The Strengthening Career and Technical Education for the 21st Century Act (Perkins V), signed into law in 2018, aims to improve career and technical education (CTE) by strengthening academic and technical instruction, fostering partnerships, and ensuring equitable access for all students. It funds CTE programs, promotes alignment between secondary and postsecondary education, and provides resources for developing and implementing high-quality CTE programs. Estimated budget: $646,236.

Title IV, Part A, Subpart 1, the Student Support and Academic Enrichment Grant Program (SSAE), aims to increase the capacity of state education agencies, local educational agencies (LEAs), campuses, and communities to meet the following three goals:provide all students access to a well-rounded educaiton, improve school conditions for studnt learning (safe and healthy students), and improving the use of technology to improve the academic outcomes and digital literacy of students. Estimated budget: $1,474,277.

Title III, Part A of the Elementary and Secondary Education Act (ESEA), as reauthorized under the Every Student Succeeds Act (ESSA), aims to ensure that English learners (ELs) and immigrant students attain English proficiency and develop high levels of academic achievement in English. Title III will also assist all English learners meet the same challenging State academic standards that all children are expected to meet. (ESSA, Section 3102) . Estimated budget for Title III, Part A (iimigrant STudent) is $247,121.Estimated budget for Title III, Part A (English Language Acqusition) is $1,065,925.

The purpose of Title II, Part A is to increase student achievement consistent with the challenging State academic standards; improve the quality and effectiveness of teachers, principals, and other school leaders; increase the number of effective teachers, principals, and other school leaders who are effective in improving student academic achievement in schools; and provide low-income and minority students greater access to effective teachers, principals, and other school leaders.  The intent of the funding is to support educators in their work to improve the overall quality of instruction and ensure equity of educational opportunity for all students. Estimated budget is $2,133,521.

Title I, Part A  provides supplemental funding to state and local educational agencies to acquire additional education resources at schools serving high concentrations of students from low-income homes. These resources are used to improve the quality of education programs and ensure students from low-income families have opportunities to meet challenging state assessments. This program also encourages family and community participation in the development of campus programs, Title I, Part A  provides supplemental funding to state and local educational agencies to acquire additional education resources at schools serving high concentrations of students from low-income homes. These resources are used to improve the quality of education programs and ensure students from low-income families have opportunities to meet challenging state assessments. This program also encourages family and community participation in the development of campus programs, Title I, Part A  provides supplemental funding to state and local educational agencies to acquire additional education resources at schools serving high concentrations of students from low-income homes. These resources are used to improve the quality of education programs and ensure students from low-income families have opportunities to meet challenging state assessments. This program also encourages family and community participation in the development of campus programs, Title I, Part A  provides supplemental funding to state and local educational agencies to acquire additional education resources at schools serving high concentrations of students from low-income homes. These resources are used to improve the quality of education programs and ensure students from low-income families have opportunities to meet challenging state assessments. This program also encourages family and community participation in the development of campus programs. Estimated budget is $18,562,487.

The North East Independent School District intends to apply for a grant that will fund a 2025 Summer Camp Code. The grant will fund a morning and an afternoon session for five days. Each session will be three hours and enroll 60 students per session.

The camp will focus on introducing students from Title 1 middle schools to computer coding and programming. The summer camp also will serve as an introduction to available computer science courses district-wide as well as the Institute of CyberSecurity and Innovation. 

The purpose of this grant is to provide support to local school systems impacted by the numbers of refugee children. The grant is intended for such activities as: after-school programs that focus on helping students understand and complete assignments; after-school/summer programs that support remedial work or promote school readiness; programs that encourage high school completion and participation in school activities; parental involvement programs, interpreter services for parent/teacher meetings and conferences and bilingual and/or bicultural counselors and aides.

The ESF Focused Support Grant provides resources and support to school districts to ensure that campuses identified for improvement reach full implementation of the Foundational Essential Actions i the ESF to significantly and sustainably improve student outcomes.

These funds must only be used to support school districts and school-level improvement efforts to directly benefit the awarded Comprehensive, Targeted or Additional Targeted schools. 

The school district may reserve up to 30% of the total awarded funds at the district level to assist students who will be entering and/or have existed the federal identified campuses to address the gaps that were created on the Comprehensive, Targeted or Additional Targeted campuses.

The grant will fund applicants during a two-year grant period ending on September 30, 2026. Districts must satisfactorily complete required elements of the ESF-Focused Support Grant program Guidelines and provide data and information to the Texas Education Agency.

