State & Federal Programs

ESSER Grant Programs
Instructional Materials - TEA
IM Adoption Cycle - TEA V. April 2021
Federal Program Compliance
Title I - Improving Basic Programs - TEA
Title II - Supporting effective Instruction - TEA
Title III - English Language Acquisition - TEA
Title IV - Student Support and Academic Enrichment - TEA
State Comp Ed - TEA
SCE - TEA FAQ v. 10/30/2020

Campus Improvement Plans

District (English)
District (Spanish)

High School (English)
High School (Spanish)

Middle School North (English)
Middle School North (Spanish)

Middle School South (English)
Middle School South (Spanish)

Intermediate North (English)
Intermediate North (Spanish)

Intermediate South (English)
Intermediate South (Spanish)

Elementary North (English)
Elementary North (Spanish)

Elementary South (English)
Elementary South (Spanish)

Early Childhood Center (English)
Early Childhood Center (Spanish)

Public Notice of Intent to Apply for Perkins V Grant 

Barbers Hill ISD gives public notice of the district’s intention to submit an application for the 2022-2023 Perkins V: Strengthening Career and Technical Education for the 21st Century with the Texas Education Agency. Any member of the public who wishes to provide a comment regarding Barbers Hill ISD’s application for the 2022-2023 Perkins Grant application can submit comments to Barbers Hill ISD on or before August 15, 2022 via email at BHISD.FederalPrograms@bhisd.net.

Public Notice of Intent to Apply for ESSA Grant

Barbers Hill ISD gives public notice of the district’s intention to submit an application for the 2022-2023 ESSA Federal Grant application with the Texas Education Agency. Any member of the public who wishes to provide a comment regarding Barbers Hill ISD’s application for the 2022-2023 ESSA Federal Grant application can submit comments to Barbers Hill ISD on or before June 14, 2022 via email at BHISD.FederalPrograms@bhisd.net.

Request for public comment on federal grant applications

In accordance with federal regulations, an entity planning to submit a federal grant application must afford a reasonable opportunity for public comment on the application that is submitted to the Texas Education Agency for approval. The following are the federal grants Barbers Hill ISD submitted for approval. Barbers Hill ISD always welcomes comments or questions concerning any of the grants listed below.

Title I, Part A provides supplemental resources to help schools with high concentrations of students from low-income families acquire the knowledge and skills in the state content standards and to meet the state student performance standards.
(Amount awarded: $392,039)

Title II, Part A is to increase student achievement through improving teacher and principal quality and increasing the number of highly qualified teachers in classrooms and highly qualified principals in schools.
(Amount Awarded: $104,917)

Title III, Part A ELA is to develop programs for limited English proficient students to attain English proficiency, develop high levels of academic attainment, and meet the state content standards and student achievement standards.
(Amount Awarded: ($24,973)

Title IV, Part A is to improve students’ academic achievement by providing all students with access to a well-rounded education; improve school conditions for student learning; and improve the use of technology. (Amount Awarded: ($20,438)

For more information on State & Federal Programs, please visit the Texas Education Agency (TEA) website. 

Public Notice of Intent to Apply for ESSA Grant

Barbers Hill ISD gives public notice of the district’s intention to submit an application for the 2022-2023 ESSA Federal Grant application with the Texas Education Agency. Any member of the public who wishes to provide a comment regarding Barbers Hill ISD’s application for the 2022-2023 ESSA Federal Grant application can submit comments to Barbers Hill ISD on or before June 14, 2022 via email at BHISD.FederalPrograms@bhisd.net.

Title I, Part A

Title I is a federally funded program, part of the Elementary and Secondary Education Act (ESEA) of 1965. ESEA was reauthorized by the Every Student Succeeds Act (EESA). Title I provides supplemental funding for resources to help schools, with high concentrations of students from low-income families, provide a high-quality education that will enable all children to meet the state’s student performance standards. Title I, Part A supports schools in implementing either a school wide program or a targeted assistance program. These programs must use effective methods and instructional strategies that are grounded in scientifically based research. The program is designed to accomplish four primary goals
 

• Provide supplementary education to students eligible for services;

• Provide additional funding to schools and districts serving high concentrations of children from low-income families;

• Focus educators on the needs of special student populations; and

• Improve the academic achievement of eligible students, reduce performance gaps between advantaged and disadvantaged students, and assist eligible students in meeting high academic standards.

Title II, Part A—Teacher and Principal Training and Recruiting Fund

The purpose and intent of this program is to provide financial assistance to the LEAs to do the following:

• Increase student academic achievement through improving teacher and principal quality and increasing the number of highly qualified teachers in the classrooms and highly qualified principals and assistant principals in schools

• Hold LEAs and schools accountable for improving student achievement

Title III, Part A—English Language Acquisition, Language Enhancement, and Academic Achievement

Aims to ensure that English Learners and immigrant students attain English proficiency and develop high levels of  academic achievement in English

Title IV, Part A—Student Support and Academic Enrichment Program

Areas of focus for this grant area are as follows:  well-rounded education, student health and safety, and support effective use of technology.

