- Title I
- Title II
- Title III
- Title IV
- Title V
- Title IX
- Parent\Family Engagement
- School Improvement
- COVID Updates
Every Student Succeeds Act (ESSA) provides financial assistance through state education agencies (SEAs) to local education agencies (LEAs) and public schools with the highest percentages of children from low-income families to help ensure that all children meet challenging state academic standards. Public schools with poverty rates of at least 40 percent may use Title I funds, along with other federal, state, and local funds, to operate a schoolwide program to upgrade the entire educational program. The school designs, in consultation with parents, staff, and district staff, an instructional program to meet the needs of students. The programs must be based on effective means of improving student achievement and include strategies to support parent and family engagement.
The Stone County School District serves Stone Elementary School and Perkinston Elementary School through schoolwide programs. These funds are utilized primarily to provide salaries and benefits for instructional interventionists, paraprofessionals, anlead teachers. Instructional supplies and technology are also provided for classrooms. Title I funding also provides a portion of salaries for school nurses and SRO services.
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The purpose of Title II, Part A is to increase student academic achievement consistent with the challenging state academic standards; improve the quality and effectiveness of teacher, principals, and other school leaders; increase the number of teachers, principals, and other school leaders who are effective in improving student academic achievement in schools; and provide low-income and minority students greater access to effective teachers, principals, and other school leaders. These funds are utilized to provide professional development for teachers, principals and other school leaders.
Title III grants are awarded to Local Educational Agencies (LEAs) to: help ensure that English Learners, including immigrant children and youth, attain English proficiency and develop high levels of academic achievement in English; 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; assist teachers, principals and other school leaders, and LEAs 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 promote parental, family, and community participation in language instruction educational programs for the parents, families, and communities of English Learners. These funds partially pay salary and benefits for a paraprofessional to provide services for EL students.
The Student Support and Academic Enrichment (SSAE) program is used to improve student 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 to improve the academic achievement and digital literacy of all students. These funds are used to purchase instructional supplies and or equipment that meet the allowable purchases guidelines. Title IV funds also provide stipends for a CCR Coordinator, Behavior Interventionist, and At-Risk Coordinator.
The Rural Education Initiative is designed to address the unique needs of small, rural local education agencies (LEAs) that frequently lack the personnel and resources needed to compete effectively for Federal competitive grants and receive formula grant allocations under other programs in amounts too small to be effective in meeting their intended purposes. Title V funding provides technology, dues, and fees for blended learning to support at-risk students and subgroups.
Stone County School District McKinney-Vento Liaison
Niki Robinson email@example.com 601-928-7247
All school districts are required to maintain compliance with the McKinney-Vento Act which provides specific rights for homeless students. Every school district must designate a McKinney-Vento Liaison to 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
SCSD FERPA Policy https://stone.msbapolicy.org/DistrictPolicies/ViewsAdmin/SelectedDocumentReadOnly/tabid/6031/Default.aspx?docId=278117
FERPA Informational Video and Information
Parent & Family Engagement
A portion of Title I funding is reserved for parent and family engagement. This funding is utilized for parent and family engagement activities and communication. We use this funding to purchase School Status for communication and to conduct events such as Family Literacy and Math nights and Lunch & Learn and Pastries for Parents sessions. We encourage you to attend annual Title I meetings to contribute to parent and family engagement discussions.
District Parent & Family Engagement Policy
The Mississippi Department of Education identifies schools for additional assistance and support, which includes professional development, leadership coaching, additional funding, and assistance to support the school’s transformation goals. We identify the schools that need the most assistance for their students to have the same opportunities for growth and success that exist for students in other schools. The Office of School Improvement (OSI) is responsible for supporting the systemic improvement and turnaround efforts of the lowest-performing schools.
The Every Student Succeeds Act (ESSA), a federal law, requires that each state identify two types of schools for support and improvement:
Comprehensive Support and Improvement (CSI) - CSI Quick Reference
Targeted Support and Improvement (TSI) - TSI Quick Reference
Additional Targeted Support and Improvement (ATSI)
This funding is used to purchase evidence based instructional resources, including paying salaries for Math and ELA instructional support.
The Coronavirus Aid, Relief, and Economic Security (CARES) Act provides funding to LEAs through Section 18003 of the Elementary and Secondary School Emergency Relief (ESSER) Fund, to address the impact of COVID-19 on elementary and secondary schools.
ESSER funds are available for obligations by LEAs on March 13, 2020 through September 30, 2022, which includes the Tydings period (General Education Provisions Act §421(b)(1)).
Stone County School District is utilizing ESSER funds for the following:
Coordination of preparedness and response efforts of the LEA with State, local, tribal and territorial public health departments, and other relevant agencies to improve responses to prevent, prepare for, and respond to coronavirus
Provide principals and school leaders with resources to address the needs of the school
Activities to address the unique needs of low-income students, children with disabilities, ELs, racial and ethnic minorities, homeless students, foster care youth (including outreach and service delivery)
Develop and implement procedures and systems to improve the preparedness and response efforts of LEAs
Training and PD for staff on sanitation and minimizing the spread of infectious diseases
Purchasing supplies to sanitize and clean the facilities
Planning for and coordinating long-term closures, including providing meals, technology for online learning to all students, carrying out requirements under IDEA, and ensuring other educational services can continue
Purchasing of educational technology (hardware, software, connectivity) that aids in regular and substantive educational interaction between students and classroom instructors including low-income students and students with disabilities
Providing mental health services and supports