Title I, Part A, is intended 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. As the largest federal program supporting elementary and secondary
education, Title I targets these resources to the districts and schools where the needs are greatest.
Title I, Part A provides for substantive parental involvement at every level of the program, such as in the development and
implementation of the State and local plan, and in carrying out the LEA and school improvement provisions. Studies have found that
students with involved parents, no matter what their income or background, are more likely to earn high grades and test scores, and
enroll in higher-level programs; pass their classes, earn credits, and be promoted; attend school regularly; and graduate and go on to
The purpose of this program is to ensure that the special educational needs of migrant children are identified and addressed. This
program supports high-quality and comprehensive educational programs for migrant children in order to help reduce the educational
disruptions and other education related problems that result from frequent moves. This program also attempts to ensure that migrant
students who move between states are not put at a disadvantage because of disparities in curriculum, graduation requirements, content,
and student academic achievement standards. The program promotes interstate and intrastate coordination of services for migrant
children, including providing for educational continuity through the timely transfer of pertinent school records.
The Prevention and Intervention Programs for Children and Youth who are Neglected, Delinquent or At-Risk provide financial
assistance to educational programs for youth that are enrolled in state-operated institutions or community day programs. The program
also provides financial assistance to support school districts' programs, which focus primarily on the transition and academic needs of
students returning from correctional facilities, and involve collaboration with locally operated correctional facilities. State
education agencies (SEAs) are to designate an individual in each correctional facility or institution for neglected or delinquent
children and youth to concentrate on providing participants with the knowledge and skills needed to make a successful transition to
secondary school completion, vocational or technical training, further education, or employment. As these students make the transition
from correctional facilities back to their local schools, they will receive the follow-up services they need to continue their
education and to meet the same challenging state standards required of all students.
The plight of the homeless child and the education of that child has never been more critical than it is today. Yet, the
educational needs of homeless children and youth can not begin to be addressed until educators and other support system develop an
awareness of the growing problem of homelessness among the children and youth in our society and in our school boundaries. With this
increased population, we have developed a new culture, whose differences and likenesses must become recognizable.
Additionally, as educators, we must address the educational needs of the homeless in order to insure that they become productive
citizens within our multicultural society.
For Further Information Please Contact
Sonya Morris- Bureau Chief (850) 245-0479
Carol Gagliano -Program Director
Title I, Part C: Migrant Education
Wanda Young-Program Director
Title I, Part A: Basic
Title VI, Part B, Subpart 2 – Rural and Low-Income School Program
Melvin Herring-Program Director
Title I, Part D: Neglected & Delinquent Education
Lorraine Allen-Program Director
Title X: Homeless Education Program
-, Program Director
Title I, Part A: Public School Choice
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