Special Programs

Title I, Part A – Improving Basic Programs Operated By Local Educational Agencies—of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA) of 2015, provides supplemental funding to state and local educational agencies to acquire additional education resources at schools serving high concentrations of students from low-income homes. These resources are used to improve the quality of education programs and ensure students from low-income families have opportunities to meet challenging state assessments.

The Texas Migrant Education Program strives to empower educators working with migrant children to collaborate in designing programs which build upon student strengths, eliminate barriers, provide continuity of education, and produce levels of performance for migrant students that meet or exceed those of the general student population.  Parent involvement is viewed as an essential part of the educational process, and home-school-community partnerships provide the support necessary to improve student achievement. 

Because issues of mobility, language, and poverty affect the migratory student's opportunities to receive excellence and equity in the classroom, the Migrant Education Program strives to provide an education experience which can help children reduce the educational disruptions and other problems that can result from repeated moves.  Texas migrant children deserve the same opportunities to reach the same challenging state performance standards that all children are expected to meet.

Alvarado ISD partners with Education Service Center Region XIin a Shared Services Agreement to identify and serve the migrant students in our district.

Who is considered a migrant student?
A child who is, or whose parent, spouse or guardian is a migratory agricultural worker, or migratory fisher:”

• who has moved from one school district to another
• in order accompany such parent, spouse, or guardian in order to obtain (or to obtain themselves) temporary or seasonal employment in agricultural or fishing work that serves as a principal means of livelihood for the worker and his or her family
• within the preceding 36 months.

What should I do if I believe that my student(s) may be considered a migrant student?
If you feel that your child may be considered a migrant student and eligible for a variety of services please fill out a Migrant Program Application (also available in Spanish).

Submit the completed form to your school’s front office or contact Dr. Lori Nunez, Chief Special Programs Officer, to begin the qualification process.

Texas Education Code 11.253 (c) requires each school year, the principal of each school campus, with the assistance of the campus-level committee, shall develop, review, and revise the campus improvement plan for the purpose of improving student performance for all student populations with respect to the student achievement indicators and any other appropriate performance measures for special needs populations.

In Alvarado ISD, each campus forms a Campus Site-Based Committee that sets the campus's educational objectives, consistent with the District Improvement Plan. In accordance with state and federal law, this Campus Improvement Plan is a one-year plan that records how resources and time will be allocated in the school year to meet the determined District goals. The Campus Committee consists of representation from the community, parents, and staff. 

Campus and District Improvement Plans

Students residing within the Alvarado ISD attendance boundaries, but attending private non-profit schools may be eligible to receive supplemental educational services through one or more of the following federal programs: Title I, Title II, Title III and Title IV.  

If you are a private non-profit school parent or representative and would like more information, please contact Dr. Lori Nunez, Chief Special Programs Officer. For more information click on the following TEA web link: Private Non-Profit School

Under the Every Student Succeeds Act (ESSA), the purpose of Title II, A funds is to provide grants to State educational agencies and subgrants to local educational agencies to

(1) increase student achievement consistent with the challenging State academic standards
(2) improve the quality and effectiveness of teachers, principals, and other school leaders;
(3) increase the number of teachers, principals, and other school leaders who are effective in improving student academic achievement in schools; and
(4) provide low-income and minority students greater access to effective teachers, principals, and other school leaders.

For more information: Title II

Title III, Part A of the Elementary and Secondary Education Act (ESEA), as reauthorized under the Every Student Succeeds Act (ESSA), aims to ensure that English learners (ELs) and immigrant students attain English proficiency and develop high levels of academic achievement in English. Title III will also assist all English learners meet the same challenging State academic standards that all children are expected to meet.

As a recipient of Title III funds, Alvarado ISD uses these funds to provide supplementary instructional materials and support students identified as second language learners, 10.2% of our District population. Additionally, Title III funds are allocated for professional contracted services and professional development to meet the districts’ need in addressing students of limited English proficiency. The service providers work closely with administrators in training and supporting teachers through coaching models that includes collaborative planning, collecting, analyzing and reflecting on student data. Professional development opportunities are also offered to teachers working directly with LEP students to best serve language acquisition needs. Sheltered Instruction training and ESL Academies through Region 20 are among the trainings teachers attend to help students meet the state's achievement standards. Title III funds must strictly be used to supplement and enhance language support services and instructional effectiveness and not supplant state required initiatives.

*LEP Student Attainment refers to when the English language learner has become proficient in English; this is demonstrated when the student receives a composite rating of Advanced High on the state assessment used each year to evaluate the student’s English language proficiency.

For more information: Title III

Families with children and youth who lack a fixed, regular and adequate nighttime residence.  This includes children and youth who are:

• Sharing the housing of other persons (doubled-up) due to economic hardship or loss of housing
• Students living in temporary homes due to economic hardship.  This could include, but is not limited to
  • Shelters
  • Hotels/motels
  • RVs
• Unaccompanied (not in the physical custody of a parent or legal guardian)

• Scholar participation in the Free and Reduced Lunch Program
• Assistance with school supplies
• Assistance with emergency clothing
• Referrals to community resources
• Assistance with school enrollment
• Assistance with transportation if necessary

If you feel you may be in transition and qualify to receive services through the Provisions of the McKinney-Vento Act based on the information above, please fill out a Student Residency Questionnaire (also available in Spanish).

Submit the completed form to your school’s front office or contact Dr. Lori Nunez at lorin@alvaradoisd.net.

If you believe you know someone who may be in transition and qualify to receive services through the Provisions of the McKinney-Vento Act based on the information above, please give them a Student Residency Questionnaire (also available in Spanish) to fill out.

Have them return the completed form to their school’s front office or contact Dr. Lori Nunez at lorin@alvaradoisd.net to begin the qualification process.