The Federal Programs Department administers, monitors, and evaluates federal grants provided to the Central Community School System. Additionally, this department provides technical assistance to the public and nonpublic schools within school system boundaries who receive federal funds.
Effective for the 2019-20 School Year
Based on the results of the Workforce Talent section of the 2018-19 Federal Programs Needs Assessment, Central Community School System will begin funding teacher assistance for college courses required for special education certification. This assistance will supersede the previous teacher reimbursement plan of college courses required for educational leader certification.
- Title I and II
- Title III: English Learners
- Title IV: Student Support and Academic Enrichment (SSAE)
- Title IX: Discrimination
- Title X: McKinney Vento/Homeless
- Parental Involvement
- Complaint Procedure
The purpose of Title I is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments.
Title I of the Elementary and Secondary Education Act (ESEA) is the largest federal assistance program to our nation’s schools. ESEA was first established in 1965, and the most recent reauthorization in 2001 was titled “No Child Left Behind” (NCLB). NCLB is built on four components: accountability for results, an emphasis on doing what works based on scientific research, expanded parental options, and expanded local control and flexibility. The Every Student Succeeds Act (ESSA) was signed into law on December 2015. It Reauthorized ESEA.
Title I, Part A is intended to help ensure that all children have the opportunity to obtain a high-quality education and reach proficiency on challenging state academic standards and assessments. Title I focuses on promoting school-wide reform in high-poverty schools and ensuring students’ access to scientifically-based instructional strategies and challenging academic content.
Under Title I, school districts are required to provide services for eligible private school students, as well as eligible public school students. In particular, section 1120 of Title I, Part A of the ESEA, requires a participating LEA to provide eligible children attending private elementary and secondary schools, their teachers, and their families with Title I services or other benefits that are equitable to those provided to eligible public school children, their teachers, and their families. These services must be developed in consultation with officials of the private schools. The Title I services provided by the LEA for private school participants are designed to meet their educational needs and supplement the educational services provided by the private school. For additional information on services to eligible private school children.
Central schools receiving Title I funds include Schoolwide Schools and Targeted Assistance Schools. Central Schoolwide Schools: Bellingrath Hills Elementary, Tanglewood Elementary, Central Intermediate, Central Middle, and Central High. Targeted Assistance School: St. Alphonsus. All schools complete a comprehensive needs assessment, Schoolwide or Targeted Assistance Plan, and provide opportunities each year for parents/community members to provide input for the plans.
The purpose of Title II, Part A is to increase the academic achievement of all students by helping schools and districts improve teacher and principal quality and ensure that all teachers are highly qualified. School districts have the flexibility to use Title IIA funds creatively to address the challenges of teacher and principal quality. Example uses include teacher preparation and qualifications of new teachers, recruitment and hiring, induction, professional development, and retention. In addition, Title IIA funds may be used to improve the skills and knowledge of principals for effective school leadership. All five Central Community Schools with St. Alphonsus and Central Private receive funds from Title II based on the state's formula.
The purpose of Title III is to ensure that limited English proficient students develop English proficiency and meet the same academic content and academic achievement standards that other children are expected to meet. Schools must use these funds to implement language instruction educational programs that carry out activities that use approaches based on scientific research. The district is responsible for meeting annual measurable achievement objectives established for EL students, making adequate yearly progress, and annually measuring the English proficiency of EL students in the district. The plan for addressing the needs of EL students should be developed in consultation with teachers, researchers, administrators, and parents.
English Learners have the same potential as native English speakers to engage in complex tasks and achieve the same high levels of content mastery as their native English speaking peers. English learners are students whose primary or home language is other than English and who need special language assistance in order to engage in learning. Louisiana schools and districts like all states must ensure they not only follow federally mandated requirements as detailed in Title VI of the Civil Rights Act of 1964 and the Equal Educational Opportunities Act, but go beyond mandates to provide dynamic, on level instruction so that each student can achieve their potential.
For more information: https://www.louisianabelieves.com/resources/library/english-learners
The Every Student Succeeds Act (ESSA) was signed into law in December 2015. It reauthorized the Elementary and Secondary Education Act of 1965 (ESEA). Newly authorized under subpart 1 of Title IV, Part A of the ESEA is the Student Support and Academic Enrichment (SSAE) program. The SSAE program is intended to improve students’ academic achievement by increasing the capacity of State educational agencies (SEAs), local educational agencies (LEAs), and local communities to provide all students with access to a well-rounded education; improve school conditions for student learning; and improve the use of technology to improve the academic achievement and digital literacy of all students.
