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Board briefed on roughly $2 million in federal Title I–IV funds; presenters outline planned uses and equitable services to private schools
Summary
District staff presented initial federal grant applications covering about $2 million across Titles I–IV, describing plans to use Title I for reading/math specialists, Title II for teacher support, Title III for English learners, and Title IV for SEL/mental‑wellness supports; staff explained equitable‑services rules that can direct funds to eligible private‑school students.
District staff presented initial federal program applications on May 7 covering roughly $2 million across Titles I, II, III and IV and asked the board to accept the initial applications and to expect a more detailed submission at a subsequent meeting once the state issues final allocations.
Presenters said preliminary Title I allocations will support literacy and math interventions, chiefly by funding reading and math specialists and intervention materials; a preliminary Title I fiscal figure was cited during the presentation. Title II will be directed chiefly toward recruitment, induction and professional learning for teachers, including mentoring and licensure supports. Title III will continue to fund English‑learner supports; staff said a one‑time IY (Immigrant and Youth) supplement that supported summer credit recovery in prior years is unlikely for the coming year unless the district sees a significant uptick (20 or more) in newly arrived immigrant students. Title IV was described as a flexible funding source the division uses for social‑emotional learning, assessments and mental‑health coordination.
On equitable services for private schools, a presenter summarized federal requirements and said eligible private‑school students are entitled to services under federal rules—"the funds follow the kid," the presenter said—so the district must allocate a per‑student portion of certain federal program funds to eligible private school students who reside in the district. The presenter named Charlottesville Day School and Community Christian Academy as local private institutions that received equitable‑services allocations in the latest application cycle.
Board members asked about recruitment, HR credentialing and how Title II funds support retention; staff said the division has added dedicated recruitment capacity and plans to use grant funds for certification and professional learning. Staff will return to the board with finalized allocations after the state provides updated guidance this summer; any expenditure begins when grant awards are finalized.
The presentation was informational; the board did not vote on final awards at the May 7 meeting.
