Federal Programs
About
This department oversees Title I, Title II, Title III, and Title IV programmatically and financially. The mission of Federal Programs and the department is to ensure that federal education funds contribute to the goal of all students meeting or exceeding rigorous state standards. This department supports over $5,000,000 in federal funds provided to the schools. The role of the department is to provide program monitoring, data collection, reporting, and facilitating the necessary assistance to ensure not only compliance, but quality programs for students.
Federal & State Programs Resources (Sign in Required)
Crissy Jones
Executive Director of Federal and State Programs
Email Crissy Jones
Brittany Wilson
Cooridnator Title I
Email Brittany Wilson
List of Federal Programs
- Title I Part A
- Title I Part D - Neglected and Delinquent
- ESEA: Title II Part A - Teacher Quality/Professional Development
- Title III
- ESEA: Title IV (SSAE)
- McKinney-Vento
- Every Student Succeeds Act (ESSA)
Title I Part A
- Program Description
- School Selection/Allocation of Funds
- Planning Committee
- Parent and Family Engagement
- Needs Assesment
- Research-Based Instruction
- Documentation
- Title I Annual Meetings
Program Description
The purpose of Title I, Part A of Public Law 107-110 is to enable schools to provide opportunities for children served to acquire the knowledge and skills contained in the challenging state content standards and to meet the challenging state performance standards developed for all children.
This purpose is accomplished by such efforts as
- providing an enriched and accelerated educational program;
- promoting schoolwide reform through schoolwide programs or through additional services that increase the amount and quality of instructional time;
- significantly upgrading the quality of instruction by providing staff in participating schools with substantial opportunities for professional development; and
- parent involvement-affording parents meaningful opportunities to participate in the education of their children at home and at school.
School Selection/Allocation of Funds
All schools in Florence 1 are Title 1 schools. Title 1 schools are selected based on information received from the March, 135th Day Attendance Count, and the Pupils in Poverty index (PIP). Once a poverty index for the district is determined, then the schools are ranked from greatest to least in percent poverty. The Title I allocation is subject to change each year as determined by the number of students within each school and/or a change in the district's allocation. These federal funds may be combined with state, local, and district funds to allow for initiatives that support program and instructional improvements. For example, technology in the form of iPADS, Chromebooks, technology device carts, scanners, in addition to supplies, which may include: paper, pencils, markers, instructional magazines, novel sets, etc.
Planning Committee
Each Title 1 school has a school-level planning team. Each team must be assembled in each Title 1 school to give input on the use of all Title 1 expenditures. The required planning team representatives must be included, but are not limited to:
- 1 principal
- 2 teachers
- 2 additional staff members
- 2 parents
- 1 student services worker
- 1 district administrator
- 1 technical assistance provider
- 2 community members, and
- if the school is a high school, 1 student
The planning team meets regularly throughout the year to discuss the implementation of the current plan and to decide on changes or additions to the plan for the upcoming school year. The planning team should be given the following for documentation purposes:
- an invitation
- agenda
- sign-in sheet
- minutes
Parent and Family Engagement
Parent and family engagement is a requirement of every Title 1 plan. Every Title 1 school receives 1% of the total district allocation for the purpose of improving parent and family engagement at the school level.
At the district level, parent meetings are annually to develop a parent and family engagement policy, outlining expectations and opportunities including parents in the education of their children. Parents are included on the planning committee and receive written notification of all activities implemented through Title 1. Parents are also offered the opportunity to give feedback on the plan.
Download the Title I Parent and Family Engagement Policy 2024-2025
Needs Assesment
The law requires that each Title 1 school conduct a comprehensive needs assessment to identify the needs of the students in an effort to sustain and increase student growth. The plan is a reflection and indicator of the various assessments, programs, and additional data which includes: attendance, reports, teacher surveys, parent surveys, etc.
The following is the purpose of the needs assessment:
- identify the strengths and challenges of daily, as well as, standardized assessments
- develop a plan of action to implement progress monitoring in areas of concern
- provide professional development opportunities to support teachers in best practices
- review and reflect on trend data as a means of analyzing the performance of targeted subgroups
A needs assessment will not only identify areas that need to be addressed by the Title 1 plan, but will act as a basis for building a priorities list on which subsequent plans can be based.
Research-Based Instruction
Research-based instruction is included to address the needs of the students within the Title 1 school. Once the areas of greatest need have been determined, research-based strategies are selected. The South Carolina College and Career Ready Standards are used as a basis for deciding which instructional strategies are selected.
Documentation
The Office of Federal and State Accountability has allowed each school district access to Title 1 Crate. Title 1 Crate is a web-based, interactive filing system designed to store, monitor and manage ALL of the compliance documentation required to operate a Title 1 school in one convenient place. In addition to Crate, the state department will continue to conduct monitoring visits to district and school sites to ensure schools follow all legal requirements for planning and implementing their Title 1 plans. Each of the activities in the Title 1 plan includes documentation to support the implementation of strategies as required by Title 1.
