Jamey Wright, Assistant Superintendent
and Federal Programs Director
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.
Title I, Part A-Basic funds generally offer:
• smaller classes or special instructional spaces
• additional teachers and aides
• opportunities for professional development for school staff extra time for teaching Title I students the skills they need a variety of supplementary teaching methods
• an individualized program for students
• additional teaching materials which supplement their regular instruction
• 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.
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 IX, Part A Homeless Education
The Union County School District is dedicated to ensuring each child who is homeless has equal access to the same free, appropriate public education available to other students. This commitment includes services to preschool students and unaccompanied youth who are homeless. Union County School District is required to maintain compliance with the McKinney-Vento Act which provides specific rights for homeless students. Union County School District has designated, the Director of Federal Programs as the McKinney-Vento Liaison. The Director of Federal Programs will assist in identifying, supporting, and ensuring the rights of homeless students and families. These rights include waiving certain requirements, such as proof of residency, when students are enrolling and allowing categorical eligibility for certain services, such as free lunch.
The Act also states:
* Students who are homeless may attend their school of origin or the school where they are temporarily residing.
* Parents or guardians of homeless students must be informed of educational and related opportunities.
* Students who are homeless may enroll without school, medical, or similar records.
* Students who are homeless and their families receive referrals to health, dental, mental health, substance abuse, housing, and other needed services.
* Students who are homeless have a right to transportation to school.
* Students must be provided a statement explaining why they are denied any service or enrollment.
* Students must be enrolled in school and receive services, such as transportation, while disputes are being settled.
* Students are automatically eligible for Title I services.
* School districts must reserve a portion of Title IA funds to serve homeless students.
* School districts must review and revise policies that serve as barriers to homeless students.
* Schools must post information in the community regarding the rights of homeless students and unaccompanied youth in schools and other places where homeless families may frequent and written in a language they can understand.
* School districts must identify a McKinney-Vento Liaison to assist students and their families.
Contact Information for the Homeless and Foster Liaison:
Jamey Wright (662) 534-1960
To protect against waste, fraud and abuse of district and federal funds, please report suspected waste, fraud or abuse to the superintendent, business manager or federal programs director by calling 662.534.1960 or by emailing email@example.com.
Provide high quality curriculum and learning materials in a supportive and effective learning environment
Provide assistance to families in understanding academic achievement standards and assessments and how to monitor your child’s progress
Provide a learning environment for all students that ensures school and classroom rules are
implemented fairly and consistently
Provide opportunities for ongoing communication between you and your child’s teacher through:
Frequent reports regarding your child’s progress
Ensuring regular communication between families and school staff to the extent
possible, in a language the family can understand
Ensure that your child is at school and on time each day
Encourage your child to show positive school behavior
Attend parent/teacher conferences when needed
Set a time and provide a quiet place for your child to complete homework
Read school notices and respond when necessary
Attend school each day with a positive attitude and ready to learn
Let your teacher know when you need help
Follow all classroom and school rules
Complete all assignments in a timely manner
Deliver all send home notices to an adult in your home
Do your very best at all times