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Administrators outline Title II–IV preliminary awards and transfer of Title IV funds to support teacher development
Summary
Norfolk Public Schools staff previewed preliminary awards for Title II (> $1.8M), Title III (> $203K) and Title IV (just under $1.2M), and explained a planned transfer of part of Title IV to Title II to fund professional development and specialist positions while maintaining Title IV program goals (AP/SAT, mental‑health, interpretation services).
Mr. Brady and colleagues presented preliminary allocations for federal competitive and formula grants that support professional development, English‑learner services and broader student programs.
He reported the preliminary Title II, Part A allocation of more than $1,800,000 and noted that participating private schools in Norfolk that opt in would receive an equitable share (estimated at more than $155,000). The Title III preliminary award was listed at more than $203,000 and the Title IV preliminary allocation at just under $1,200,000, with participating private schools receiving an equitable services share of more than $54,000.
Mr. Brady explained that federal transferability rules permit moving portions of Title IV to Title II to prioritize teacher professional development and new or expanded coaching and specialist positions (reading/math specialists, response‑to‑intervention staff, mentor/induction supports). He said the transfers are intended to maximize support for teachers and struggling schools while keeping planned Title IV activities — such as AP exam fees, SAT School Day, anti‑bullying and suicide‑prevention materials, expanded interpretation services, and literacy initiatives — in place.
Board members asked how private‑school set‑asides are calculated; Brady said an application formula uses private‑school reported enrollment and projected counts to compute equitable shares, with adjustments made when the official award is confirmed. Brady also highlighted recent uses of Title IV funding, including adding SAT School Day for juniors and flexible classroom seating for elementary schools.
Administration did not request board action on these preliminary figures at the work session; the items will return for formal approval as required by federal and division timelines.
