The term “homeless children and youth”—
(A) means individuals who lack a fixed, regular, and adequate nighttime residence …; and
(i) children and youths who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative accommodations; are living in emergency or transitional shelters; are abandoned in hospitals; or are awaiting foster care placement;
(ii) children and youths who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings …
(iii) children and youths who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and (iv) migratory children who qualify as homeless for the purposes of this subtitle because the children are living in circumstances described in clauses (i) through (iii).
These funds are used to support the schools, Indian tribes and organizations, postsecondary institutions and other entitites to meet the unique educational and culturally related academic needs of American Indian and Alaska Native students, so that such students can meet the same challenging state student academic achievement standards as all other students are expected to meet.
Mrs. Sharon Williams is the Clinton City Schools Indian Education Coordinator who is responsible for the oversight of this program. She serves all K-12 schools but she is home based at Sampson Middle School. She may be reached by calling her at SMS, 592-3132, ext. 5175 or emailing her at email@example.com
How is Title I school funding determined?
Title I is a federal entitlement program, or non-competitive formula fund, allocated on the basis of student enrollment and census poverty and other data. The U.S. Department of Education distributes these funds to State Education Agencies (SEAs) that in turn, distribute the funds to Local Education Agencies (LEAs) or school districts. NC Department of Public Instruction holds 4 percent of the funds for administrative and school improvement purposes. Local school districts must allocate the funds to qualifying school campuses based on the number of low-income children in a school. Funding supports Title I Schoolwide Programs and Targeted Assistance Schools, depending on the level of poverty in the school and how the school wants to function. Schoolwide Program schools have 40 percent or more of the children on free or reduced-price lunch and go through a one-year planning process. Schoolwide Programs have flexibility in using their Title I funds, in conjunction with other funds in the school, to upgrade the operation of the entire school.
What are the state and federal standards for low-income students and schools in poverty?
Low-income students are defined as those meeting free or reduced-price lunch criteria. Schools in poverty are defined by the number of low-income students. A Title I school must have: 1) a percentage of low-income students that is at least as high as the district's overall percentage; or 2) have at least 35 percent low-income students (whichever is the lower of the two figures). Only about one-third of the schools eligible for Title I are funded nationwide. Many eligible North Carolina schools do not receive funding. Districts rank schools by poverty and serve them in rank order until funds run out. Schools with 75 percent or more of the students on free or reduced-price lunch must be served. Districts must provide sufficient funding in each school to ensure that there is a reasonable chance of the program being successful.
What happens to Title I schools that do not make Adequate Yearly Progress (AYP)?
Title I schools not making AYP in the same subject (reading or mathematics) for two years in a row are identified for Title I School Improvement. In the first and subsequent years of Title I School Improvement, schools must provide students with public school choice. In the second and subsequent years of Title I School Improvement, schools must offer tutoring services to economically disadvantaged students who choose not to transfer. In the third year of Title I School Improvement, schools must take corrective actions, such as replacing school staff, implementing a new curriculum, or changing the school's internal organization structure. In the fourth year of Title I School Improvement, schools must plan for restructuring. Schools in the fifth year of Title I School Improvement must implement the restructuring plan.2013-2014 NC Report Card in English