The purpose of the CTE program is to develop more fully the academic knowledge, technical, and employability skills of secondary education students who enroll in CTE programs and programs of study, by:

(1) building on the efforts of States and localities to develop challenging academic and technical standards and to assist students in meeting such standards, including preparation for high skill, high wage, or in-demand occupations in current or emerging professions;

(2) promoting the development of services and activities that integrate rigorous and challenging academic and career and technical instruction, and that link secondary education and postsecondary education for participating CTE education students;

(3) increasing State and local flexibility in providing services and activities designed to develop, implement, and improve CTE;

(4) conducting and disseminating national research and disseminating information on best practices that improve CTE programs and programs of study, services, and activities;

(5) providing technical assistance that-(A) promotes leadership, initial preparation, and professional development at the State and local levels; and (B) improves the quality of CTE teachers, faculty, administrators, and counselors;

(6) supporting partnerships among secondary schools, postsecondary institutions, baccalaureate degree granting institutions, area CTE schools, local workforce investment boards, business and industry, and intermediaries;

(7) providing individuals with opportunities throughout their lifetimes to develop, in conjunction with other education and training programs, the knowledge and skills needed to keep the United States competitive; and

(8) increasing the employment opportunities for populations who are chronically unemployed or underemployed, including individuals with disabilities, individuals from economical disadvantaged families, out-of-workforce individuals, youth who are in, or have aged out of, the foster care system, and homelessness.

The grants in the Special Education Consolidated Grant Application (Federal) provide financial assistance to local educational agencies to help them ensure that:

• They identify and provide a free appropriate public education to students with disabilities who are eligible for special education and related services.

• They protect the rights of students with disabilities and the rights of their parents.

• They design individualized education programs that meet the needs of students with disabilities and that prepare those students for further education, employment, and independent living. 

IDEA-B Formula

The purpose of IDEA-B Formula is to provide special education and related services to children with disabilities ages 3–21. The regulations implementing IDEA-B define the purpose of the act as a means to do the following:

• Ensure that all students with disabilities have available a free, appropriate public education (FAPE) that includes special education and related services to meet their unique needs.

• Ensure that the rights of students with disabilities and of their parents are protected.

• Assist states and localities in providing for the education of all students with disabilities.

• Assess and ensure the effectiveness of efforts to educate those students.

This allocation (for both planning and final amounts) is awarded by TEA based on three components: base, population, and poverty:

• The base amount is a frozen amount adjusted by statute as varying circumstances occur.

• The population amount is 85% of the remaining funds available from the Federal government for flow-through funds to the LEAs. This amount is based on the relative number of children enrolled in public and private elementary and secondary schools within the LEA’s jurisdiction.
• The poverty amount is 15% of the remaining funds available from the Federal government for flow-through funds to the LEAs. This amount is based on relative numbers of children living in poverty. 

Authority: IDEA, P.L. 108-446, Part B, Sec 611; 34 CFR Part 300; EDGAR as applicable; 2 CFR as applicable.

IDEA-B Preschool

In addition to IDEA-B Formula funds, the regulations implementing the IDEA-B Preschool funds define the purpose as a means to supplement and increase services beyond the level of State and local funds expended for preschool students ages 3–5 with disabilities.

This allocation (for both planning and final amounts) is awarded by TEA, based on three components, if funding is available: base, population, and poverty:

• The base amount is a frozen amount adjusted by statute as varying circumstances occur.

• The population amount is 85% of the remaining funds available from the Federal government for flow-through funds to the LEAs. This amount is based on the relative number of children enrolled in public and private elementary schools within the LEA’s jurisdiction.

• The poverty amount is 15% of the remaining funds available from the Federal government for flow-through funds to the LEAs. This amount is based on the relative numbers of children living in poverty.

Authority: IDEA, P.L. 108-446, Part B, Sec 619; 34 CFR Part 300; EDGAR as applicable; 2 CFR as applicable.

 

IDEA-B Deaf

The purpose of this grant is to provide educational services to students ages 3-21 who are deaf or hard of hearing enrolled in an RDSPD, and information to families to facilitate family involvement in the education of their deaf and hard of hearing children. TEA awards each RDSPD a final amount. These amounts are based on the following:

• Students ages 3-21 who are deaf or hard of hearing enrolled in an RDSPD in the state of Texas,

• Amounts previously allocated to individual RDSPD through IDEA-B Formula Deaf, • Amounts previously allocated to individual RDSPD through IDEA-B Preschool.

 Deaf Authority: IDEA, P.L. 108-446, Part B, Sec 611; 34 CFR Part 300; EDGAR as applicable; 2 CFR as applicable

 

 

The federal ESSA grant opportunity provides supplemental resources to local education agencies (public school districts) to help schools with high concentrations of students from low-income families. Additionally, the grant funds high-quality education that will enable all children to meet the challenging state academic standards.

