In accordance with the following authority references, Dumas Independent School District is required to advise you that we have made application to receive public funds for program services under provisions of Title I Part A, Title I Part C, Title II Part A, Title III Part A, Title VI and IDEA.
Dumas Independent School District hereby solicits your consultation regarding the development and design of the projects and the equitable participation of children enrolled in Dumas schools. Expenditure for participating private school children shall be equal (consistent with the number of children to be served) to expenditure for children enrolled in Dumas ISD, taking into account the needs of the individual children and other factors which relate to such expenditures. Private schools can only receive services or other benefits that are equitable to those provided to eligible public school children. Private schools may not receive funds. In addition, a private school must meet federal guidelines in order to participate.
The Grants Management Procedures Manual can be found in regulation CBB - State & Federal Revenue - Grants Manual. The manual outlines the policies and procedures utilized by the district to ensure effective control over all issues relating to grant implementation.
If you have any questions or comments about the application for federal funding, please contact Kelly Legg at (806) 935-6461 or firstname.lastname@example.org.
The purpose of Title I, Part-A is to provide supplemental resources to designated campuses which will enable all children to meet the state student performance standards. All Dumas ISD campuses with the exception of Hillcrest Elementary are Title IA schoolwide campuses.
IDEA-B Formula/IDEA-B Formula Deaf provides supplemental resources to help LEAs ensure that eligible students (ages 3-21) with disabilities are provided with a free appropriate public education as required by federal statute. IDEA-B Preschool/ IDEA-B Preschool Deaf provides supplemental resources to help LEAs ensure that eligible students (ages 3-5) with disabilities are provided with a free appropriate public education as required by federal statute. IDEA-C Early childhood Intervention provides supplemenmtal resources to help Regional Day School Programs for the Deaf fiscal agents for students ages 0-2 who are deaf and hard of hearing. IDEA-D Deaf Blind provides supplemental resources for technical assistance to organizations who provide services to children with deaf-blindness. State Supplemental Visually Impaired provides resources to improve the academic and compensatory skill achievement of all students (ages birth-21) who are visually impaired and to ensure that comprehensive services are provided. State Deaf provides statewide education programs for hearing impaired students (birth-21) who have a serious hearing loss and need specialized educational services.
The goal of the Title I, Part-C Migrant Education Program is to provide programs and services that promote academic excellence and equity for the migrant students. To achieve this goal, the Migrant Program strives to design programs that build upon student strengths, eliminate barriers, provide continuity of education, and increase the level of performance of migrant students. Parental involvement is viewed as an essential part of the educational process, and home-school-community partnerships provide the support necessary to improve student achievement.
The district is part of the Education Service Center 16 Shared Services Arrangement for the Title IC, Migrant program.
The purpose of Title II, Part-A is to increase student academic achievement through improving teacher and principal quality and increasing the number of highly qualified teachers in the classrooms and highly qualified principals and assistant principals in the school. Title II, Part-A may be used in the following activities:
The purpose of Title III, Part-A is to ensure that children who are limited English proficient and/or immigrants attain English proficiency so that they can develop high levels of academic attainment in English, and meet the same challenging State academic content and student academic achievement standards as all children are expected to meet. Also, the purpose of Title III, Part-A is to develop high-quality language instruction educational programs that are designed to assist the school district in teaching limited English proficient and immigrant children so that they are prepared to enter an all-English instructional setting.
Carl D. Perkins formula funds are awarded to LEAs that have career and technology programs that are of sufficient size, scope and quality as to be effective. 10% of funding will be awarded to districts that meet or exceed their Perkins performance targets. Of the remaining funds, 30% of funding is awarded based on a district's population aged 5-17, and 70% is awarded based on a district's population aged 5-17 who are economically disadvantaged. Funds must be used to: 1) strengthen the academic and career and technical skills of students participating in career and technical education programs; 2) link career and technical education at the secondary and postsecondary levels; 3) provide all students with strong experience in and understanding of all aspects of an industry; 4) develop, improve or expand the use of technology in career and technical education; 5) provide professional development programs to secondary and postsecondary personnel; 6) develop and implement evaluations of the career and technical education programs carried out with funds under this title; 7) initiate, improve, expand, and modernize quality career and technical education programs; 8) provide services and activities that are of sufficient size, scope and quality to be effective; and 9) provide activities to prepare special populations who are enrolled in career and technical education programs.
The purpose of the Title VI, Part B, Subpart 2 Rural and Low-Income School Program is to address the unique needs of rural school districts that frequently: 1) lack the personnel and resources needed to compete effectively for Federal competitive grants; and 2) receive formula grant allocations in amounts too small to be effective in meeting their intended purpose.