On July 31, 2018, the president signed the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) into law. Perkins V includes key changes that will impact the implementation of CTE programs, such as an added emphasis on programs of study, the addition of a Comprehensive Local Needs Assessment, and the introduction new program quality indicators. The Texas Perkins V four-year state plan, covering all the requirements of the Act, will be submitted to the US Department of Education upon approval by the Governor and State Board of Education in spring 2020. This grant provides formula allocations to CTE programs operated by LEAs. 

Career and Technical Education

Career and technical education programs offer a sequence of courses that provides students with coherent and rigorous content. CTE content is aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in current or emerging professions.

The purpose of the career and technical education (CTE) program is to develop more fully the academic knowledge, technical, and employability skills of secondary education students who enroll in CTE programs and programs of study, by:

(1) building on the efforts of States and localities to develop challenging academic and technical standards and to assist students in meeting such standards, including preparation for high skill, high wage, or in-demand occupations in current or emerging professions;

(2) promoting the development of services and activities that integrate rigorous and challenging academic and career and technical instruction, and that link secondary education and postsecondary education for participating career and technical education students;

(3) increasing State and local flexibility in providing services and activities designed to develop, implement, and improve career and technical education;

(4) conducting and disseminating national research and disseminating information on best practices that improve career and technical education programs and programs of study, services, and activities;

(5) providing technical assistance that-- (A) promotes leadership, initial preparation, and professional development at the State and local levels; and (B) improves the quality of career and technical education teachers, faculty, administrators, and counselors;

(6) supporting partnerships among secondary schools, postsecondary institutions, baccalaureate degree granting institutions, area career and technical education schools, local workforce investment boards, business and industry, and intermediaries;

(7) providing individuals with opportunities throughout their lifetimes to develop, in conjunction with other education and training programs, the knowledge and skills needed to keep the United States competitive; and

(8) increasing the employment opportunities for populations who are chronically unemployed or underemployed, including individuals with disabilities, individuals from economically disadvantaged families, out-ofworkforce individuals, youth who are in, or have aged out of, the foster care system, and homeless individuals.

Barbers Hill ISD’s CTE program:

BHISD CTE Program

Barbers Hill ISD offers services to unaccompanied and homeless students and their families in accordance with the McKinney-Vento Homeless Act to best address students' educational needs and ensure their academic success.

Homeless Education

Compensatory, Intensive, and Accelerated Instruction

(a) Each school district shall use the student performance data resulting from the basic skills assessment instruments and achievement tests administered under Subchapter B, Chapter 39, to design and implement appropriate compensatory, intensive, or accelerated instructional services for students in the district's schools that enable the students to be performing at grade level at the conclusion of the next regular school term.

(b) Each district shall provide accelerated instruction to a student enrolled in the district who has taken the secondary exit-level assessment instrument and has not performed satisfactorily on each section or who is at risk of dropping out of school.

(c) Each school district shall evaluate and document the effectiveness of the accelerated instruction in reducing any disparity in performance on assessment instruments administered under Subchapter B, Chapter 39, or disparity in the rates of high school completion between students at risk of dropping out of school and all other district students.

Refer to TEC, Section 29.081(a)

Purpose of the State Compensatory Education (SCE) Program

The State Compensatory Education Program is defined in Texas Education law as programs and/or services designed to supplement the regular education program for students identified as at risk of dropping out of school or who are economically disadvantaged. The purpose is to increase the academic achievement and reduce the dropout rate of these at risk and/or economically disadvantaged students. The goal of SCE is to reduce any disparity in performance on assessment instruments (STAAR, EOC) or disparity in the rate of high school completion between students at risk of dropping out of school and all other students, and between students who are economically disadvantaged and all other students.

Eligibility Criteria (State At-Risk, Econ. Disadv., Title I, Local At-Risk)

S.B. 1746 amends the Texas Education Code TEC §29.081 to identify a “student at risk of dropping out of school” to include each student who is under 26 years of age and satisfies one (or more) of the 15 state at risk eligibility criteria. 

• Identification should be conducted (for the student’s benefit) at any time during the year in order to identify those students who are eligible for ”supplemental” services under the SCE program, and to ensure timely interventions are provided for these At Risk Students.
• Additionally, H.B. 3 (86th Legislature) permits us to serve students who are “economically disadvantaged” as designated by their Meal Status in eSchool with State Compensatory Education (SCE) staff/funding (supplemental services), regardless of whether the student meets any of the at-risk criteria. A student’s meal status does not designate a student as being “at-risk”.
• All students enrolled at a Schoolwide Title I campus may receive “supplemental” SCE funded services.
• To serve a non-Title I student, using SCE staff, who does not qualify as State At-risk or Economically Disadvantaged, but needs supplemental SCE support, contact the Director of State & Federal Programs BEFORE serving the student to determine if the student qualifies for our Local At-Risk criteria. Spaces are limited; all students served by SCE staff must meet one or more of the aforementioned criteria.

