Title I, Part A
This program provides supplemental resources to local educational agencies (LEAs) 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 student performance standards. The intended program beneficiaries are students who experience difficulties mastering the state academic achievement standards. Title I, Part A funds are to be expended for programs, activities, and strategies that are scientifically based on research and meet needs (identified in the campus’ comprehensive needs assessment process) that are listed in the Campus Improvement Plan. On Title I Schoolwide campuses, Title I, Part A funds can be used for activities that are part of the Campus Improvement Plan to improve student performance and upgrade the entire educational program. In a schoolwide program (SWP), the amount of Title I, Part A funding on the campus must be supplemental. Because PfISD is a multiple-attendance district, the Title I Schoolwide campuses are served in rank order, with per pupil allocations tiered based on need of services, as indicated on the Elementary and Secondary Education Act’s Every Student Succeeds Act guidelines.
Title I Schoolwide Campuses in PfISD -
High Schools (3): Connally, Pflugerville, Weiss
Middle Schools (5): Cele, Dessau, Park Crest, Pflugerville, Westview
Elementary Schools (15): Barron, Brookhollow, Caldwell, Copperfield, Dearing, Delco, Dessau, Northwest, Parmer Lane, Pflugerville, River Oaks, Spring Hill, Timmerman, Wieland, Windermere
District reservation fiscal amounts to be used at Title I Schoolwide campuses include parent involvement activities to encourage academic achievement, Title I, Part A services to eligible private school students, district-wide professional development activities, and services to homeless students attending campuses not served by Title I, Part A.
ELEMENT 1. COMPREHENSIVE NEEDS ASSESSMENT (CNA): [ESSA P.L. Sec. 1114(b)(6)]
1.1 Campuses operating a schoolwide program must conduct a comprehensive needs assessment (CNA) of the entire school that includes:
a. The academic achievement of students
b. The needs of students who are failing, or are at-risk of failing, to meet State standards
c. Barriers for educators, students and parents (SEC. 1116.(a)(2)(D)(i)
d. The campus must include the date the CNA was developed (if a new campus) or the date the CNA was reviewed/revised annually.
ELEMENT 2. CAMPUS IMPROVEMENT PLAN REQUIREMENT (CIP): [ESSA P.L. Sec. 1114(b)(1-5)]
2.1 Involvement from all stakeholders including parents, community members, teachers, principal and other school leaders as well as representation of paraprofessionals, technology staff and special population personnel. Committee lists should include all stakeholders and their roles.
2.2 Revision and monitoring as necessary based on student needs to ensure that all students are provided opportunities to meet the challenging academic standards.
2.3 Provide access to the CIP to the district, parents, and the public. The CIP must be in an understandable and uniform format and to the extent practicable, provided in a language that the CIP identifies that the parents can understand and indicate languages in which the CIP is distributed.
Schoolwide Reform Strategies: [ESSA P.L. Sec. 1114(b)(7)(A)(i-iii)]
2.4 Opportunities for all children to meet State standards. The plan contains a description of the strategies that will provide opportunities for all children, including each student group (economically disadvantaged students, major racial and ethnic groups, children with disabilities, and English learners) to meet the challenging State academic standards. [Section 1114(b)(7)(A)(i)]
2.5 Increased learning time and well-rounded education. The plan contains a description of strategies that will use methods and instructional strategies that strengthen the academic program in the school, crease the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education. [Section 1114(b)(7)(A)(ii)]
2.6 Address needs of all students, particularly at-risk. The plan contains a description of strategies that will address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State academic standards. [Section 1114(b)(7)(A)(iii)]
ELEMENT 3. PARENT AND FAMILY ENGAGEMENT: [ESSA P.L. Sec. 1116(a)(2) and Sec. 1116(2)(c)(2)]
3.1 Develop and distribute Parent and Family Engagement Policy
The school will jointly develop with, and distribute to, parents and family members of participating children a written Parent and Family Engagement Policy. Parents shall be notified of the policy in an understandable and uniform format and, to the extent practicable, provided in a language the parents can understand. The policy shall be made available to the local community and updated periodically to meet the changing needs of the parents and the school. [Section 1116(b)(1)]
3.2 Offer flexible number of parent involvement meetings
The school will convene an annual meeting, at a convenient time, to which all parents shall be invited. The school shall offer a flexible number of meetings, such as meetings in the morning or evening, and with Title I-A funds may provide transportation, child care, or home visits, as such services relate to parental involvement. The school shall involve parents, in an organized, ongoing, and timely way. For parents, the school shall provide timely information about programs, a description/explanation of the curriculum, and opportunities to provide suggestions in decisions relating to the education of their children. [Section 1116(c)(1-4)]
REQUIRED COMPONENTS FOR ESSA TITLE I, PART A:
Comprehensive Needs Assessment: The campus plan is based on a comprehensive needs assessment of the entire school that considers information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging State academic standards and any other factors as determined by the district/charter. [ESSA P.L. 114-95 Section 1114(b)(6)]
Well-Rounded Education: The campus will provide opportunities for all children, including each of the subgroups of students (as defined in section 1111(c)(2)) to meet the challenging state academic standards; use methods and instructional strategies that strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education; and address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging state academic standards. [ESSA P.L. 114-95 Section 1114(b)(7)(A)(i-iii)]
