Federal Programs
The Office of Federal Programs at the Oklahoma State Department of Education monitors the use of funds and supports the programs of Titles IA, IC, ID, IIA, IIIA, IVA, VB, and IXA. The Office of Federal Programs also oversees Blue Ribbon Schools, Distinguished Schools, Charter Schools, Nonpublic Schools, and Foster Care.
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Join OSDE for the Federal Programs Summit on November 4 at the Cox Convention Center in Oklahoma City. Presentation topics will include special education, school support, school personnel records, OCAS and federal programs. For more information and to register, click here.
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Other Resources
- Submission of the Annual Title I Report Presentation
- Central Contractor Registration system (CCR), System for Award Management (SAM) and DUNS numbers - FY15-16 SAMS/DUNS Information
- Committee of Practitioners
- Consolidated State Performance Report
- Elementary and Secondary Education Act
- Federal Programs Claims
- Federal Programs Complaint Procedures
- Federal Programs Webinar Schedules
- Period of Availability of Federal Funds
- Title IX Resource Guide
- U.S. Department of Education
Time and Effort
- Time and Effort Flexibility Letter
- Time and Effort Enclosure A
- Time and Effort Enclosure B
- Time and Effort Enclosure C
Programs
Title I, Part A – Improving Basic Programs Operated by State and Local Education Agencies
The purpose of this subpart is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and State academic assessments. (Title I, Part A, ESSA § 1001)
Title I, Part A - Recognition and Awards Program: Distinguished Schools Awards
National Title I Distinguished School Programs. Schools receiving these awards demonstrate a wide array of strengths, including team approaches to teaching and learning, focused professional development opportunities for staff, individualized programs for student success and strong partnerships between the school, parents and the community. Schools are selected by the Oklahoma State Department of Education and must qualify under one of the following categories:
- Category 1: Exceptional student performance for two or more consecutive years.
- Category 2: Closing the achievement gap between student groups.
- Category 3: Excellence in serving special populations of students (e.g. homeless, migrant, English learners, etc.)
Title I, Part C - Education of Migratory Children
The purpose of this subpart is (1) to assist States in supporting high-quality and comprehensive educational programs and services during the school year and, as applicable, during summer or intersession periods, that address the unique educational needs of migratory children; (2) to 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 challenging State academic standards; (3) to ensure that migratory children receive full and appropriate opportunities to meet the same challenging State academic standards that all children are expected to meet; (4) 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 succeed in school; (5) to help migratory children benefit from State and local systemic reforms. (Title I, Part C, ESSA § 1301)
Title I, Part D – Prevention and Intervention Programs for Children and Youth who are Neglected, Delinquent or At-Risk
The purpose of this subpart is (1) to improve educational services for children and youth in local, tribal, and State institutions for neglected or delinquent children and youth so that such children and youth have the opportunity to meet the same challenging State academic standards that all children in the State are expected to meet; (2) to provide such children and youth with the services needed to make a successful transition from institutionalization to further schooling or employment; and (3) to prevent at-risk youth from dropping out of school, and to provide dropouts, and children and youth returning from correctional facilities or institutions for neglected or delinquent children and youth, with a support system to ensure their continued education. (Title I, Part D, ESSA § 1401)
Title II, Part A – Supporting Effective Instruction
The purpose of this subpart is to increase student achievement consistent with the challenging State academic standards; improve the quality and effectiveness of teachers, principals, and other school leaders; increase the number of teachers, principals, and other school leaders who are effective in improving student academic achievement in schools; and provide low-income and minority students greater access to effective teachers, principals, and other school leaders.” (Title II, Part A, ESSA § 2001)
Title III, Part A - English Language Acquision, Language Enhancement, and Academic Achievement
The purpose of this subpart is (1) to help ensure that English learners, including immigrant children and youth, attain English proficiency and develop high levels of academic achievement in English; (2) to assist all English learners, including immigrant children and youth, to achieve at high levels in academic subjects so that all English learners can meet the same challenging State academic standards that all children are expected to meet; (3) to assist teachers (including preschool teachers), principals and other school leaders, State educational agencies, local educational agencies, and schools in establishing, implementing, and sustaining effective language instruction educational programs designed to assist in teaching English learners, including immigrant children and youth; (4) to assist teachers (including preschool teachers), principals and other school leaders, State educational agencies, an local educational agencies to develop and enhance their capacity to provide effective instructional programs designed to prepare English learners, including immigrant children and youth, to enter all-English instructional settings; and (5) to promote parental, family, and community participation in language instruction educational programs for the parents, families, and communities of English learners. (Title III, Part A, ESSA § 3102)
The purpose of this subpart is to improve students’ academic achievement by increasing the capacity of States, local educational agencies, schools, and local communities to (1) provide all students with access to a well-rounded education; (2) improve school conditions for student learning; and (3) improve the use of technology in order to improve the academic achievement and digital literacy of all students. (Title IV, Part A, ESSA § 4001)
Title IV, Part B - 21st Century Community Learning Centers
The 21st Century Community Learning Centers program assists students attending high-poverty, low-performing schools in meeting academic standards in core subjects by providing services to students and their families during out-of-school hours.
The 21st Century Community Learning Centers program assists students attending high-poverty, low-performing schools in meeting academic standards in core subjects by providing services to students and their families during out-of-school hours.
The purpose of this subpart is to address the unique needs of rural school districts that frequently (1) lack the personnel and resources needed to compete effectively for Federal competitive grants; and (2) receive formula grant allocations in amounts too small to be effective in meeting their intended purposes. (Title V, Part B, ESSA § 5202)
Title IX, Part A - Homeless Children and Youths
The purpose of this subpart is to ensure that each child of a homeless individual and each homeless youth have equal access to the same free, appropriate public education, including a public preschool education, as provided to other children and youth. (Title IX, Part A, ESSA §9101)
Blue Ribbon Schools
The National Blue Ribbon Schools Program recognizes public and private elementary, middle, and high schools based on their overall academic excellence or their progress in closing achievement gaps among student subgroups. Every year the U. S. Department of Education seeks out and celebrates great American schools, schools demonstrating that all students can achieve to high levels. The National Blue Ribbon School award affirms the hard work of students, educators, families, and communities in creating safe and welcoming schools where students master challenging content. The National Blue Ribbon School flag gracing an entry or flying overhead is a widely-recognized symbol of exemplary teaching and learning.
