Federal Programs

Susan Deen(sdeen@cov.k12.ms.us) - Federal Programs Director
  Jearleain Magee
jmagee@cov.k12.ms.us) - Administrative Assisstant
Telephone 601-765-8247

Federal Programs Summary Guide
Covington County School District
Title I, Part A – Improving Academic Achievement - Title I – A provides flow-through funds to local educational agencies (LEAs or school districts) with extra resources to help improve instruction in high-poverty schools and to ensure that poor and minority children have the same opportunity as other children to meet challenging state academic standards.
Accountability Systems, Standards, and Assessments – state accountability systems must be based on required standards and assessments and other indicators and must take into account the achievement of all public elementary and secondary school students.
Assessments must be “valid and reliable” for the state’s purposes, aligned with state standards, and designed so that schools receive “itemized score analyses” that allow educators and parents to use them for diagnostic purposes.
Adequate Yearly Progress – States must define “adequate yearly progress” (AYP) in a way that applies to all student groups, results in continuous improvement, and is “based primarily” on the required state assessments. AYP measures must include “separate measurable annual objectives” for economically disadvantaged, disabled, and LEP (Limited English Proficiency) students, and for students from major racial and ethnic groups.
Accountability – The district as well as schools can be identified as needing improvement for failing to make AYP for two consecutive years and must develop plans parallel to those for schools. The state must take corrective action for districts failing to make AYP after two years of technical assistance.
Equitable Services for Private School Students – Local Educational Agencies (LEAs or school districts) must ensure not only that private school students receive equitable services as compared to those offered to public school students, but also that teachers and families of participating private school students have professional development and parent involvement activity opportunities, on an equitable basis.
TITLE II – A   Title II, Part A - provides flow-through grants to LEAs to (1) increase student academic achievement through strategies such as improving teacher quality and increasing the number of highly qualified teachers in the classroom and highly qualified principals and assistant principals in schools and (2) hold LEAs and schools accountable for improvements in student academic achievement. Districts’ use of funds must target schools that have the lowest proportion of highly qualified teachers, have the largest average class size or are identified for school improvement. Funds may be used for the following:  
   ·   Recruiting and retaining highly qualified teachers
   ·   Developing and implementing initiatives to assist in recruiting, hiring and
        retaining highly qualified teachers, such as providing scholarships, signing
        bonuses, or other 
financial incentives
   ·   Providing professional development activities that will improve the knowledge
        of teachers and principals, and in appropriate cases, paraprofessionals focused
        in one or more of the core academic subjects that teachers teach; and effective
        instructional strategies, methods and skills
   ·   Developing and implementing initiatives to promote retention of highly qualified 
        teachers and principals within schools with a high percentage of low-achieving
        students, including programs that provide teacher mentoring from exemplary
   ·   Carrying out professional development activities and programs designed to improve
        the quality of the teacher force, principals, etc.
   ·   Hiring quality teachers including teachers who become highly qualified through an
        alternate route.


Covington County School District
 Procedures for Enrolling Homeless Students

 The McKinney-Vento Homeless Education Assistance Act assures preschool-aged, school-aged children and unaccompanied youth certain rights.

 The McKinney-Vento Acts defines “homeless children and youth” as individuals who lack a fixed, regular, and adequate nighttime residence.The term includes:

  • Children and youth who are:
    Sharing the housing of other persons due to loss of housing, economic hardship, or a similar 
      reason {sometimes referred to as doubled-up);
    Living in motels, hotels, trailer parks, or camping grounds due to lack of  alternative adequate
    Living in emergency or transitional shelters;
    Abandoned in hospitals; or    
    Awaiting foster care placement;
  • Children and youth who have a primary nighttime residence that is a public or private place
      not designed for, or ordinarily used as a 
    regular sleeping accommodation for human beings;
  • Children and youth who are living in cars, parks, public spaces, abandoned buildings, substandard
      housing, bus or train stations, or similar settings; and
  • Migratory children who qualify as homeless because they are in circumstances described above.
  • Unaccompanied youth includes homeless students not in physical custody of a parent or guardian.


The McKinney-Vento Act provides certain rights for homeless students.  They include waiving certain requirements such as proof of residency when students are enrolling and allowing categorical eligibility for certain services.  The Act also states:

  • Homeless students may attend their school of origin or the school where they are temporarily residing.
  • Homeless students must be provided a written statement of their rights when they enroll
  • Homeless students may enroll without school, medical, or similar records.
  • Homeless students have a right to transportation to school.
  • Students must be provided a statement explaining whey they are denied any service or enrollment.
  • Students must receive services, such as transportation, while disputes are being settled.

 Procedures for Identifying a Homeless Student
A student may be considered homeless if:

  • The student indicates a homeless status at the time of enrollment
  • An affidavit of residency or McKinney-Vento Referral Form indicate that the arrangement is temporary due to necessity (due to loss of housing, economic hardship, or a similar reason)

 Procedure for Enrolling a Homeless Student
The school may not deny, delay, or transfer enrollment solely because a student is homeless, or because a homeless student is unable to produce school, medical, or residency records.