Coordination and Integration: The campus improvement plan “is developed in coordination and integration with other federal, state, and local services, resources, and programs, such as programs supported under this act, violence prevention programs, nutrition programs, housing programs, Head Start programs, adult education programs, career and technical education programs, and schools implementing comprehensive support and improvement activities or targeted support and improvement activities under section 1111(d);" [ESSA P.L. 114-95 Section 1114(b)(5)]
Parent and Family Engagement: The campus improvement plan "is developed with the involvement of parents and other members of the community to be served; it includes the coordination, technical assistance, and other support necessary to assist and build the capacity of all participating schools within the district in planning and implementing effective parent and family involvement activities to improve student academic achievement and school performance, which may include meaningful consultation with employers, business leaders, and philanthropic organizations, or individuals with expertise in effectively engaging parents and family members in education;" [ESSA P.L. 114-95 Section 1114(b)(2), Section 1112(b)(7), and Section 1116(a)(2)(B)]
Teacher Quality: The district improvement plan describes "how the local educational agency will identify and address, as required under state plans as described in section 1111(g)(1)(B), any disparities that result in low-income students and minority students being taught at higher rates than other students by ineffective, inexperienced, or out-of-field teachers;" [ESSA P.L. 114-95 Section 1112(b)(2)]
Transition: The district improvement plan describes “how the local educational agency will implement strategies to facilitate effective transitions for students from middle grades to high school and from high school to postsecondary education." [ESSA P.L. 114-95 Section 1112(b)(10)]
Student Needs: The district improvement plan describes "(A) developing and implementing a well-rounded program of instruction to meet the academic needs of all students; (B) identifying students who may be at risk for academic failure; (C) providing additional educational assistance to individual students the local educational agency or school determines need help in meeting the challenging state academic standards; (D) identifying and implementing instructional and other strategies intended to strengthen academic programs and improve school conditions for student learning;" [ESSA P.L. 114-95 Section 1112(b)(1)(A-D)]
Title II, Part A
PfISD utilizes Title II, Part A funds to increase student academic achievement through improving teacher and principal quality and increasing the number of highly effective teachers in classrooms and qualified principals and assistant principals in the district. The intended beneficiaries of Title II funds are teachers and principals, including assistant principals, and as appropriate, administrators, pupil services personnel, and paraprofessionals.
Title III, Part A
PfISD utilizes Title III, Part A funds to provide supplemental resources to campuses to help ensure that children who are limited English proficient (LEP) attain English proficiency at high levels in core academic subjects and can meet state mandated achievement performance standards. Intended beneficiaries of Title III funds are LEP students, including immigrant children and youth.
Title IV, Part A
The Student Support and Academic Enrichment Grant provides access to, and opportunities for, a well-rounded education for all students; school conditions for student learning to create a health and safe school environment; and access to personalized learning experiences supported by technology and professional development for the effective use of data and technology.
Private schools located within Pflugerville ISD and private schools whose students are Pflugerville ISD residents may be eligible for participation in federal programs for Title I, Title II, Title III, and Title IV. Annual consultations occur each May. In addition, any private nonprofit campuses located within PfISD with students enrolled who were displaced by Hurricane Harvey may contact the district. Please contact the Director of Federal & State Programs for more information.
Consultation for the Elementary and Secondary School Emergency Relief Fund (ESSER) of the 2020 CARES Act will be held Monday, June 22, 2020, at 3:00 p.m. via ZOOM. Please contact the Federal & State Programs office at (512) 594-0106 for more information. Initial consultation for the ESSER grant program will conclude June 30, 2020.
Pflugerville ISD hosted a 2020-2021 ESSA Private School Equitable Services consultation and informational meeting on Wednesday, May 27, 2020, at 1:00 p.m. via ZOOM. You are invited to attend. Please contact the Federal & State Programs office at (512) 594-0106 for more information. Inital consultation for the 2020-2021 ESSA grant program will conclude on June 25, 2020.
The agenda includes these topics:
- Identification of private school students who may qualify as low income private school students, including required supporting documentation (income & residency documents)
- Potential services based upon identified eligible low income private school students
- Timeline of participation events and required due dates
State Compensatory Education (SCE)
The purpose of the State Compensatory Education (SCE) program is to supplement the regular – or basic – education program with compensatory, intensive, and/or accelerated instruction. The program requires Texas public school districts and charter schools to offer additional accelerated instruction to each student who meets one or more statutory or locally-defined eligibility criteria in order to reduce any disparity in performance on assessment instruments administered under Subchapter B, Chapter 39 TEC, or disparity in the rates of high school completion between students at risk of dropping out of school and all other LEA students.
Pflugerville ISD Federal and State Programs
1401 West Pecan
Pflugerville, TX 78660
Office Hours: 8 a.m. - 4:30 p.m.