Fredericksburg City Public Schools administers federal programs that support instruction and services to specific groups of students. These include programs authorized by the Elementary and Secondary Education Act (ESEA), the most recent reauthorization of which is also known as the Every Student Succeeds Act of 2015. The Every Student Succeeds Act of 2015 (ESSA) was signed into law on December 10, 2015. ESSA amends the Elementary and Secondary Education Act and replaces No Child Left Behind. The final version was approved by the U.S. Department of Education in May, 2018. The most recently approved amended plan is below. Federal funding authorized under the Individuals with Disabilities Education Act (IDEA) supports instruction and other services for students with disabilities.
Title I of ESEA provides financial assistance to support instructional programs in school divisions and schools with high numbers or percentages of low-income students to ensure that all children meet challenging content and achievement standards.
Title I also authorizes federal grant programs that provide funds for services to migrant children, and services to neglected and delinquent children
School Quality Profile
School Quality Profiles are a new way to look at the performance of Virginia’s public schools. School Quality Profiles were developed by the state Board of Education in response to the 2015 Virginia General Assembly, which directed the board to redesign online reports for schools and school divisions to more effectively communicate to parents and the public about the status and achievements of the Virginia’s public schools. School Quality Profiles are available for all schools, school divisions, and for the state. http://www.doe.virginia.gov/statistics_reports/school-quality-profile/index.shtml
Title I Schoolwide plans
Title I schools implementing schoolwide programs are required to develop schoolwide plans in accordance with Section 1114(b) of the Every Student Succeeds Act of 2015 (ESSA). Guidelines for plan development include the following:
- The plan should be developed with the involvement of:
- Other members of the community to be served;
- Individuals who will carry out the plan, including teachers, principals, other school leaders, administrators, paraprofessionals present in the school;
- The local education agency;
- 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;
- The plan should be available to the Local Educational Agency (LEA), parents, and the public; information in the plan should be in an understandable and uniform format and, to the extent practicable, provided in a language that parents can understand; and
- If appropriate and applicable, the plan should be developed in coordination and integration with other federal, state, and local services, resources, and programs, such as programs supported under ESSA, 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).
Title II provides federal funding to states and districts for activities that strengthen instructional leadership and teacher quality in all schools, especially those with a high proportion of children in poverty. Funding can be used to support a wide array of activities, including interventions for teacher professional development, so long as the activities are grounded in scientifically based research. Because communities nationwide face such a variety of needs when it comes to teacher quality, the law gives schools and districts flexibility in how the money is spent. It also holds them accountable for the proper and effective use of the funds.
Federal funds awarded under Title III support programs to address English language proficiency and academic achievement of English Learners (ELs), including the provision of language instruction educational programs (LIEPs) and activities that increase the knowledge and skills of teachers who serve ELs. Title III programs also provide enhanced instructional opportunities for immigrant children and youths.
The Student Support and Academic Enrichment Grants (Title IV, Part A) program provides funds for programs and activities to improve students' academic achievement by increasing the capacity of local school divisions to:
- Provide all students with a well-rounded education;
- Improve school conditions for learning; and
- Improve the use of technology in order to improve the academic achievement and digital literacy of all students.