Title I, Part A Title I of the Elementary and Secondary Education Act of 1965 is designed to help disadvantaged children meet challenging content and student performance standards. The purpose of Title I, Part A is to enable schools to provide opportunities for children served to acquire the knowledge and skills contained in the State's challenging content and student performance standards that all children are expected to meet. Luling ISD is a school wide program which permits a school to use funds from Part A and other Federal education program funds and resources to upgrade the entire educational program of the school in order to raise academic achievement for all the students.
Title I, Part C *Education of Migratory Students The purpose of this program is for the identification and recruitment of all eligible migratory children in the state. Luling ISD is responsible for ensuring that migratory students have access to and receive high quality, comprehensive instructional and support programs that will enable them to meet the same challenging district and state performance standards that all the children of the district are expected to meet. The identification and recruitment of all eligible migratory children is an on-going activity. To qualify for this program, a child whose parent, spouse, or guardian is a migratory agricultural worker or a migratory fisher who has moved from one school district to another in order to obtain, or accompany such a 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 or his or her family within the preceding 36 months.
Title II, Part A – Teacher Training and Recruiting
This program provides supplemental funding to improve student achievement by elevating teacher and principal quality through recruitment, hiring, and retention strategies to improve teacher and principal quality and increase the number of highly qualified teachers in the classroom and highly qualified principals and assistant principals in schools. The program uses scientifically based professional development interventions and holds districts and schools accountable for improvements in student academic performance.
Title II, Part D - Enhancing Education Through Technology
This program provides supplemental funds to improve student academic achievement through the use of technology in elementary and secondary schools. It is also designed to assist every student in becoming technologically literate by the end of eighth grade and to encourage the integration of technology resources and systems with teacher training and professional development to establish research-based instructional models.
Title IV, Part A *Safe and Drug-Free Schools and Communities The Safe and Drug-Free Schools and Communities Act was established to provide state and local education agencies funding to develop and enhance educational programs of violence and drug prevention, early intervention, and rehabilitation referral in elementary and secondary schools. Luling ISD provides curriculum on Safe and Drug-free schools. Through curriculum and planned programs, all students are involved through assemblies, classroom presentations. Staff development includes strategies for crisis intervention. School security and drug detecting dogs are also funded with Title IV funds.
Title III, Part A - English Language Acquisition, Language Enhancement, and Academic Achievement Act 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.
Career and Technology Education *CTE The purpose of this program is to provide students with an opportunity to apply academic skills while providing highly transferable technical skills and knowledge for students to reach their maximum potential in higher education, in the workforce, and for personnel application.
Bilingual Education/English as a Second Language *BE/ESL The purpose of the ESL program is to enable limited English proficient (LEP) students to become competent in the comprehension, speaking, reading, and composition of the English language. Luling ISD currently administers a Bilingual Education Program (to have this program, there must be 20 LEP students per grade level) in grades one through five. An ESL program is administered in grades six through twelve. The Oral Language Proficiency Test (OLPT) is administered in English to limited English proficient (LEP) students whose Home Language Survey reflects a language other than English. Parents will be notified if their child has been classified as limited English proficient and recommended for placement in the required program. Then entry or placement of a student in a program must be approved in writing by the student's parent.
Dyslexia The purpose of this program is to offer an individual intensive multi-sensory program for those identified students exhibiting characteristics associated with dyslexia. This program's goal is to teach those students strategies and the rules of the English language to help accelerate the reading, writing, and spelling skills used in the regular classroom and in everyday life.
Gifted and Talented The gifted and talented program is to provide enrichment beyond the regular education program in which students who function at remarkably high levels, when compared to others of the same age and equivalent experiences, have the opportunities to develop and expand critical and creative thinking, increase reasoning and problem solving abilities, develop the ability to assimilate old and new knowledge, and present in innovative ways. Students may be nominated by any professional staff and parents and screened once a year for services for gifted students. Assessment in the areas of intellectual and specific academic fields, grades 1-12, uses a minimum of three (3) appropriate criteria that include both qualitative and quantitative measures. At the kindergarten level, at least three (3) criteria are used to assess students who perform at remarkably high levels of accomplishments relative to age peers. Final selection of students for services designed for gifted students is made by a committee of at least three (3) local district or campus educators who have received training in the nature and needs of gifted students. Parents will be notified by letter of their student's placement or non-placement in the gifted and talented program.
Optional Extended Year Program *OEYP This program provides an innovative education program with additional days for learning and to provide students who are at-risk of failing with opportunities to build self-esteem by improving TAAS skills, improve reading fluency, and to improve TAAS reading and math performance.
Special Education This program is designed to meet the needs of each student, providing the most suitable program in the least restrictive environment.
State Compensatory Education *SCE State Compensatory Education is a program designed to improve and enhance the regular education program for students in at-risk situations. The purpose is to increase the achievement and reduce the dropout rate of identified students in at-risk situations.
Accelerated Reading Instruction Program/Accelerated Math Instruction Program The purpose of this program to implement accelerated reading instruction to students not showing adequate progress in reading development and who are at-risk for reading difficulties, including dyslexia. Another purpose of this program is to implement accelerated math instruction to students not showing adequate progress in math development.
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Luling ISD is fully accredited by the Texas Education Agency.