Federal Programs Summary
The vision of Amite County School District’s Office of Federal Programs is to create a world-class educational system that gives students the knowledge and skills to be successful in college and the workforce, and to flourish as parents and citizens. In support of this vision, the mission is to provide leadership in the effective use of federal funds so that all students are prepared to compete in the global community.

The Office of Federal Programs provides leadership in fede­­ral grants implementation for Elementary and Secondary Education Act (ESEA) grants to awarded to Amite County School District. This office implements the following grants:

·         Title I - Basic, Part A and 1003a
·         Title II - HQ, Part A
·         Title VI - Rural, Part B
The Office of Federal Programs uses an outcome-based focus to achieve the following goals:

·         To collaborate across the district in supporting state initiatives
·         To support district planning and implementation
·         To evaluate and monitor performance
ACSD District Report Card

Each year, School and District Report Cards are posted on the Mississippi Department of Education's (MDE's) website to learn, support, engage, and hold districts and School Boards accountable. The concept behind the annual Report Card is to share individual campus academic performance and characteristic information. Not to be confused with student report cards, these Report Cards provide information about each school and district, including test performance, teacher qualifications, and much more.

Parents Right-to-Know

As required by the No Child Left Behind Act, Amite County Public Schools advises parents that they may request, and the school will provide in a timely manner, information regarding the professional qualifications of your child's classroom teachers, including the following:
- Whether the teacher has met state certification criteria for the grade levels and subject areas in which the teacher provides instruction.
- Whether the teacher is teaching under emergency or provisional status through which state certification has been waived.
- The degrees earned by the teacher and the field of certification or degree.
- Whether the child is provided services by paraprofessionals and, if so, their qualifications.

WIDA Standards and Assessments

WIDA (World-Class Instructional Design and Assessment) supports academic language development and academic achievement for linguistically diverse students through high-quality standards, assessments, research, and professional development for educators.
WIDA designs and implements proficiency standards and assessment for grade K-12 students who are English language learners, as well as a set of proficiency standards and assessments for Spanish language learners. WIDA also provides professional development to educators and conducts research on instructional practices, as well as the results.

Children's First Annual Report

The information required to be in the Children First Act (CFA) Annual Report will be compiled by the Mississippi Department of Education's Office of Research and Statistics. This report is, according to the CFA, to be printed in the newspaper, listed on the district website and made available free of charge at a location(s) in the district in a hard copy format. There are three categories of information which shall be included in the Annual Reports: 1. District Profile Information 2. Academic Achievement Information 3. Financial Data Information

Parental Involvement Policy

In support of strengthening student academic achievement, each school that receives Title I, Part A funds must develop jointly with, agree on with, and distribute to, parents of participating children a written parental involvement policy that contains information required by section 1118 of the Elementary and Secondary Education Act (ESEA) ( parental involvement policy).

ELL Letter to Parents

An English language learner (ELL) student is defined as a linguistically and culturally diverse student who has an overall English Language Proficiency (ELP) level of 1-4 on the ACCESS for ELL test administered each year. Students who reach ELP Level 5 or above are considered English Proficient (EP) students and are no longer ELL students. ELL students also may be called “limited English proficient” (LEP) in legal documents. ELL students receive services that help them attain English language proficiency and be academically successful.

Homeless Children Policy

Amite County School District considers the school enrollment, attendance and success of homeless children and youth throughout the district as a high priority. It is the policy of ACSD that every homeless child and youth be sensitively identified as required by the federal McKinney-Vento Homeless Assistance Act (“McKinney-Vento”), that every such child or youth be enrolled in and attend the appropriate school on every school day, and that school admission for such children and youth be immediate and be handled sensitively and in a child and family-centered manner in accordance with McKinney-Vento The intention of this policy is to minimize educational disruption for homeless children and youth and promoting stability and continuity in education as well as providing social supports during a period of housing in stability.

 School-Parent Compact Guide

A School-Parent Compact for Achievement is an agreement that parents, students and teachers develop together. It explains how parents and teachers will work together to make sure all our students reach grade-level standards. Effective compacts: Link to goals of the school improvement plan Focus on student learning skills Describe how teachers will help students develop those skills using high-quality instruction Share strategies parents can use at home Explain how teachers and parents will communicate about student progress Describe opportunities for parents to volunteer, observe, and participate in the classroom

Common Core

The Common Core is a set of high-quality academic standards in mathematics and English language arts/literacy (ELA). These learning goals outline what a student should know and be able to do at the end of each grade. The standards were created to ensure that all students graduate from high school with the skills and knowledge necessary to succeed in college, career, and life, regardless of where they live. The standards define the knowledge and skills students should gain throughout their K-12 education in order to graduate high school prepared to succeed in entry-level careers, introductory academic college courses, and workforce training programs.

 No Child Left Behind

The No Child Left Behind Act of 2001 (NCLB)[1][2] is a United States Act of Congress that is a reauthorization of the Elementary and Secondary Education Act (ESEA), which included Title I, the government's flagship aid program for disadvantaged students. NCLB supports standards-based education reform based on the premise that setting high standards and establishing measurable goals can improve individual outcomes in education. The Act requires states to develop assessments in basic skills. To receive federal school funding, states must give these assessments to all students at select grade levels. The Act does not assert a national achievement standard. Each individual state develops its own standards. NCLB expanded the federal role in public education through annual testing, annual academic progress, report cards, teacher qualifications, and funding changes.