Federal Programs Overview
Elementary and Secondary Education Act
On December 10, 2015, Every Student Succeeds Act (ESSA) was signed into law, which will take the place of the No Child Left Behind Act of 2001 (NCLB) and includes major revisions to the previous statute.
West Orange-Cove CISD receives funding for the following entitlement programs:
- Title I, Part A
- Title II, Part A
- Title III, Part A
- Title IV, Part A
Title I, Part A – Improving the Academic Achievement of the Disadvantaged
Title I, Part A provides supplemental funding for resources to help schools with high concentrations of students from low-income families provide high-quality education that will enable all children to meet the state's student performance standards. These programs must use effective methods and instructional strategies that are grounded in scientifically-based research. The purpose of Title I, Part A is to enable campuses to provide opportunities for students to acquire the knowledge and skills contained in the challenging state content performance standards for all children.
West Orange-Cove CISD has three schools that are served as Title I Schoolwide Campuses.
- West Orange-Stark Elementary School
- West Orange-Stark Middle School
- West Orange-Stark High School
Title II, Part A – Teacher Training and Recruiting
Title II, Part A provides supplemental funding to improve student achievement. The funds are used to elevate teacher and principal quality through recruitment, hiring and retention strategies, and to increase the number of highly qualified teachers in the classroom and highly qualified principals and assistant principals in schools. The program uses scientifically based professional development interventions and holds districts and schools accountable for improvement in student academic performance.
Title III, Part A LEP –Language Instruction for Limited English Proficient and Immigrant Students
Title III, Part A LEP provides supplemental resources to local education agencies to help ensure that children who are limited English proficient attain English proficiency at high levels in core academic subjects to meet the same challenging state mandated achievement performance standards as all children are expected to meet.
State Compensatory Education
The goal of the State Compensatory Education program is to reduce any disparity in performance on state assessments and in rates of high school completion between students at risk of dropping out of school and all other district students. Expenses must directly impact students. State Compensatory Education programs/services must be accelerated, intensive, and focused on students at-risk of dropping out of school according to the State At-Risk Criteria -14 Indicators.
McKinney-Vento Homeless Education Program
The McKinney-Vento program addresses the problems that homeless children and youth have faced in enrolling, attending, and succeeding in school. Under this program, State educational agencies (SEAs) 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. LEAs must ensure homeless students have access to the services they are entitled to so they are empowered to achieve the same state academic standards required of all students. Homeless children and youth should be integrated into the student body at large and may not be separated from the mainstream school environment. States and districts are required to review and undertake steps to revise laws, regulations, practices, or policies that may act as a barrier to the enrollment, attendance, or success in school of homeless children and youth. (Texas Education Agency, 2014)
Who is homeless? (Sec. 725) The term "homeless children and youth"— (A) means individuals who lack fixed, regular, and adequate nighttime residence …; and (B) includes— (i) children and youths who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative accommodations; are living in emergency or transitional shelters; are abandoned in hospitals; or are awaiting foster care placement; (ii) children and youths who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings …(iii) children and youths who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and (iv) migratory children who qualify as homeless for the purposes of this subtitle because the children are living in circumstances described in clauses (i) through (iii).