• State and Federal Programs and Grants

    Federal grants are provided to the School Board of Sarasota County to provide financial resources to support endeavors to improve the educational performance of our students.

    The grants facilitated by including the following: Integrated Instructional Services & Student Support Services Departments both support various Federal and State Programs

    Title I, Part A
    Improving the Academic Achievement of the Disadvantaged

    Tara Konrardy, Supervisor State, and Federal Programs  

    Title I is a federally-funded program that provides financial assistance to school districts and schools with high percentages of children from low-income families to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments.  Title I schools are determined by the percentage of students at each school who are eligible for free or reduced-price lunch.  Title I provides supplemental funding that may be used towards additional instructional staff, professional development, extended learning programs, and other strategies for raising student achievement in high poverty schools. Title I funds promote high academic achievement for all children, a greater focus on teaching and learning, flexibility to foster local initiatives coupled with responsibility for student performance, and improved connections among schools, parents, and communities.

    As part of Title I Compliance requirements, we must make specific Title I information available to parents and families and the public (parent and Family Engagement Plans, Home-School Compact, Parents Right to Know, etc.).

    2019-2020 Sarasota County Schoolwide Title I Programs  

    Title I, Part C
    Education of Migratory Children
    Jamie Rodriguez, Supervisor ESOL, and Migrant Education Programs

    The funds are allocated to support high-quality and comprehensive educational programs for migratory children to help reduce the educational disruptions and other problems that result from repeated moves. This includes eliminating language and cultural barriers, social isolation, various health-related problems, and other factors that inhibit the ability of such children to do well in school.

    Title II, Part A
    Preparing, Training, and Recruiting High-Quality Teachers and Principals
    Tara Konrardy, Supervisor State and Federal Programs and Grants

    These federal funds are retained at the school district and may be allocated for the following purposes:

    • Provide professional development activities that improve the knowledge of the teacher, principals, and paraprofessionals;
    • Innovative professional development programs, including programs that train teachers and principals to integrate technology into curricula and instruction to improve teaching and learning;
    • Professional development programs to provide instruction on how to teach children with different learning styles, particularly children with disabilities and children with special learning needs;
    • Professional development programs that provide instruction in methods of improving behavior in the classroom;
    • Professional activities designed to improve the quality of principals and superintendents.

    Title III, Part A
    English Language Acquisition, Language Enhancement, and Academic Achievement Act
    Jamie Rodriguez, Supervisor ESOL, and Migrant Education Programs

    These funds 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 achievement standards as all children are expected to meet. 

    Title III, Part B
    Improving Language Instruction
    Jamie Rodriguez, Supervisor ESOL, and Migrant Education Programs

    This allocation ensures that limited English proficient children master English and meet the same rigorous standards for academic achievement that all children are expected to meet. 

    Title IV, Part A
    Student Support and Academic Enrichment
    Tara Konrardy, Supervisor State and Federal Programs and Grants
    The purpose of Student Support and Academic Enrichment is to improve student academic achievement by:

    • Increasing the capacity to provide all students with access to a well-rounded education,
    • improving school conditions for student learning to support safe and healthy students, and
    • improving the use of technology to improve the academic achievement and advance digital literacy of all students.

    Title IX
    Education for Homeless Children and Youth
    Tara Konrardy, Supervisor State and Federal Programs and Grants
    The Federal McKinney-Vento Homeless Assistance Act states that children and youth who lack a fixed, regular, and adequate nighttime residence are considered homeless. If due to a loss of housing, a child must live in a shelter, motel, vehicle, or campground, on the street, in abandoned buildings, or doubled-up with relatives or friends, then he/she is eligible to receive services provided under the McKinney-Vento Act.

    The McKinney-Vento Education for Homeless Children and Youth Program is designed to address the problems that homeless children and youth have faced in enrolling, attending, and succeeding in school. Under this program, state educational agencies must ensure that each homeless child and youth has equal access to the same free, appropriate public education, including public preschool education, as other children and youth.

    Homeless children and youth must have access to the educational and other services that they need to enable them to meet the same challenging State student academic achievement standards to which all students are held.