Title I Annual Meetings
Calendar & Category Legend:
- District Calendar
- Briggs Elementary
- Carver Elementary
- Delmae Elementary
- Dewey L Carter Elementary
- Greenwood Elementary
- Henry Timrod Elementary
- John W. Moore Middle
- Lucy T. Davis Elementary
- McLaurin Elementary
- North Vista Elementary
- Royall Elementary
- Savannah Grove Elementary
- Sneed Middle
- South Florence High
- Southside Middle
- Theodore Lester Elementary
- Wallace Gregg Elementary
- West Florence High
- Williams Middle
- Wilson High
Title I Part D - Neglected and Delinquent
The purpose of this component of the federal program is:
- To improve educational services for children and youth in local and State institutions for neglected or delinquent children and youth so that such children and youth have the opportunity to meet the same challenging State academic content standards and challenging State student academic achievement standards that all children in the State are expected to meet;
- To provide such children and youth with the services needed to make a successful transition from institutionalization to further schooling or employment; and
ESEA: Title II Part A - Teacher Quality/Professional Development
The purpose of the Title II, Part A grant is:
- to increase student achievement consistent with challenging State academic standards,
- to improve the quality and effectiveness of teachers, principals, and other school leaders,
- to increase the number of teachers, principals and other school leaders who are effective in improving student academic achievement in schools, and
- to provide low-income and minority students greater access to effective teachers, principals and other school leaders.
Title III
Title III is responsible for the oversight of the language instruction of Limited-English proficient and immigrant students. This is accomplished by:
- administering grant programs that help children develop proficiency in English and achieve high content standards;
- recommending policies and promoting best practices for meeting the needs of English language learners;
- strengthening collaboration and coordination among federal, state, and local programs serving English language learners; and
- monitoring funded programs and providing technical assistance that addresses outcomes and accountability.
ESEA: Title IV (SSAE)
Title IV, Part A, (also known as the Student Support and Academic Enrichment Grants or SSAE) in the 2015 reauthorized Elementary and Secondary Education Act supports our nation's commitment to equity of opportunity for all students. The Title IV, Part A the Student Support and Academic Enrichment (SSAE) program is intended to ensure all children graduate from high school ready to thrive in college and careers by increasing the capacity of State education agencies (SEAs), local education agencies (LEAs), schools, and local communities to:
- Provide all students with access to a well-rounded education
- Improve school conditions for student learning
- Improve the use of technology in order to improve the academic achievement and digital literacy of all students
Title IV-A may be used to support activities in the following categories:
- Well Rounded Educational Opportunities
- Safe and Healthy Students
- Effective Use of Technology
McKinney-Vento
- About the McKinney-Vento Act
- Rights of Homeless Children and Youth
- Role of the McKinney-Vento Liaison
- Information and Resources
- Frequently Asked Questions
About the McKinney-Vento Act
- Staying in a motel or hotel because of a loss of housing, fleeing domestic violence, or natural disaster
- Living in an emergency shelter, transitional housing, or domestic violence shelter
- Living in a car, park or public place, abandoned building, or bus station
- Living with a friend, relative, or other person/family because of a loss of housing
- Living temporarily in substandard housing
- Living in a campground or an inadequate trailer home
- Unaccompanied student - includes a student not in the physical custody of a parent/legal guardian
The term "unaccompanied youth" includes youth in homeless situations who are not in the physical custody of a parent or guardian. A youth may also be unaccompanied but not homeless.
Rights of Homeless Children and Youth
Title IX, Part A McKinney-Vento Homeless Assistance Act (McKinney-Vento) is authorized by the Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act of 2015. McKinney-Vento ensures that students who lack a fixed, regular, and adequate nighttime residence due to loss of housing due to economic hardship or a similar reason are provided a free, public education. McKinney-Vento Act ensures the educational rights and protection for children and youth experiencing homelessness and includes:
- The right to attend school and fully participate in school activities in the school of origin, or in the school in the attendance area where the family or youth is currently residing
- The right to immediate enrollment in school even without giving a permanent address
- The right to receive transportation to and from the school of origin/zoned school for the current academic school year
- The right to services comparable to those received by students who are not homeless
- The right to attend school along with children not experiencing homelessness
Role of the McKinney-Vento Liaison
Florence 1 Schools McKinney-Vento Liaison
A McKinney-Vento liaison is a designated staff member within a school district responsible for identifying, enrolling, and supporting students experiencing homelessness, as well as unaccompanied homeless youth, ensuring they have access to the same educational opportunities as other students, and connecting them with community services like housing, healthcare, and food assistance, all in accordance with the McKinney-Vento Homeless Assistance Act; essentially acting as a dedicated advocate for homeless students within the school system.
Key responsibilities of a McKinney-Vento liaison include:
Identifying homeless students:
Actively reaching out to communities and schools to identify children and youth experiencing homelessness through outreach and collaboration with other agencies.
Enrollment support:
Assisting homeless students with the enrollment process, including necessary paperwork and school placement, ensuring immediate access to education and transportation.
Advocating for student needs:
Communicating with school staff, parents, and community partners to address the unique challenges homeless students face, including transportation, attendance issues, and access to necessary supplies.