Intent and Purpose

Title I, Part A, provides supplemental resources to 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 challenging state academic standards. Title I, Part A, supports campuses in implementing either a school wide program (SWP) or a targeted assistance program (TAP).

Campuses operating a SWP must conduct a Comprehensive Needs Assessment (CNA) and develop a Campus Improvement Plan (CIP) with the involvement of parents, other members of the community and individuals including teachers, principals, other school leaders, paraprofessionals, administrators, the local educational agency, and to the extent feasible, tribes and tribal organizations present in the community, and, if appropriate, specialized instructional support personnel, technical assistance providers, school staff, and if the plan relates to a secondary school, students, and other individuals determined by the school, who will carry out such plan. The plan must ensure all students are provided opportunities to meet the challenging State academic standards and be regularly evaluated and revised as necessary based on student needs as described in Section 1114, School wide Programs.

Campuses operating a TAP will determine which students will be served on the basis of multiple, educationally related, objective criteria established by the LEA and serve participating students as described in Section 1115, Targeted Assistance Schools.

Intended Program Beneficiaries

The intended program beneficiaries are students who experience difficulties meeting the State’s challenging academic standards.

General Program Requirements

Local Educational Agencies (LEAs)

Each LEA that receives Title I, Part A, funding must do the following:

• Disseminate the state, LEA, and campus-level report cards to the following:

o All LEA campuses;

o Parents of all enrolled students; and

o Make the information widely available through public means such as posting on the Internet, distribution to the media, or distribution through public agencies.

Title I, Part A, participating LEAs are required to annually submit comparability data by conducting comparability testing on an electronic form provided by TEA: The Title I, Part A Comparability Computation Form (CCF).

In accordance with Section 1112 Local Education Agency Plans, the LEA must develop a plan to ensure all children receive a high-quality education and to close any achievement gaps [Section 1112(b)] and provide assurances that the LEA will:

1. Ensure migratory children and formerly migratory children eligible to receive services are selected to receive services on the same basis as other children [Section 1112(c)(1)].

2. Provide services to eligible children attending private schools in accordance with section 1117, and timely and meaningful consultation with private school officials [Section 1112(c)(2)]. 11 SAS #ESSAAA24 2023-2024 ESSA Consolidated Federal Grant Application Program Guidelines

3. Participate, if selected, in the National Assessment of Educational Progress in reading and math in grades 4 and 8 [Section 1112(c)(3)].

4. Coordinate and integrate services with other services for English learners, children with disabilities, migratory children, American Indian, Alaska Native, and Native Hawaiian children, and homeless children and youths to increase program effectiveness, eliminate duplication, and reduce fragmentation [Section 1112(c)(4)]. LEAs are encouraged to include students in foster care.

5. Collaborate with State or local child welfare agencies [Section 1112(c)(5)].

6. Ensure all teachers and paraprofessionals working in Title I, Part A, supported programs meet applicable State certification and licensure requirements [Section 1112(c)(6)].

7. For LEAs using Title I, Part A funds to provide early childhood education services to low [1] income children, ensure that services comply with performance standards of the Head Start Act [Section 1112(c)(7)].

8. Notify the parents of each student attending any school receiving Title I, Part A funds of the Parents’ Right-To-Know [Section 1112(e)(1)].

9. Notify the parents of each student attending any school receiving Title I, Part A funds of Testing Transparency [Section 1112(e)(2)].

10. Implement an effective means of outreach to parents of English learners [Section 1112(e)(3)(C)].

Schoolwide Programs (SWP)

An eligible school operating a schoolwide program shall develop a comprehensive CIP that:

1. Is developed during a one-year period [Section 1114(b)(1)].

2. Is developed with the involvement of parents, other members of the community and individuals including teachers, principals, other school leaders, paraprofessionals, administrators, the local educational agency, and to the extent feasible, tribes and tribal organizations present in the community, and, if appropriate, specialized instructional support personnel, technical assistance providers, school staff, and if the plan relates to a secondary school, students, and other individuals determined by the school, who will carry out such plan [Section 1114(b)(2)].

3. Remains in effect for the duration of the school’s participation in the SWP and is regularly monitored and revised as necessary based on student needs to ensure all students are provided opportunities to meet the challenging State academic standards [Section 1114(b)(3)].

4. Is available to parents and the public, and the information contained is in an understandable and uniform format and, to the extent practicable, provided in a language parents can understand [Section 1114(b)(4)].

5. If appropriate and applicable, is developed in coordination and integration with other Federal, State, and local services, resources, and programs [Section 1114(b)(5)].