State and federal laws prohibit discrimination based on gender and sexual orientation. Schools have an obligation to protect students, teachers, staff and other people within the school community. Schools also have an obligation to ensure that its programs and curriculum are free of bias and prejudice.
Title IX of the Education Amendments of 1972 was the first comprehensive federal law to prohibit sex discrimination against students and employees of educational institutions. It is one of several federal and state anti-discrimination laws that define and ensure equality in education. The regulations implementing Title IX, published in 1975, prohibit discrimination, exclusion, denial, limitation, or separation based on gender. Title IX states:
"No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance."
For questions or comments, please contact:
Angela Sanders, Title IX Coordinator
10510 Joor Road, Suite 300, Central, LA 70818
Amy Mclin, 504 Coordinator and Special Programs Director
10510 Joor Road, Suite 300, Central, LA 70818
This program helps provide educational stability – stability that is essential for academic success – for children and youth whose lives have been disrupted by the loss of housing.
The McKinney – Vento program is designed to address the problems that homeless children and youth have faced in enrolling, attending, and succeeding in school. Under this program, State educational agencies (SEAs) must ensure that each homeless child and youth has equal access to the same free, appropriate public education, including a public preschool education, as other children and youth. Homeless children and youth should have access to the educational and other services that they need to enable them to meet the same challenging State student academic achievement standards to which all students are held. In addition, homeless students may not be separated from the mainstream school environment. States and districts are required to review and undertake steps to revise laws, regulations, practices or policies that may act as a barrier to the enrollment, attendance, or success in school of homeless children and youth.
Based on the definition of homelessness developed under the Stewart B. McKinney Homeless Assistance Act:
A homeless individual is one who:
1. does not have a fixed, regular, and adequate residence.
2. has a primary night-time residence in a supervised public or privately owned shelter.
3. is temporarily staying with relatives of friends because of loss of job, other income loss, house loss.
4. is staying in a motel, hotel, campground or similar setting due to lack of alternative adequate accommodations.
It is the desire of the district to ensure that homeless children have access to a free and appropriate education comparable to the education of children who are non-homeless.
To complete a student residency questionnaire or to obtain more information, please contact a counselor at any school. You may also contact Angela Sanders, Homeless Liaison, at 225-262-1919 or Dr. Janet Stevens, at 225-650-2906.
National Center for Homeless Education: http://center.serve.org/nche/
The Central Community School System values parent involvement and recognizes that parent involvement is an important component of student achievement.
Student success is a goal that is a shared responsibility of the school staff, parents, and others who influence the student. Central Community Schools provide the following documents that outline the support needed for children from all adults in their lives:
These documents were written with the help of the district Parental Involvement Council. The compact lists the specific duties of the school staff, students, and parents/guardians in helping students succeed. The compact will guide everyone involved in the child’s education in a direction that promotes high standards.
If the Central Community School System’s Title I Program is not providing services in accordance with state and federal regulations, a parent may file a complaint in accordance with The Louisiana Handbook for School Administrators, Bulletin 741, Section 349, which is available online at the Following address: http://www.doa.louisiana.gov/osr/lac/28v115/28v115.doc.
Parents may also request a copy of this bulletin by calling the Department’s toll-free number 1-877-453-2721. This bulletin contains detailed procedures established for resolving complaints filed against the Department of Education or a local education agency pursuant to provisions of the Elementary and Secondary Education Act of 1965, 20 U.S.C. §6301, et. seq. (ESEA).
Summarized from the above handbook, complaints to the Louisiana Department of Education must (1) be in writing and (2) describe a violation of the law or a violation of federal statutes or regulations.
The written complaint must include:
- A Statement of the violation of a requirement of a pertinent federal statute or regulation;
- The facts on which the statement is based, including the name of the local education agency;
- A proposed solution for the problem;
- The parent’s signature and contact information;
- Only violations occurring within the past year.
A parent is notified when a complaint has been received by the Department, and complaints will be resolved within 60 days of receiving the complaint, unless the timeline has been extended. The parent will receive a written decision addressing each violation and will also be informed of the right to request that the Secretary of the United States Department of Education review the decision made by the Louisiana Department of Education.