• Nixa Public Schools Federal Programs

     

    Reauthorized in 2015 under Public Law 114-95 as Every Student Succeeds Act (ESSA), these programs were originally authorized under the Elementary and Secondary Education Act (ESEA) of 1965 (Public Law 89-10), the first major program of federal assistance to our nation’s public elementary and secondary schools. These programs assist Local Education Agencies (LEAs) to close the achievement gap with accountability, flexibility, and choice.

     

    Nixa Public Schools receive funds through the federal government to supplement state and local funding. These federal funds are intended to provide support to help ensure that all children have the opportunity to obtain a high-quality education and reach proficiency on challenging state academic standards and assessments.  

     

    The district receives funds through the following programs:



    Title I, Part A

     

    Title One is a federally-funded, general education support program. The goal of Title One Reading is to provide extra reading help and instruction for struggling readers. Nixa Public Schools offers extra reading support through small group instruction with the Comprehension Intervention Model as well as one-on-one instruction for first graders using Reading Recovery.  

     

    The Comprehension Intervention Model (CIM) utilizes small group instruction either within or pull-out of the classroom. CIM includes a menu of interventions that are used to best meet the instruction needs of students. CIM utilizes two phases of instruction: a reading phase and a writing phase. Both phases include systematic instruction of how words work.  

     

    Reading Recovery is a highly effective one-on-one intervention designed for first graders who need the most assistance ‘catching up’. To date, nearly 2.3 million children have had Reading Recovery service.  Nearly 80% of those students reach the average of the classroom in 12-20 weeks of instruction.

     

     

    Title I Resources

     

    Reading Recovery Council of North America

     

    International Data Evaluation Center

     

    UNI Video "Raising Readers"

     

    Reading with Your Child

     

    My Reading Recovery Lesson

     

    Parent Involvement Plan

     

    How You Can Help Your Child Read

     

     

    Title I District Building Links

     

    Century Elementary (District Funded)

     

    Espy Elementary (Title I.A Funded)

     

    High Pointe Elementary (Title I.A Funded)

     

    John Thomas School of Discovery (District Funded)

     

    Mathews Elementary (Title I.A Funded)

     

    Inman Intermediate (District Funded)

     

    Summit Intermediate (District Funded)

     

    Title II.A

     

    The purpose of Title II.A is to increase the academic achievement of all students by helping schools and LEAs improve teacher and principal quality and ensure that all teachers are highly qualified. Because Title IIA was combined with the Class-Size Reduction grant, Title II.A funds may be used for both high-quality professional development and the hiring of supplemental highly qualified teachers to reduce class sizes. The district must demonstrate that they have met state minimum class size requirements prior to using Title II.A funds to further reduce class size.

     

    Title III EL (English Learners) and Immigrant

     

    The purpose of Title III, Part A, is to help ensure that children and youth who are limited English proficient, Native American and/or immigrants, attain English language proficiency, develop high levels of academic attainment in English, and meet the same challenging state academic standards that all children are expected to meet.

    Nixa Public Schools may use funds to:

    • develop high-quality language instruction educational programs
    • assist states, districts, and schools to build their capacity to establish, implement, and sustain language instruction and development programs
    • promote parental and community involvement
    • hold states, districts, and schools accountable for increases in English proficiency and core academic content knowledge of limited English proficient children by:
      • demonstrated improvements in the English proficiency of limited English proficient children each fiscal year; and
      • adequate yearly progress for limited English proficient children, including immigrant children and youth