Every Student Succeeds Act (ESSA)
The Elementary and Secondary Education Act of 1965 (ESEA) was reauthorized on December 10, 2015, as the bipartisan Every Student Succeeds Act (ESSA). ESSA builds upon the critical work states and local educational agencies (school districts) have implemented over the last few years. The reauthorized law prioritizes excellence and equity for our students and supports great educators.
The new law builds on the efforts of educators, communities, parents, and students across the country.
A few of the key ESSA outcomes are the provisions that -
- Advance equity by upholding critical protections for America's disadvantaged and high-need students.
- Require that all students be taught to high academic standards that will prepare them to succeed in college and careers.
- Ensure that vital information is provided to educators, families, students, and communities through annual statewide assessments that measure students' progress toward those high standards.
- Help support and grow local innovations—including evidence-based and place-based interventions developed by local leaders.
- Sustain and expand investments in increasing access to high-quality preschool.
- Maintain an expectation that where groups of students are not making progress, &/or graduation rates are low over extended periods of time, there will be accountability and action to effect positive change.
Title I, Part A: Improving the Academic Achievement of the Disadvantaged
Title I, Part A anticipated allocation: $207,127
The purpose of Title I, Part A is to provide supplemental resources to districts 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 student performance standards. The supplemental Title I, Part A funding Friendswood ISD receives is typically used for additional intervention instructional staff, evidence-based instructional materials, extended learning opportunities, professional development, enhancing parent and family involvement, and for other activities designed to enable every student to succeed at the highest levels of performance. Friendswood ISD has two campuses receiving Title I funds which allow these supplemental resources to upgrade the educational program on these campuses. These campuses are Westwood Elementary and Bales Intermediate.
Title II, Part A: Teacher and Principal Training and Recruiting
Title II, Part A anticipated allocation: $110,077
The supplemental financial assistance that Title II, Part A provides for school districts, including Friendswood ISD, enables them to improve teacher and principal quality through evidence-based professional development in order to increase student academic achievement. Title II, Part A also holds school districts and schools accountable for improving student achievement.
Title III, Part A: English Language Acquisition, Language Enhancement, and Academic Achievement
Title III, Part A anticipated allocation: $14,035
The purpose of Title III, Part A is to ensure that English Learners and immigrant students attain English proficiency and develop high levels of academic achievement in English. The supplemental Title III, Part A funding that Friendswood ISD receives is used to support the development and implementation of Language Instruction Educational Programs; parent, family, and community engagement, and supplemental professional development for instructional strategies for English Learners. The district's Bilingual Department manages our Title III, Part A program.
Title IV, Part A: Student Support and Academic Enrichment
Title IV, Part A anticipated allocation: $27,130
Title IV, Part A has three areas of focus: well-rounded education, student health and safety, and supporting the effective use of technology. The supplemental Title IV, Part A funding that Friendswood ISD receives allows for a multi-tiered framework to social, emotional, and behavioral student support systems.
Coronavirus Response and Relief Supplemental Appropriations (CRRSA)
Elementary and Secondary School Emergency Relief Fund (ESSER II) anticipated allocation: $1,281,153 (minus any dollars used by TEA to complete the hold harmless ADA funding for the 2020-21 school year)
This emergency funding that will expire in September 2023 is intended to help school districts safely reopen schools, measure and effectively address significant learning loss, and take other actions to mitigate the impact of COVID-19 on the students and families who depend on our K-12 schools. Pre-award allowable costs dating back to March 13, 2020 are eligible. FISD is currently reviewing needs assessment data as well as seeking stakeholder input on proposed uses of these funds.
American Rescue Plan (ARP)
Elementary and Secondary School Emergency Relief Fund (ESSER III) anticipated allocation: $2,877,287
This emergency funding that will expire in September 2024 is to help safely reopen and sustain the safe operation of schools and address the impact of the coronavirus pandemic on students; 20% of the funds must be used to address student learning loss. Pre-award allowable costs dating back to March 13, 2020 are eligible. FISD proposed uses are to create new staff positions to work directly with teachers and students. The proposed positions are instructional coaches and interventionists at the elementary, intermediate and junior high school, secondary district behavior class special education teacher, and College and Career Specialist. Funds are also proposed for use on Instructional Software and Supplies to support the efforts of the new positions.
Strengthening Career and Technical Education for the 21st Century Act (Perkins V) anticipated allocation: $37,723
The Strengthening Career and Technical Education for the 21st Century Act of 2018 (Perkins V) reauthorizes and updates the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV). Perkins V includes several provisions designed to ensure that career and technical education (CTE) programs meet the demands of the twenty-first-century economy.
Perkins V provides states and local communities with the opportunity to be creative in ensuring that all young people—particularly those from historically underserved groups—are considered in the implementation of the new law, and that high-quality CTE implementation is prioritized and aligned with a state’s overall vision for preparing 21st century learners.
Using a Comprehensive Local Needs Assessments, local school districts develop a program plan to
● offer career exploration and career develop activities
● offer CTE Programs of Study
● provide students with the skills necessary to pursue careers in high skills, high wage, in demand occupations
● integrate academic skills into CTE Programs of Study
● build collaborative relationships between students, educators, postsecondary institutions, employers, workforce development boards, and community-based organizations
● provide educators with professional development
IDEA-B anticipated allotment: $970,209 and IDEA-B Preschool anticipated allotment $18,077
Administered by the Office of Special Education Programs (OSEP), these grants are awarded to states annually to support early intervention, preschool children ages three through five, and special education supports and services for children and youth with disabilities. This funding assist states in providing a free appropriate public education in the least restrictive environment for children with disabilities, ages three through 21.