• Title I | Part ATitle I, Part A provides supplemental resources to local education agencies to help schools with a high concentration of students from low-income families provide high-quality education which will enable all children to meet the state student performance standards. Title I, Part A supports campuses in implementing either a schoolwide program or a targeted assistance program.

    Each year the Coordinator will use federal guidelines to determine which schools will qualify to receive Title I funds. On campuses designated as being schoolwide, all students are eligible to benefit from programs provided through Title I funding. On campuses designated as targeted assisted only identified students are recipients of benefits provided through programs funded with Title 1. These students are identified as being at-risk for not mastering the state academic achievement standards.

    Title 1 campuses

    • James F. Delaney Elementary
    • R.F. Patterson Elementary
    • James A. Arthur Intermediate
    • Kennedale Junior High School
    • Kennedale High School 
    Kennedale ISD will provide assistance to parents of children served by the district or school, as appropriate, in understanding topics relating to, among others:
    • The States academic content standards.
    • The States student academic achievement standards.
    • State and local academic assessments.
    • The requirements of Title I, Part A.
    • How to monitor their child's progress and how to work with educators.
    • All parents are encouraged to participate.

    Parent Involvement Policy 2020-2021

    Title I | Part C: The purpose of Title I, Part C Migrant Education Program is to:
    1. Support high-quality and comprehensive educational programs for migratory children to help reduce the educational disruptions and other problems that result from repeated moves;
    2. Ensure that migratory children who move among the States are not penalized in any manner by disparities among the States in curriculum, graduation requirements, and State academic content and student academic achievement standards;
    3. Ensure that migratory children are provided with appropriate educational services ( including supportive services) that address their special needs in a coordinated and efficient manner;
    4. Ensure that migratory children receive full and appropriate opportunities to meet the same challenging State academic content and student academic achievement standards that all children are expected to meet;
    5. Design programs to help migratory children overcome educational disruption, cultural and language barriers, social isolation, various health-related problems, and other factors that inhibit the ability of such children to do well in school, and to prepare such children to make a successful transition to postsecondary education or employment; and
    6. Ensure that migratory children benefit from State and local systemic reforms.

    Eligibility criteria for migratory children can be described using five basic elements: Who, What, Where, Why, and When.
    Who: a child who is, or whose parent, spouse, or guardian, is a migratory agricultural worker, or a migratory fisher
    What: has moved
    Where: from one school district to another
    Why: In order to obtain, or accompany such parent, spouse, or guardian in order to obtain, temporary or seasonal employment in agricultural or fishing work that serves as a principal means of livelihood for the worker and his or her family
    When Within the preceding 36 months.

    An employment questionnaire is distributed to all families annually. Upon indication that a family is possibly migratory, the referral is submitted to Region XI, which determines if the family meets or does not meet eligibility requirements.

    Title II | Part AThe purpose of this program is to provide financial assistance to LEAs to:
    Increase student achievement through improving teacher and principal quality and increase the number of highly qualified teachers in classrooms and highly qualified principals and assistant principals in schools, and hold local educational agencies and schools accountable for improving student academic achievement.

    Teachers, principals, assistant principals, administrators, and pupil service personnel, and paraprofessionals are eligible to receive training funded through Title II, Part A.

    Administrators may request supplemental funds for professional development in an area of need.
    Title III, PART ATitle III, Part A provides supplemental resources to help ensure that children who are limited English proficient attain English proficiency at high levels in core academic subjects to meet state-mandated achievement performance standards.

    The primary language must be a language other than English. Students must have scored in the Limited or Non-English range on and approved Oral Language Proficiency Test. Students must have scores reviewed by the Language-Proficiency Assessment Committee (LPAC). Students must have
     permission from parents/guardians to participate in the ESL program. 

    A home language survey (HLS) is completed by the parent/guardian student upon initial enrollment in the district. If a language other than English is indicated upon the form, the campus ESL teacher receives a copy of the HLS and performs the assessment to determine the student's current level of English proficiency. If results indicate limited English proficiency, they are shared with the LPAC to determine the instructional recommendation for the child.