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Officials review Title I–V priorities and how federal funds will be used in 2025–26
Summary
District staff reviewed the division’s Title I–V federal program strategy and needs assessment process, detailing uses for intervention, pre‑K support, professional development, STEM and social‑emotional learning and explaining that final grant applications will return for board approval.
Division staff presented the annual review of federal programs (Titles I, II, III, IV and V), explaining how the division matches federal funds to identified needs, the allowable uses of each fund and the process that will lead to a final grant application.
The presenter described the division’s needs assessment process, which draws on state report cards, achievement and discipline data, graduation rates, attendance and school climate surveys, as well as input from advisory groups (including a parent advisory board and a VPI steering committee). Staff emphasized that federal funds must supplement — not supplant — state‑required services.
Key uses described: - Title I: Intervention supports for elementary and middle schools, screening tools (accelerated reader, STAR assessments), supplemental instructional materials and partial support of preschool staffing that expands pre‑K capacity; division‑wide family engagement activities also cited. - Title II: Professional development, recruitment and retention supports (including tuition for provisionally licensed teachers and sign‑on incentives for hard‑to‑staff positions). - Title III: Limited funds for English Learner (EL) supports, professional development and translation for programs beyond mandated K‑12 translations (noting pre‑K translations are not state‑required). - Title IV: Well‑rounded education and safe/healthy students (social‑emotional learning and STEM) and a small technology portion (capped at 15%). - Title V (rural schools): Broad flexibility that has supported high‑school needs because the high school is not a Title I school; can cover items allowable under Titles I–IV.
Staff said Fuqua (a private school referenced in the presentation) participates in Title II and Title IV set‑asides. The presenter said the division will return next month with a formal grant application request and budget figures for board approval.
Board members were given opportunity for questions; staff invited input ahead of the application submission to the state Department of Education.