A school enrolling, or about to enroll, a homeless student shall:

  • Immediately enroll the student, regardless of the availability of educational and/or immunization records:
    (1) If a student attempts to register without a parent/guardian, effort should be made to
        contact the parent/guardian.
    (2)The homeless student may not be barred from enrollment due to lack of immunization until
        an effort has been made to obtain records.  If records cannot be obtained, assistance should be
        provided in getting the student properly immunized.
    (3)If a birth certificate is not available, the student should be registered.  Department of Human 
        Services may be contacted to assist in obtaining a copy of the birth certificate.
    (4)The student will be identified as homeless in MSIS.
  • Make a reasonable effort to verify that the child is homeless.
  • Contact the school last attended to obtain relevant academic and other records:
    (1)   If student records cannot be obtained or records are not available, an educational
       record (cumulative folder) will be developed. In these cases, an academic diagnostic
       test may be administered to assist in the determination of the student’s skill levels and
       appropriate placement.
    (2)   Priority shall be given in evaluations of homeless student suspected of having a disability.
  • Provide free meals within one school day after the student enrolled. If necessary, assistance will be provided for completion of free and reduced lunch forms.
  • Provide access to the same services comparable to those offered to other students in the school which the homeless student attends such as:
              transportation services
              educational services
              school nutrition programs
              vocational and technical programs
              extra-curricular and enrichment activities
  • Coordinate with and/or refer student to other community resources in offering assistance to the homeless student/family.  Assistance can be provided by the Covington County Family Resource Center at 601-765-8247.
  • Contact the district homeless liaison, Babette Duty, at 601-765-8247.

 It is important that the academic and educational programs for children who are temporarily without a home are no different than those of the general student population. 

Supplemental Educational Services
Office of Federal Programs
1211 South Dogwood Ave, Collins, MS 39428
(601) 765-8247
Supplemental Educational Services (SES) are extra tutoring services offered outside of the regular school day in reading, language arts, and mathematics. No Child Left Behind provides for eligible students to take advantage of these services for free. Students who receive free or reduced lunch and attend a Title I school that has not met AYP for two (2) years or more are eligible.  Parents may choose the services and providers their child receives from the Mississippi Department of Education's approved SES list. While parents may request assistance from the school in selecting a provider, parents are free to select any approved SES provider. The Supplemental Educational Services Provider Selection form may be used by parents to declare their selections. The form may be returned to the principal for each of the Title I schools served by SES providers as listed below.
Carver Middle -     2007 - Year 1 School Improvement for Language Arts and Math
                          2008 - Year 1 School Improvement holding
                          2009 - Year 1 School Improvement
                          2010 - Year 2 School Improvement for Language Arts and Math   
                          2011 - Year 2 School Improvement holding     
Collins High   -     2008 - Year 1 School Improvement for Language Arts and Math
                          2009 - Year 2 School Improvement for Language Arts and Math
                          2010 - Year 2 School Improvement holding
                          2011 - Year 2 School Improvement for Language Arts and Math
Mt Olive AC   -      2010 - Year 1 School Improvement for Math
                          2011 - Year 1 School Improvement holding
Seminary AC  -      2008 - Year 1 School Improvement for Language Arts and Math
                          2009 - Year 2 School Improvement for Language Arts and Math
Seminary Middle -  2010 - Year 2 School Improvement holding
                          2011 - Year 2 School Improvement for Language Arts
Seminary High    - 2010 - Year 2 School Improvement holding
                          2011 - Out of School Improvement

Eligible Students

In 2009-2010, Collins High School had 405 students eligible for SES; Seminary Attendance Center had 764 students eligible for SES.  All school that were in school improvement including Collins High School and Seminary Attendance Center had received a 1003 G grant and used it for after school tutoring.  SES was offered, by permission of MDE, in the summer of 2010.  30 students participated in SES

In 2010-2011 Carver Middle School had 349 students eligible for SES; Seminary Middle School
   had 265 students eligible for SES; Seminary High School had 265 students eligible for SES.
   63 students participated in SES.
In 2011-2012 Carver Middle School had 296 students eligible for SES; Collins High School had
   287 students eligible for SES; and Seminary Middle School had 307 students eligible for SES. 

The SES providers were as follows:
Education Enterprises|
Sylvan Learning
ATS Project Success
Gray and Associates
Sylvan Learning

School Choice

In 2008-2009 Carver Middle School was in Year 1 School Improvement (holding), Collins High School was in Year 1 School Improvement, and Seminary Attendance Center was in Year 1 School Improvement.  Mt. Olive Attendance Center was not in school improvement.  No students transferred.
In 2009-2010 ten students exercised Choice and transferred to Mt. Olive Attendance Center.
In 2010-2011 no additional students transferred; there were no schools that were not in School Improvement to which they could transfer.


Children First Annual Report 2010 - 2011

Children First Annual Report 2009 - 2010

Parent's Right to Know

Office of Innovative Support

Office of Innovative Support - ARRA

MAARS - Accountability Reporting

Mississippi Report Card