6. Is based on a Comprehensive Needs Assessment (CNA) of the entire school taking into account information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of children who are failing, or at-risk of failing, to meet the challenging State academic standards [Section 1114(b)(6)].

7. Includes a description of strategies the school will be implementing to address school needs [Section 1114(b)(7)(A)].

8. Includes a description of, if programs are consolidated, the specific State educational agency and LEA programs and other Federal programs that will be consolidated in the SWP [Section 1114(b)(7)(B)].

9. For school wide programs, LEAs may consolidate with other Federal, State, and local funds to upgrade the entire educational program of a school [Section 1114(a)(1)]. All 12 SAS #ESSAAA24 2023-2024 ESSA Consolidated Federal Grant Application Program Guidelines grants in the ESSA Consolidated Application may be consolidated on a school wide campus with the exception of Title I, Part C-Migrant. LEAs must have special permission from the Agency to add Title I, Part C-Migrant, to the consolidation. There are some other federal and state grants that have restrictions; please read grant rules and regulations before consolidating these grants.

Targeted Assistance Schools (TAP)

A Title I, Part A, TAP must 1) determine which students will be served; and 2) serve participating students identified as eligible children by [Section 1115(b)]:

1. Using resources to help eligible children meet the challenging State academic standards necessary to provide a well-rounded education [Section 1115(b)(2)(A)].

2. Using methods and instructional strategies to strengthen the academic program of the school [Section 1115(b)(2)(B)].

3. Coordinating with and supporting the regular education program which may include transition from early childhood education programs to elementary school programs [Section 1115(b)(2)(C)].

4. Providing professional development with resources to school personnel who work with eligible children in TAP or in the regular education program [Section 1115(b)(2)(D)].

5. Implementing strategies to increase the involvement of parents of eligible children [Section 1115(b)(2)(E)].

6. If appropriate and applicable, coordinating and integrating Federal, State, and local services and programs such as violence prevention, nutrition, housing, Head Start, adult education, career and technical education and comprehensive support and improvement activities or targeted support and improvement activities [Section 1115(b)(2)(F)].

7. Providing assurance to the LEA that the school will [Section 1115(b)(2)(G)]:

• help provide an accelerated, high-quality curriculum;

• minimize the removal of children from the regular classroom during regular school hours; and

• on an ongoing basis, review the progress of eligible children and revise the targeted assistance program.

Allowable Activities and Use of Funds

Title I, Part A, funds must 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 comprehensive plan. Funds may be used to increase the per-pupil amount allocated to each Title I, Part A, campus or to serve new Title I, Part A, campuses. Regardless, a campus with a lower low-income percentage may not receive a higher per-pupil allocation than a campus with a higher low [1] income percentage.

There are exceptions to the allocation instructions in the paragraph above. If necessary, the LEA should contact TEA to discuss its situation and to determine if approval for an exception is appropriate.

SWPs

On SWP campuses, you may use Title I, Part A, funds for activities that are part of the comprehensive plan to improve student performance and upgrade the entire educational program. Funds must be expended for allowable uses based on the type of consolidation 13 SAS #ESSAAA24 2023-2024 ESSA Consolidated Federal Grant Application Program Guidelines (Title I, Part A, funds only; federal funds only; or state, local, and federal funds) of funding the campus has chosen to implement on the school wide campus.

TAPs

In targeted assistance schools, you may only use Title I, Part A, funds to meet the needs of children identified as being in the greatest need of services. Students must be selected using multiple, educationally related, objective criteria established by the LEA.

Use of Funds

Regardless of which types of Title I, Part A, program you operate (SWP or TAP), it is possible that some Title I, Part A, administrative, professional development, parental involvement, or even instructional activities are conducted through the central office. For all Title I, Part A programs, the LEA must be able to respond appropriately to and maintain documentation for each of the following steps and requirements to determine whether an expenditure would be allowable:

1. The campus in question must be Title I, Part A campus.

2. LEAs must have a valid Supplement Not Supplant methodology for allocating State and local funds, or Statement of Exemption. [Note: For funds reserved at the LEA level, the LEA must ensure that it is using State and local funds that are retained at the LEA level in a Title I neutral manner. Then any Title I, Part A funds that are reserved at the LEA level are also considered to be supplemental in nature, although they must be used only for Title I, Part A purposes, as indicated in the LEA’s approved ESSA Consolidated Federal Grant Application. Any Title I, Part A funds that are reserved at the LEA level must be used for activities that meet the intent and purpose of Title I, Part A, as well as items 3-5, below.] For additional guidance concerning Title I, Part A Supplement, Not Supplant requirement, refer to the Supplement, Not Supplant Handbook.