At-Risk Criteria

Refer to TEC, Section 29.081 and S.B. No. 1746

A “student at risk of dropping out of school” includes each student who is under 26 years of age and who:

1. is in prekindergarten, kindergarten, or grade 1, 2, or 3 and did not perform satisfactorily on a readiness test or assessment instrument administered during the current school year;

2. is in grade 7, 8, 9, 10, 11, or 12 and did not maintain an average equivalent to 70 on a scale of 100 in two or more subjects in the foundation curriculum during a semester in the preceding or current school year or is not maintaining such an average in two or more subjects in the foundation curriculum in the current semester;

3. was not advanced from one grade level to the next for one or more school years; (Retained – stays with them for entire school career) NEW – NOTE: a student is not considered at risk of dropping out of school if the student did not advance from Pre-K or Kindergarten to the next grade level only as a result of the request of the student’s parent.

4. did not perform satisfactorily on an assessment instrument administered to the student under Subchapter B, Chapter 39, and who has not in the previous or current school year subsequently performed on that instrument or another appropriate instrument at a level equal to at least 110 percent of the level of satisfactory performance on that instrument;

5. is pregnant or is a parent; (Pregnant/Parent – stays with them for entire school career unless they are no longer parenting)

6. has been placed in an alternative education program in accordance with Section 37.006 during the preceding or current school year;

7. has been expelled in accordance with Section 37.007 during the preceding or current school year;

8. is currently on parole, probation, deferred prosecution, or other conditional release;

9. was previously reported through the Public Education Information Management System (PEIMS) to have dropped out of school; (dropout – stays with them for entire school career)

10. is a student of limited English proficiency, as defined by Section 29.052;

11. is in the custody or care of the Department of Protective Services or has, during the current school year, been referred to the department by a school official, officer of the juvenile court, or law enforcement official

12. is homeless, as defined by 42 U.S.C. Section 11302, and its subsequent amendments; or

13. resided in the preceding school year or resides in the current school year in a residential placement facility in the district, including a detention facility, substance abuse treatment facility in the district, emergency shelter, psychiatric hospital, halfway house, or foster group home.

14. has been incarcerated or has a parent or guardian who has been incarcerated, within the lifetime of the student, in a penal institution as defined by Section 1.07, Penal Code.  [“Penal institution” means a place designated by law for confinement of persons arrested for, charged with, or convicted of an offense.] 

15. Is enrolled in a school district or open-enrollment charter-school, or a campus of a school district or open-enrollment charter school, that is designated as a dropout recovery school under Section 39.0548.

Please note: Students are not considered at-risk based on any other factors like economically disadvantaged, disability, dyslexia, homebound, 504, special education, etc.

Elementary and Secondary School Emergency Relief Fund (ESSER III) 

ESSER III is the single largest investment in federal elementary and secondary education in the nation’s history. This allotment was passed down from the state to school districts.

• ESSER III provides resources for critical one-time investments; time-limited programming to respond to the pandemic; and innovation that can redefine student learning, acceleration, and development to address learning loss and mental health needs.
• Barbers Hill ISD has been allocated $2,001,492 in ESSER III funding and is applying to the Texas Education Agency to access the funds.
• We apply first for the first 2/3s of funding ($1,341,000 - July 2021), and later the Texas Education Agency will allow us to apply for the final 1/3 of funding ($660,492).
• The supplemental funds can be used for allowable expenses occurring between March 13, 2020 (when the national emergency was declared) and September 30, 2023 (plus a one-year Tydings Amendment - September 30, 2024).
• Districts will be required to follow all federal, state and local regulations and requirements for federal grant administration and fiscal spending of these funds.
• We sought feedback from stakeholders when developing our Barbers Hill ISD - ESSER III:
  • USE OF FUNDS PLAN
    (reviewed/revised as needed)
    Revised Plan (January 19, 2023)
    Use of Funds Plan - English
    Use of Funds Plan - Spanish
    ESSER III - Program Schedules - English
    ESSER III - Program Schedules - Spanish
  • SAFE RETURN TO IN-PERSON INSTRUCTION AND CONTINUITY OF SERVICES PLAN (RIPICS)
    (reviewed/revised at least every 6 months)
    Revised Plan (May 3, 2023)
    RIPICS PLAN - English
    RIPICS PLAN - Spanish

