Additional Federally Funded Programs

The programs serve children and youth who fulfill the following criteria:

• Age 3-21;

• Have not yet received a high school diploma or its equivalent;

• Have moved into a school district within the last 36 months;

• Whose parents, guardians, spouses, or selves have moved due to economic necessity and have worked in agricultural production or fishing within the last 36 months.

After potential students are located, they are interviewed by a program recruiter, who will complete a Certificate of Eligibility (COE), the document that establishes a student's eligibility for services.

Students who have moved during the school year and who are most at risk for not meeting state standards are given priority for services. The staff at the state level collaborate with locally-based programs to conduct a Comprehensive Needs Assessment and design programs to fit students' needs.

Occupational Survey- Completed when students enroll in the school to assist with identification of students who may qualify for services. (English, Spanish, Haitian Creole)

The goals of Title I, Part D, are to

1. Improve educational services for these children so they have the opportunity to meet challenging State academic content and achievement standards;

2. Provide them with services to successfully transition from institutionalization to further schooling or employment; and

3. Prevent youth who are at-risk from dropping out of school, and to provide dropouts and children and youth returning from correctional facilities with a support system to ensure their continued education.

The purpose of the Title II, Part A grant is

• to increase student achievement consistent with challenging State academic standards,

• to improve the quality and effectiveness of teachers, principals and other school leaders,

• to increase the number of teachers, principals and other school leaders who are effective in improving student academic achievement in schools, and

• to provide low-income and minority student greater access to effective of teachers, principals and other school leaders.

The purposes of this part are —

(1) to help ensure that children who are limited English proficient, including immigrant children and youth, attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging State academic content and student academic achievement standards as all children are expected to meet;

(2) to assist all limited English proficient children, including immigrant children and youth, to achieve at high levels in the core academic subjects so that those children can meet the same challenging State academic content and student academic achievement standards as all children are expected to meet, consistent with section 1111(b)(1);

(3) to develop high-quality language instruction educational programs designed to assist State educational agencies, local educational agencies, and schools in teaching limited English proficient children and serving immigrant children and youth;

(4) to assist State educational agencies and local educational agencies to develop and enhance their capacity to provide high-quality instructional programs designed to prepare limited English proficient children, including immigrant children and youth, to enter all-English instruction settings;

(5) to assist State educational agencies, local educational agencies, and schools to build their capacity to establish, implement, and sustain language instruction educational programs and programs of English language development for limited English proficient children;

(6) to promote parental and community participation in language instruction educational programs for the parents and communities of limited English proficient children;

(7) to streamline language instruction educational programs into a program carried out through formula grants to State educational agencies and local educational agencies to help limited English proficient children, including immigrant children and youth, develop proficiency in English, while meeting challenging State academic content and student academic achievement standards;

(8) to hold State educational agencies, local educational agencies, and schools accountable for increases in English proficiency and core academic content knowledge of limited English proficient children by requiring —

(A) demonstrated improvements in the English proficiency of limited English proficient children each fiscal year; and

(B) adequate yearly progress for limited English proficient children, including immigrant children and youth, as described in section 1111(b)(2)(B); and

(9) to provide State educational agencies and local educational agencies with the flexibility to implement language instruction educational programs, based on scientifically based research on teaching limited English proficient children, that the agencies believe to be the most effective for teaching English.

The purpose of the 21st CCLC program is to provide federal funds to establish or expand community learning centers that operate during out-of-school hours with three specific purposes:

1. Provide opportunities for academic enrichment, including providing tutorial services to help students (particularly students in high poverty areas and those who attend low-performing schools) meet state and local student performance standards in core academic subjects such as reading and mathematics.

2. Offer students a broad array of additional services, programs, and activities, such as: youth development activities; service learning; nutrition and health education; drug and violence prevention programs; counseling programs; arts, music, physical fitness and wellness programs; technology education programs; financial literacy programs; environmental literacy programs; mathematics, science, career and technical programs; internship or apprenticeship programs; and other ties to an in-demand industry sector or occupation for high school students that are designed to reinforce and complement the regular academic program of participating students.

3. Offer families of students served by 21^st CCLCs opportunities for active and meaningful engagement in their children’s education, including opportunities for literacy and related educational development.

PSRC PLEDGE 21st Century Learning Sites (2020-2021):

1. Fairmont High

2. Parkton Elementary

3. Red Springs Middle

The term "homeless children and youths"--

(A) means individuals who lack a fixed, regular, and adequate nighttime residence (within the meaning of section 103(a)(1)); and

(B) includes--

(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 adequate accommodations; are living in emergency or transitional shelters; or are abandoned in hospitals;*

(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 (within the meaning of section 103(a)(2)(C));

(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 (as such term is defined in section 1309 of the Elementary and Secondary Education Act of 1965) who qualify as homeless for the purposes of this subtitle because the children are living in circumstances described in clauses (i) through (iii).

McKinney Vento Eligibility Survey should be part of student enrollment packet (English, Spanish, Haitian Creole).