Federal Programs & Curriculum
Purpose of Federal Programs:
The Federal Programs and Curriculum department ensures the federal programs are administered within federal, state, and local educational law and fiscal requirements; in conjunction with the Superintendent, Business Manager, and Exceptional Student Services Director as key contacts for state representation of all grant implementation.
The SUSD District operates as a Title I school-wide program. A school-wide program is a comprehensive reform strategy to upgrade the entire educational program in a Title I school and district, with a primary goal to ensure that all students, particularly those who are low-achieving, demonstrate proficient and advanced levels of achievement on state academic achievement standards.
The criteria for a Title I school-wide require strategies of:
- Conduct a Comprehensive Needs Assessment (CNA)
- Identify and commit to specific goals and strategies that address those identified needs
- Create a comprehensive plan
- Conduct an annual review of the effectiveness of the schoolwide program and revise the plan as necessary
Schoolwide Plan Requirements:
- Title I: LEA may consolidate and use funds under this part, together with other Federal, State, and local funds, in order to upgrade the entire educational program of a school that serves an eligible school attendance area in which less than 40% of children are from low-income families, or not less than 40% of the children enrolled in the school are from such families.
- Title II: The ADE provides funding to LEAs in order to increase student achievement consistent with the challenging State Academic Standards; increase 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 IV: LEA focuses on three areas; 1) Well-Rounded Education and opportunities for all students; 2) Safe and Healthy Students to provide awareness and prevention education on topics of safe and healthy students, and 3) Effective Use of Technology to provide professional development and supplies
- Rural and Low Income Schools (RLIS): LEAs funding for supplies in areas of technology.
- Title VI (Formally Title VII): The Indian Education Formula Grant Program is committed to developing the students’ academic, social, emotional, well-being to make positive choices for college, career, and family from a strong Native cultural identity. We will meet the needs of students through a variety of culturally relevant programs and events.
- Move On When Reading (MOWR): Arizona’s Move On When Reading policy is to design to provide students with evidence-based, effective reading instruction in Kindergarten through third grade in order to position them for success as they progress through school, college, and career. The legislation in A.R.S. §15-701, §15-704, and §15-211 explains the requirement for pupil promotion, early literacy instruction, and accountability for student achievement in reading.
- Johnson O’Malley (JOM-Navajo Nation): Funds are to provide supplementary financial assistance to meet the unique and specialized educational needs of Indian children. The Indian Education Committee (IEC) designates funds to these specific areas, based on the identified students and the needs assessment. The 2018-2019 Needs Assessment, with a response of 175 out of 300 (58% participation rate), results show a need for books, music, STEM programs, career technical classes, Navajo language, and culture activities, and field trips.
Purpose of Curriculum, Assessment, Instruction, & Data:
The Federal Programs and Curriculum department ensures SUSD to implement a systemic framework of Curriculum, Assessment, Instruction, and Data, with the goal of implementing a viable and guaranteed curriculum at all schools. The District will support and validate field input, support systemic leadership from schools, and analyze gaps for necessary adjustments to produce a research-based document for data to drive instruction.