STAKEHOLDER INPUT

• Stakeholder Input was sought and received via public meetings from teachers, parents, students, business partners, community members, professional staff, paraprofessional staff, school and district administrators (including special education administrators).
• Timeline of meetings and feedback:
  • Student Advisory Committee Meeting - May 19, 2021
  • District Decision Making Committee Public Meeting (e.g., teachers, parents, community members, business partners, etc.) - May 20, 2021, January 19, 2023
  • Administrator - May - August 2021
• Based on stakeholder feedback and an analysis needs, Barbers Hill ISD's Use of Funds Plan focuses on:
  • Education Software and technology needs for continuity of online learning
  • Extended learning (Summer School)
  • One-time Staff Retention Stipends
  • Additional staff to address learning loss
  • Mental Health Services
  • PPE/Sanitizing/COVID testing needs

Guidelines for Publishers

1. The Barbers Hill Independent School District is a closed district. Therefore, publishers may not have any contact with campus personnel, School Board members or administrators other than the Instructional Materials Coordinator. 
2. Publishers may not initiate or schedule appointments with members of the Board of Trustees, individual teachers, and/or campus or district staff.

IMTA Overview

Senate Bill 6 from the 82nd Texas Legislature, First Called Session, 2011, created an instructional materials allotment (IMA) for the purchase of instructional materials, technological equipment, and technology-related services.  The amount of the allotment is determined biennially by the commissioner and is based on the legislative appropriation.  

• BH Adoption Cycle (PDF) 
• TEA Adoption Cycle (PDF)
• TEA Current Adoption List (PDF)

Committees

The Instructional Materials Coordinator will ask principals for committee member recommendations to serve on the Instructional Materials and Technology Allotment Committee. Each proclamation requires a committee to review, discuss, and recommend instructional materials to the Superintendent and Board of Trustees. Committee members should represent the content and grade level of the instructional materials adoption. In additional, committee members should be professional, collaborative, attend all required meetings, and follow the textbook review process.

Textbook Review Process

1. The textbook adoption committee will establish criteria for evaluating instructional materials on the adoption lists.
2. The textbook adoption committee will examine all instructional materials on the adoption lists and evaluate them according to established criteria.
3. Sample copies of the textbooks on the adoption lists will be provided to the members of the textbook adoption committee as soon as available. Availability of multiple sets of samples is at the discretion of the publisher.

Adoption Timeline

Date(s)	Tasks/Activities
September 30, 2023	Principal Recommendations for the Instructional Materials and Technology Allotment Committee (IMTAC) Due to Dr. Boothe
October 21, 2023	IMTAC names sent to the Board for approval
October - December 2023	IMTAC Committee Chairs review instructional materials online, or print materials as available
January 2024	IMTAC Subcommittees will be trained on instructional materials rubric; review instructional materials
February 2024	Publisher presentations; teacher review of materials; committee discussion and formal evaluation
March 25, 2024	Recommended Proclamation 2024 selections presented to Board of Trustees for final approval
April 2024	Approved Proclamation 2024 materials purchased
May/Summer 2024	Teacher training for Proclamation 2024 materials; update curriculum documents to include adopted materials
School Year 2024-2025	Classroom implementation of Proclamation 2024 materials

Principal Recommendations

The principal will make a recommendation of two teachers through the Textbook Committee Recommendation Google Form.

Textbook Training

Textbook Training (PDF)

State & Federal Funds Request Flow Chart
State & Federal Funds Request Form
Instructional Materials Request Form

Title I, Part A program requires that school districts conduct meaningful outreach to all parents and family members through Parent and Family Engagement (PFE) by implementing programs, activities, and procedures for the meaningful involvement of parents and family members in Title I, Part A programs. It is the belief of Barbers Hill ISD that parents play a critical role in the planning of such programs, activities, and procedures and that the school should engage families in meaningful consultation to ensure parental involvement and student success. 

PFE Newsletters, Videos and Resources 

The Parent and Family Engagement Connection Newsletter
PFE Videos
Family Engagement Supports Student Pathways to College and Career Success
Family Engagement Is Essential in Early Childhood Education
How can districts support success for all students?
How can you support your student’s success?
How can schools support success for all students?
The Effective Schools Framework Engages Families in Creating High-Performing Schools
Texas System of Great Schools Network Engages and Empowers Families
Family Engagement Supports Educators and Promotes Student Success

PFE Policy

Barbers Hill ISD (English)
Barbers Hill ISD (Spanish)

Early Childhood Center
Elementary School North
Elementary School South
Intermediate School North
Intermediate School South

Family Resources 

Children’s Museum Houston
Discovery Green
Houston Aquarium
Houston Museum of Natural Science
Seismique

Community Resources 

City of Mont Belvieu Community Resource List
Chambers County Children’s Museum
Hall of History
Mont Belvieu Area Chamber of Commerce