State and Federal Programs
The Title programs exist to provide supplemental academic services for students at-risk of not graduating or falling behind. Title programs reinforce and accelerate what the classroom teacher is teaching under state requirements.
Title I Part A
Improving Basic Programs Operated by Local Educational Agencies
Title II Part A
To increase student academic achievement through strategies such as improving teacher and principal quality and increasing the number of highly qualified teachers in the classroom and highly qualified principals and assistant principals in schools.
Title III - English Language Acquisition, Language Enhancement, and Academic Achievement for LEP and Immigrant Students
To help ensure that children who are LEP, including immigrants, 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.
IDEA B Formula
Federal funds spent providing services for students with disabilities over and above what is funded with state and local monies. These funds supplement, not supplant, state, local and/or other federal funds
IDEA B Preschool
Funds dedicated to providing services to 3-5 year olds with disabilities over and above what is funded with state and local monies. These funds supplement, not supplant, state, local and/or other federal funds
The Carl D. Perkins Career and Technical Education Act (Perkins) was most recently reauthorized in August 2006. The purpose of Perkins is to provide individuals with the academic and technical skills needed to succeed in a knowledge- and skills-based economy. Perkins supports career and technical education that prepares its students both for postsecondary education and the careers of their choice.
State Compensatory Education
State Compensatory Education (SDE) is supplemental program designed to eliminate any disparity in performance on assessment instruments administered under Subchapter B, Chapter 39 or disparity in the rates of high school completion between students at risk of dropping out of school, as defined be section 29.081, and all other students.
WISD Dyslexia services are designed by the Region IV Education Center specifically for those students who have a difficulty “of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and socio-cultural opportunity.” (The Dyslexia Handbook, Texas Education Agency, Feb. 2014)
Dyslexia services include the necessary components for students diagnosed with dyslexia: multi-sensory based instruction that includes phonemic awareness (segmenting, blending and manipulating sounds in spoken language), graphophonemic knowledge (phonics), language structure, and linguistic patterns and processes. A variety of writing and spelling components are also included.
Dyslexia classes are limited in size to assure individualized attention and success for each student.