3. LEAs should ensure that activities and/or resources are:

     • Identified in the Comprehensive Needs Assessment:

     • Included in the Campus Improvement Plan:

a. The plan addresses how the activity/resource identified will be evaluated; and

b. The plan addresses how the needs of students at risk of not meeting State Standards are being met:

      • Reasonable;

      • Necessary to carry out the intent and purpose of the Title I, Part A program;

      • Allowable under Title I, Part A 4. The LEA assures that the expenditure(s) meet all EDGAR requirements.

5. The LEA assures that all district policies and procedures were followed.

 

The purpose of Title I Migrant [ESSA, Section 1301] is to: 1. Support high-quality and comprehensive educational programs and services during the school year and, as applicable, during the summer or intersession periods, that address the unique educational needs of migratory children; 2. Ensure that migratory children who move among the states are not penalized in any manner by disparities among the states in curriculum, graduation requirements, and challenging state academic standards; 3. Ensure that migratory children receive full and appropriate opportunities to meet the same challenging state academic standards that all children are expected to meet; 4. Design programs to help migratory children overcome educational disruption, cultural and language barriers, social isolation, various health-related problems, and other factors that inhibit the ability of such children to succeed in school; and 5. Ensure that migratory children benefit from state and local systemic reforms.

 

The purpose of Title II, Part A is to increase student achievement consistent with the challenging State academic standards; improve the quality and effectiveness of teachers, principals, and other school leaders; increase the number of effective teachers, principals, and other school leaders who are effective in improving student academic achievement in schools; and provide low-income and minority students greater access to effective teachers, principals, and other school leaders.  The intent of the funding is to support educators in their work to improve the overall quality of instruction and ensure equity of educational opportunity for all students.

 

Title III, Part A of the Elementary and Secondary Education Act (ESEA), as reauthorized under the Every Student Succeeds Act (ESSA), aims to ensure that English Learners (ELs) and immigrant students attain English proficiency and develop high levels of academic achievement in English. Title III will also assist all English learners meet the same challenging State academic standards that all children are expected to meet.

 

Title III English Language Acquisition of the Elementary and Secondary Education Act (ESEA), as reauthorized under the Every Student Succeeds Act (ESSA), aims to ensure that English learners (ELs) and immigrant students attain English proficiency and develop high levels of academic achievement in English. Title III will also assist all English learners meet the same challenging State academic standards that all children are expected to meet.

Title IV SSA seeks to increase the capacity of state education agencies, local educational agencies (LEAs), campuses, and communities to meet the following three goals:

1. Provide all students access to a well-rounded education
2. Improve school conditions for student learning (safe and healthy students)
3. Improve the use of technology to improve the academic outcomes and digital literacy of students

 

The district seeks funds to provide students greater access to Career and Technical Education courses in Texas Education Agency-approved programs of study or paid/unpaid Work-Based Learning summer opportunities. This grant will make it possible to launch a summer school initiative aimed at implementing a comprehensive summer program that offers the Principles of Health Science and Principles of Computer Science to 100 rising 8th and 9th grade students. 

North East ISD seeks funds through a two-year grant that will fund the design and implementation of a paid, year-long High Quality, Sustainable Teacher Residency. The funds will be used to craft teacher residencies with help from the Education Service Centers or a Texas Education Agency-designated technical assistance provider. This grant will fund a lead coordinator to work with the regional ESC to craft an effective residency. 

The North East Independent School District seeks to apply for this grant, which seeks to fund a district's teacher pipeline in efforts to recruit and develop educators before their first year as teachers of record. A school district awarded the grant must work with an Education Preparatory Program partner to maintain financially accessible residency pathways, promote increased retention of new teachers and address immediate instructional needs. North East ISD seeks to recruit and channel eight residents through this pipeline for eventual employment.

The district intends to apply for this grant which seeks to provide local education agency with an opportunity to increase the number of well-prepared, diverse instructional leaders by building sustainable leadership pipelines and growing quality principal residency programs. Recipients must: 1) identify strong principal residents from among their current staff through a targeted recruitment and selection process; 2) partner with an effective principal educator preparation program (EPP) that provides residents with course content focuses on best practices in campus leadership, including a concentrated focus on instructional leadership; 3) design and implement a year-long, full-time residency with a focus on authentic campus-based leadership experiences in partnership with the EPP under the supervision of a high-quality mentor principal and 4) design a plan for building sustainable leadership pipelines within the local education agency.

More information can be found here: https://tea4avalonzo.tea.state.tx.us/GrantOpportunities/forms/GrantProgramSearch.aspx