1. Harlingen CISD Federal Programs Presentation for Districtwide Educational Improvement Council February 11, 2010

2. Today’s Presentation Federal Programs Department History of Federal Funding for Education Federal Programs as a Support System NCLB Programs and other State Programs Migrant Education Program Parent’s Pyramid for Success Resources

3. Federal Programs Department As part of the Harlingen CISD Pyramid for Success, Federal Programs department: Embraces the vision that Harlingen CISD will have high performing schools as each of the components of the Pyramid for Success work together interdependently. “ The community stagnates without the impulse of the individual. The impulse dies away without the sympathy of the community.” William James, Great Men, Great Thoughts, and the Environment, Atlantic Monthly, October, 1880. Believes that our District exists to serve in the best interests of students. Believes that our program exists to support campuses. Believes that learning from others as part of the Harlingen Learning Community is vital. Supports that all students are expected to learn at high levels and in different ways. Assists campuses in meeting the needs of all learners through supplemental programs. Values parents as important partners in serving students.

4. What is the history of federal funding for education? U.S. public school funding was once primarily financed locally but over time it has shifted toward state and federal funding. During the 1920s, less than 1% of public school funding came from the federal government. In the 1930s, states began to play a more active role in school funding. In 1965, President Lyndon B. Johnson passed the Elementary and Secondary Education Act as a part of the "War on Poverty." ESEA emphasizes equal access to education and establishes high standards and accountability. The law authorizes federally funded education programs that are administered by the states.Elementary and Secondary Education Actfederally funded education programs In 1966, Congress created the Migrant Education Program to meet the special educational needs of migrant children. By the late 1970s, states had surpassed local governments in school funding. In 2002, Congress amended ESEA and reauthorized it as the No Child Left Behind Act (NCLB).No Child Left Behind Act For 2005-2006 the federal role in public school spending was 9.1%. Sources: U. S. Department of Education http://www.ed.gov/index.jhtml National Center for Education Statistics, Digest of Education Statistics, 2004, Table 153: Revenues for public elementary and secondary schools, by source of funds: Selected years, 1919–20 to 2001-02National Center for Education Statistics, Digest of Education Statistics, 2004, Table 153: Revenues for public elementary and secondary schools, by source of funds: Selected years, 1919–20 to 2001-02 http://nces.ed.gov/programs/digest/d08/tables/dt08_171.asphttp://nces.ed.gov/programs/digest/d08/tables/dt08_171.asp

5. Federal Programs as a Support System: Comprehensive Needs Assessments Program Planning and Implementation Program Evaluations Budgeting Staffing and Staff Development Funding District and Campus Improvement Plans Compliance Reports Performance Based Monitoring Analysis System for NCLB programs Private Non-profit Schools Participation NCLB Programs Homeless Student Services, Robert E. Floyd, District Liaison Migrant Education Program, Thelma Reynolds, Migrant Services Coordinator Extended Day, Week and Year Programs State Compensatory Funding

6. NCLB Grant Cycle District/Campus Planning Planning Amounts Private Nonprofit Schools Charter Schools Source: Texas Education Agency Comprehensive Needs Assessments: Federal Programs conducts visits to campuses and private schools throughout the year. Federal Funds meetings are held monthly to discuss district/campus needs. Stakeholder meetings are held to conduct needs assessments and gather input.

7. Migrant Education Program – “Harvest of Hope” Helps migrant students overcome the challenges of mobility, cultural and language barriers, social isolation, and other difficulties associated with a migratory lifestyle in order to succeed in school and to successfully transition to postsecondary education or employment A child, ages 3 through 21 who is, or whose parent, spouse, or guardian is a migratory agricultural, dairy or fisher worker and who, in the preceding 36 months has moved from one school district to another, in order to obtain, temporary or seasonal employment in qualifying activities. 7 Areas of Concern for Migrant Students: 1.Educational Continuity 2.Instructional Time 3.School Engagement 4.English Language Development 5.Educational Support in the Home 6.Health 7.Access to Services Harlingen CISD Federal Programs Office http://www2.harlingen.isd.tenet.edu/~FPD/http://www2.harlingen.isd.tenet.edu/~FPD/

8. Parent’s Pyramid for Success

9. Information Resources U. S. Department of Education http://www.ed.gov/index.jhtml Texas Education Agency http://www.tea.state.tx.us/ NCLB Program Coordination, Texas Education Agency http://www.tea.state.tx.us/nclb/ http://www.tea.state.tx.us/nclb/ Texas Migrant Education Program, Texas Education Agency http://www.tea.state.tx.us/nclb/migrant/migIndex.html http://www.tea.state.tx.us/nclb/migrant/migIndex.html National Migrant Education Hotline 1-800-234-8848 Texas Homeless Education Office http://www.utdanacenter.org/theo/ Harlingen CISD Federal Programs Office http://www2.harlingen.isd.tenet.edu/~FPD/ http://www2.harlingen.isd.tenet.edu/~FPD/ Thank You!