (CWAs) to ensure educational stability and minimize educational disruptions for children in foster care.
Among other provisions, the educational stability includes assurances that (1) a child in foster care will remain in the child’s school of origin, unless a determination is made that it is not in the child’s best interest to remain in that school and (2) if a determination is made that it is not in the child’s best interest to remain in the school of origin, the child will be immediately enrolled in the school of residence, even if the child is unable to produce records normally required for enrollment. These will help ensure that children in foster care experience minimal disruption to their education during moves and placement changes.
In implementing these provisions, SEAs, LEAs, and CWAs must ensure compliance with other applicable laws, such as Title VI of the Civil Rights Act of 1964 (Title VI), the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 (Section 504), among others. Taken in totality, these provisions promote greater stability for children in foster care so that they can continue their education without disruption, maintain important relationships with peers and adults, and have the opportunity to achieve college- and career-readiness.
Title IV, Part A - Student Support and Academic Enrichment DISTRICT CONTACT: AMY DUNCAN / 918-623-1874 / email@example.com
The purpose of this subpart is to improve students’ academic achievement by increasing the capacity of States, local educational agencies, schools, and local communities to (1) provide all students with access to a well-rounded education; (2) improve 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 (Title IV, Part A, ESSA § 4001).
Title V, Part B - Rural Education Initiative DISTRICT CONTACT: AMY DUNCAN / 918-623-1874 / firstname.lastname@example.org
The purpose of this subpart is to address the unique needs of rural school districts that frequently (1) lack the personnel and resources needed to compete effectively for Federal competitive grants; and (2) receive formula grant allocations in amounts too small to be effective in meeting their intended purposes. (Title V, Part B, ESSA § 5202)
Title IX, Part A - Homeless Children and Youths DISTRICT CONTACT: AMY DUNCAN / 918-623-1874 / email@example.com
The purpose of this subpart is to ensure that each child of homeless individual and each homeless youth have equal access to the same free, appropriate public education, including a public preschool education, as provided to other children and youth (Title IX, Part A, ESSA §9101).
ENGLISH LANGUAGE LEARNERS DISTRICT CONTACT: CATHY WEBB / 918-623-1874 / firstname.lastname@example.org
The purposes EL assistance are:1) to help ensure that English learners, including immigrant children and youth, attain English proficiency and develop high levels of academic achievement in English; 2) to assist all English learners, including immigrant children and youth, to achieve at high levels in academic subjects so that all English learners can meet the same challenging State academic standards that all children are expected to meet; 3) to assist teachers (including preschool teachers), principals and other school leaders, State educational agencies, local educational agencies, and schools in establishing, implementing, and sustaining effective language instruction educational programs designed to assist in teaching English learners, including immigrant children and youth; 4) to assist teachers (including preschool teachers), principals and other school leaders, State educational agencies, and local educational agencies to develop and enhance their capacity to provide effective instructional programs designed to prepare English learners, including immigrant children and youth, to enter all-English instructional settings; and 5) to promote parental, family, and community participation in language instruction educational programs for the parents, families, and communities of English learners.