This federally-funded program provides additional teachers, instructional assistants and materials to meet the educational needs of students not performing at or near the level of others their age. It helps students meet performance standards set by the state and supports national goals. Contact Will Black, coordinator, at 270-444-5600 or firstname.lastname@example.org
Federal Funding Grant Sources in Paducah Schools
The No Child Left Behind Act (NCLB) became law in 2002. The act reauthorized the Elementary and Secondary Education Act of 1964. This reform gave districts flexibility in spending federal education dollars, in return for setting standards for student achievement and holding students and educators accountable for results. NCLB is designed to help all students meet high academic standards. States disaggregate data for students by poverty, race/ethnicity, disabilities and limited English proficiencies to ensure that no child – regardless of his or her background – is left behind. NCLB provides options for parents so that their children receive the best possible education. It also invests in teaching practices that have been demonstrated to work. The following grants were continued as part of the federal No Child Left Behind legislation.
Title 1, Part A: Improving Academic Achievement of the Disadvantaged
This federally-funded program provides additional teachers, instructional assistants and materials to meet the educational needs of students not performing at or near the level of others their age. It helps students meet performance standards set by the state and supports national goals. Contact Will Black, coordinator, at 270-444-5600, or email@example.com
Title I, Part C: Education of Migratory Children
Migrant Education Program provides funding based on counts of migrant children between 3 and 21 years old. A migratory child is defined as a child under 22 years of age who is a migrant agricultural worker or fisher, or who has a parent, spouse or guardian who is a migrant agricultural worker and who has moved across school district boundaries within the previous 36 months to obtain temporary or seasonal employment in agricultural or fishing work. The state Migrant Program sub-grants with districts to provide supplemental instruction and support services to eligible migrant children. Locally, the Title 1C Migrant grant is handled through a consortium to provide services, (i.e. tutoring) to migrant children served in the district. Contact Amie Tooley, director at 270-444-5600 or firstname.lastname@example.org
Title II, Part A: Teacher and Principal Training and Recruitment (Quality)
This grant now combines the older Eisenhower Professional Development and Class-size Reduction funds grants. Funds are made available through formula allocations to districts to supplement, not supplant, non-Federal funds. Districts must conduct a needs assessment to determine the activities needed to give teachers the subject matter knowledge and teaching skills and to give principals the instructional leadership skills to help students meet state and local academic achievement standards.
District level decisions (with input from schools) fund additional teachers for class size reduction at the middle and high schools. Five percent of the district grant must be spent for professional development. The elementary and middle schools spend part of the grant for Challenger training through West Kentucky Community and Technology College. Funds also are spent for EPAS tests (EXPLORE, PLAN and ACT) professional development and Advanced Placement training at the middle and high schools. Other professional development activities are funded based on school needs. St. Mary School System uses its allocation for professional development for staff. Contact Will Black at 270-444-5600 or email@example.com for more information.
Title II, Part D: Education Technology
Education Technology supports improved student academic achievement through the use of technology in schools by supporting high-quality professional development; increases access to technology and the Internet; the integration of technology into curricula; and the use of technology for promoting parental involvement and managing data for informed decision-making. States distribute funds by formula to school districts based on each district's share of funds under Title I, Part A and to high-need districts or partnerships including high-need districts on a competitive basis. Districts are required to spend 25 percent of the funds they receive on professional development. Schools receive an allocation for school-based needs such as hardware and software purchases. Contact Dale Weaver at 270-444-5600 or firstname.lastname@example.org for more information.
Title III: Language Acquisition Program
Title III funds assist school districts in teaching English to limited English proficient students (LEP) and in helping these students meet the same challenging state standards required of all students. Districts must use Title III funds to provide high-quality language instruction programs that are based on scientifically based research and that have demonstrated that they are effective in increasing English proficiency and student achievement. Districts are required to provide high-quality professional development to classroom teachers, principals, administrators and other school/community-based personnel in order to improve the instruction and assessment of LEP students. Contact Will Black, coordinator, at 270-444-5600 or email@example.com
Title X, Part C: Education for Homeless Children and Youth
Title X, Part C is allocated for services to homeless students so that homelessness does not cause children to be left behind in school. Requirements regarding homeless students apply to all districts. All districts must adopt policies to ensure that homeless children and youths are not stigmatized or segregated and transportation is provided at the request of the parent or guardian (or in the case of an unaccompanied youth, the liaison) to and from the school of origin. Schools must immediately enroll homeless youth, even if the child or youth is unaccompanied by a parent or guardian and is unable to produce records normally required for enrollment. Contact Troy Brock at 270-444-5600 or firstname.lastname@example.org for more information.
This grant allocates monies to districts for assisting in the education of special needs students. Funding is determined by the FY 1996 allocation (Base which never changes) and the number of students living in poverty to work. District level decisions provide special education services to identified students with disabilities ages 3-21. Contact Amie Tooley at 270-444-5600 or email@example.com for more information.
This grant serves to provide at-risk preschool age children with experiences to overcome disadvantages they may experience due to risk factors. District funding is determined by the FY 1996 allocation (Base which never changes) and the number of students living in poverty to work with pre-school at-risk students. District level decisions provide special education services to identified preschool students with disabilities ages 3-5. Contact Amie Tooley at 270-444-5600 or firstname.lastname@example.org for more information.