Connecting with services:
Referring homeless students and their families to relevant community resources like shelters, food banks, healthcare providers, and mental health services.
Dispute resolution:
Resolving any disagreements regarding student eligibility or school placement related to homelessness.
Parent engagement:
Informing parents or guardians of homeless students about their educational rights and opportunities to participate in their child's education.
Professional Development: Arranging professional development for district staff.
For more information visit the School House Connection - Local Educational Agency Liaison Duties Under the McKinney-Vento Act
Information and Resources
How Can I Help My Child?
What can I do to help my child in school?
- Make sure your child goes to school every day and arrives rested and fed.
- Provide a quiet place for your child to do homework; set aside time daily to help your child with homework.
- Watch your child’s health needs and take care of any problems early.
- Ask your child what they are learning in school. Have them explain it to you. If you show interest in your child’s education, they will know that it’s important.
- Read to your child daily. For older children, set aside time each day for you and your child to read together silently. Talk about what you read.
- Praise your child for what they do well, like getting a good grade or playing on a school sports team.
What You Need to Know to Help Your Child In School
College, Scholarship & Financial Aid Resources for McKinney-Vento Students
Local Resources & Community Partners
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Community Resources (SCDE links to resources/partners like the United Way/ Department of Social Services, etc.)
Informational Resources
Frequently Asked Questions
What are the signs that a child or youth may be homeless?
Signs of homelessness may include:
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A history of attending many schools
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Erratic class attendance and tardiness
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Mention of staying with grandparents or other relatives or in a motel
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Hunger and the hoarding of food
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Hostility and anger
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Needy or withdrawn behavior
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Poor hygiene and grooming
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Lack of preparation for class
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Inadequate clothing or clothing inappropriate for the weather
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Sleeping in class
How is school placement determined?
School placement will be determined by the best interest of the student. The options will be to continue the student’s education in the school of origin for the duration of homelessness, or enroll the student in a school in the attendance area in which the homeless student is actually living on the same basis as other students.
In what school can a McKinney-Vento eligible child or youth enroll?
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School of origin means the school or preschool the student attended when they had permanent housing or the school or preschool in which they were last enrolled. The school of origin shall include the designated receiving school at the next grade level for all feeder schools.
OR
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The Local School is the school or preschool that is served by the address where temporary housing is located.
Any other school besides the School of Origin or the Local School requested is considered an Out of Area Request. If the parent/guardian, applies for and is granted permission to attend an Out of Area school or preschool, transportation for the Out of Area school or preschool will not be provided.
What is the School of Origin and Zoned School?
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School of origin means the school or preschool the student attended when they had permanent housing or the school in which they are currently or were last enrolled.
OR
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The Zoned School is the school that is served by the address where temporary housing is located.
What happens when a McKinney-Vento eligible family obtains permanent housing during the school year?
After a child or youth is identified as eligible for McKinney-Vento, the child or youth will remain under McKinney-Vento effective for the entire school year even if the family or unaccompanied youth obtains permanent housing that same school year.
How long does McKinney-Vento identification last?
McKinney-Vento services are provided for the duration of a school year and do not automatically renew.
Can unaccompanied youth enroll without a guardian?
Children or youth experiencing homelessness and enrolling in a school may not be living with their parents or legal guardians. Frequently, children in families experiencing homelessness are sent to live temporarily with friends or relatives. In other situations, youth have been forced to leave home due to abusive environments or are on their own for other reasons.
If a student may be or is eligible for McKinney-Vento services, no proof of guardianship is required. Lack of a legal guardian or guardianship documents cannot delay or prevent the enrollment of an unaccompanied youth. 42 U.S.C. §§11432(g)(3)(C), (g)(1)(H)(iv), (g)(1)(F)(ii).
Therefore, schools may not condition school enrollment upon the receipt of proof of legal guardianship by caregivers of homeless, unaccompanied youth; nor may they require caregivers to become legal guardians within a certain period of time, after the child enrolls in school. The decision to seek legal guardianship is a serious decision that affects significantly the legal rights of the parent and caregiver well beyond the education arena. In addition, it is important to note that the absence of an available caregiver must not impede enrollment. Unaccompanied, homeless youth who are on their own completely must be enrolled in school immediately.
Leslie Collins
Attendance Supervisor
Florence 1 Schools McKinney-Vento Liaison
843-673-1164
Email Leslie Collins
Every Student Succeeds Act (ESSA)
The Every Student Succeeds Act (ESSA) is the latest reauthorization of the 1965 Elementary and Secondary Education Act and was approved by the U.S. Congress in December 2015. This law provides significant federal support for programs to serve students in kindergarten through 12th grade and replaces the No Child Left Behind Act of 2001.
Overview/Highlights:
- Limits the power of the federal government to set education policy for states
- Increases state flexibility to design accountability systems, interventions, and student supports
- Increases state and local flexibility in the use of federal funds
- Gives states flexibility to work with local stakeholders to develop educator evaluation and support systems
- Maintains annual assessments for grades 3-8 and high school