• Federal Programs consists of NCLB / Title I, Part A, Title I, Part C - Career and Technical Education, Title I, Part C - Migrant Education, and Title III / Bilingual-ESL.  This staff provides training and professional development, technical assistance, information dissemination and communication for district personnel.
    No Child Left Behind (NCLB) The Elementary and Secondary Education Act (ESEA) was first passed by Congress in 1965 as part of President Lyndon B. Johnson’s War on Poverty. The most recent reauthorization of this legislation is the No Child Left Behind Act of 2001 (NCLB). The primary function of NCLB is to close the achievement gap between groups of students by requiring greater accountability and offering increased flexibility and choice. The NCLB Act affects almost every school district and charter school in the state.

    Title I, Part A - Improving Basic Programs provides supplemental funding to states and LEAs. The funding is for resources to help schools with high concentrations of students from low-income families provide a high-quality education that will enable all children to meet the state's student performance standards. Title I, Part A funding supports schools in implementing either a schoolwide program or a targeted assistance program. These programs must use effective methods and instructional strategies that are grounded in scientifically based research.

    The purpose of these services is to provide support, service and resources to area school districts so that they can initiate and maintain quality Career and Technical Education programs. The Carl D. Perkins Career and Technical Education Act of 2006 provides an increased focus on the academic achievement of career and technical education students, strengthening the connections between secondary and postsecondary education.
    The purpose of these services is to prepare migratory children to make a successful transition to post-secondary education or employment.  Programs and services are designed to help migratory children overcome educational disruption, cultural and language barriers, social isolation,  and other factors that may affect their ability to do well in school; as well as to meet State content and performance standards that the State has established for all children.
    The purpose of these services is to provide 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 State academic and student achievement performance standards as are expected of their English-speaking peers.