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District staff outline federal grants mix; titles described as supplemental to local funds
Summary
At the Nov. 4 Georgetown ISD workshop, district grants staff reviewed the district’s main federal funding streams for 2025–26 — Titles I–IV, IDEA B and Perkins CTE — and described their purposes and approximate allocations. Staff stressed that Title funds are supplemental and that losing that funding would require district tradeoffs.
District grants staff briefed the Georgetown ISD board on federal funding streams on Nov. 4, explaining the purpose and approximate size of each grant group the district expects for 2025–26. The presentation covered Every Student Succeeds Act funding (Title I Part A), Title II Part A, Title III Part A, Title IV, IDEA B for special education and Carl Perkins for career and technical education.
The presenter said the district uses Title I Part A funds to supplement instruction at campuses with high concentrations of students from low‑income families and outlined uses such as instructional support, professional development, family and community engagement and extended learning opportunities. She noted that Title allocations vary by campus; in the district’s example Pearl sits at roughly 79% economically disadvantaged in the Title‑eligibility measure. The presenter described Title funds as supplemental: “the title funds are absolutely what we call supplemental,” she said.
The presentation included example amounts and ranges cited in the slides and Q&A. Speakers referenced a prior Title I Part A allocation example of $268,231 that rose to nearly $300,000 the next column when carryover was added. The presenter also cited a districtwide total for “all the title funds” of about $2,200,000 and gave example line items: Title II Part A at about $320,000; Title III Part A for English‑language acquisition at about $240,500; IDEA B (special education formula) at roughly $2,300,000; and Carl Perkins at about $103,000 for CTE supports.
Trustees asked whether tutoring and extra support staff are funded with Title funds; the presenter confirmed that many tutoring arrangements (including use of retired‑teacher tutors) and some paraprofessional salaries are coded to Title grants. She warned that if federal Title funds ceased, the district would need to find local offsets and that would create a deficit to cover previously Title‑funded positions and services.
Staff also said Title III funds support about 19% of the district’s students identified as emergent bilingual, and Title III supports language instruction, family engagement and programmatic supports administered by the district’s multilingual director. The presenter directed trustees to a spreadsheet used to distribute funds across campuses and said leadership is watching carryover levels heading into 2025–26.
