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Alamo Heights ISD outlines federal grants, amounts and an ongoing program validation review
Summary
Dr. Walker reviewed the district's federal grant portfolio—Title I ($389,000), Title III (~$33,000), Title IV (~$31,000) and Perkins CTE (~$34,000)—explaining usage constraints and noting the district was selected for a federal program validation review that may delay or change funding timing.
Dr. Walker briefed the advisory committee on federal programs that support the district and gave annual dollar figures and typical uses for each grant. The overview emphasized that federal funds must "supplement, not supplant" general-fund services.
Dr. Walker said the district receives about $389,000 in Title I targeted-assistance funds aimed at early-intervention math and reading (primarily K-2 at Howard and Cambridge). She contrasted that with a nearby district that receives substantially more Title I funding because of different student demographics.
She described Title II funding as supporting professional development across campuses and noted it cannot pay for training that is federally required. Dr. Walker said Title III (for emergent bilingual students) brings about $33,000 and is used for teacher training, translated materials and parent-engagement events. Title IV (approximately $31,000) supports school safety and well-being items such as a mental-health service (Care Solace), a school-safety co-op, periodic drug-sniffing dogs on secondary campuses, a communication platform and a suicide-prevention program (MindWise). Perkins CTE funds of roughly $34,000 support CTE curriculum, teacher training and recurring supplies for programs such as rocketry and incubator curriculum.
Dr. Walker said federal program methodology is demographic-driven and amounts are limited; she cautioned that those amounts do not fully cover program costs. She said the district has been "aggressive and assertive" in seeking additional grants to supplement federal funds and cited local grant efforts such as a Charity Ball Association pitch for CTE support.
Dr. Walker reported the district was randomly selected for a federal program validation (an audit of federal-program compliance): the district submitted documentation and the federal reviewer requested clarification on one point; the review is delayed and may take more than a month. She said the district is "in this weird limbo world" and that funding flows, timing or amounts could change; special-education responsibilities would remain even if federal funding shifted and the district would need to find other funding sources.
Committee members asked clarifying questions about the potential impact if funds were reduced; Dr. Walker said the district would continue to provide required services and seek alternative funding if necessary.
