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Federal Programs

Federal Programs

Director of Federal Programs/Homeless Liaison – Paula Haueter




Title I

What is Title I

Title I is the largest federal program supporting elementary and secondary education.  Title 1 targets districts and schools where the needs are the greatest.  It is intended to help ensure that all children have the opportunity to obtain a high-quality education and reach proficiency on challenging state academic assessments.  Title I provides the flexible funding that may be used to provide additional instructional staff, professional development, extended programs, and other strategies for raising students’ achievement in high-poverty schools. Title I funds are most commonly used for instruction in reading and mathematics.

Parental Involvement is an integral part in assisting their child’s learning.  Parents are encouraged to be actively involved in their child’s education at school.  Catoosa Pubic Schools encourages parents to become partners in their child’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child.  

As a parent of a student at Catoosa Public Schools, you have the right to know the professional qualifications of the classroom teachers who instruct your child.  Federal law allows you to ask for certain information about your child’s classroom teachers.  The school district is required to provide this information in a timely manner, if asked. Specifically, you have the right to ask for the following information about each of your child’s classroom teachers: Whether Catoosa Public Schools has a licensed or qualified teacher for the grades and subjects he/she teaches.

Catoosa Public Schools receives Title I funds for Helen Paul Learning Center, Cherokee Elementary and Wells Middle School.  




Preparing, Training, and Recruiting High-Quality Teachers and Principals


The purpose of Title II, Part A is to increase the academic achievement of all students by helping schools and districts improve teacher and principal quality and ensure that all teachers are highly qualified. Through the program, State and local educational agencies (SEAs and LEAs) receive funds on a formula basis. 


Title II, Part A replaced the Eisenhower Professional Development and the Class-Size Reduction programs. The Eisenhower program mostly focused on professional development in mathematics and science, while Title II, Part A can support teacher professional development across all core academic subjects. The term “core academic subjects means English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography.  The importance of professional development in reading, mathematics and science remains a high priority, but many other activities are now allowed as well.


In exchange for these funds, agencies are held accountable to the public for improvements in academic achievement. Title II, Part A provides these agencies with the flexibility to use funds creatively in order to address challenges in teacher quality, whether they concern teacher preparation and qualifications of new teachers, recruitment and hiring, induction, professional development, teacher retention, or the need for more capable principals and assistant principals to serve as effective school leaders.


Use of Funding

Title II funds are used district-wide to promote teacher and principal effectiveness.  Training events primarily depend upon the results of the annual Staff Development Survey completed by certified staff throughout the district.  The results of this survey, coupled with other data sources (i.e. test results, national and state trends in education and curricular needs) are examined by the district Professional Development Committee, whose members are chosen by the site principal. 



Title III – English Language Learner

What is an English Learner?

  • Between the ages of 3 and 21
  • Enrolled or preparing to enroll in an elementary or secondary school
  • Not born in the United States or whose native language is a language other than English
  • Comes from an environment where a language other than English has had a significant impact on the individual's level of English language proficiency;
  • Has difficulties in speaking, reading, writing, or understanding the English language sufficiently so it denies the individual: 
    • the ability to meet the state's proficient level of achievement on state assessments
    • the ability to successfully achieve in classrooms where the language of instruction in English
    • the opportunity to participate fully in society.

Source: Federal Public Law 107-110, The No Child Left Behind Act of 2001, Title IX, General Provisions, Part A Definitions, Section 9101(25)


How are English Learners identified?
Students who meet the criteria of EL are identified through the Home Language Survey completed at the time of enrollment.


Once identified how does an EL student exit the program?
Once a student is identified as EL/LEP he or she cannot exit the program until achieving FEP (Full English Proficiency) on the ACCESS for ELs test. (Must earn a composite score of 5.0 and a literacy score of 4.5).


What happens when a student exits the program?
Once a student passes the ACCESS test he/she will be monitored for two years. The EL teacher will communicate with the student's classroom teachers to check on the student's academic progress. If needed, additional supports may be considered. Once a student exits the EL program accommodations on standardized tests can no longer be afforded.



Office of Inspector General (OIG)


The district receives federal funds and has established a complaint process to help ensure compliance with federal grant requirements. Any student, parent, community member or employee who believes the district has violated any regulation connected with the expenditure of federal funds should notify the district.

Report Fraud, Waste, and Abuse.  To report fraud, waste, abuse, misuse or mismanagement of U.S. Department of Education (ED) program funds (this could include complaints concerning employees, fund recipients, educational institutions, contractors, collection agencies, or lending institutions), please use the online Hotline Complaint Form. To down load a hard copy of the Hotline Complaint Form , and completing, mailing or faxing to: (202) 245-7047


You may also call toll-free or write to the OIG



Inspector General Hotline

US Department of Education

Office of Inspector General

400 Maryland Avenue, S.W.

Washington, D.C. 20202


Your report may be made anonymously or in confidence. No classified information should be submitted to the Hotline. If your complaint involves classified information, please submit your contact information to the Hotline (via phone or complaint form) and request that you be contacted to make separate arrangements so we can receive your complaint.



McKinney-Vento Homeless Education Assistance Act


The federal definition of homelessness used by all public schools in the United States includes children and youth who lack a fixed, regular, and adequate nighttime residence. This definition specifically includes children and youth living in shelters, transitional housing, cars, campgrounds, motels, and sharing the housing of others temporarily due to loss of housing, economic hardship, or similar reasons. This is the same definition of homelessness used by Head Start, special education, child nutrition, and other federal family and youth programs. 

The Rights of Homeless Students

Students who meet the definition of "Homeless" and are identified or identify themselves as such have the right to:

  • Receive a free, appropriate public education;
  • Enroll in school immediately, even if they lack documents normally required for enrollment (i.e. birth certificates, transcripts, vaccinations, etc.);
  • Enroll in school and attend classes while the school works with the family/student to gather the needed documents;  
  • Enroll in the local school; or continue attending the school they last attended, if that is their preference and is possible.  If the district believes that the school chosen is not in the student's best interest, a written explanation will be provided and the student has the right to appeal this decision;
  • Receive transportation to and from the school of origin, if requested; and,
  • Receive educational services comparable to those provided to other students, according to the student's needs.


At Catoosa Public Schools, students are primarily identified at enrollment or through the school Counselor or Administration Office.  Families or students’ who believe that they are homeless, should identify themselves as such to the school Counselor.

Dispute Process 

Parents/Guardians/Students who feel that their request to enroll has been incorrectly denied or wish to contest their child's placement should be encouraged to contact the Director of Federal Programs for consultation. 

Should the final result of the district dispute process be unsatisfactory to the parent/guardian/student, they may appeal the district’s final decision by contacting the State Homeless Liaison at the Oklahoma State Department of Education.


Homeless Liaison

Catoosa Public Schools is required to identify a person to act as a Homeless Liaison.  This person's duties involve training school staff in identification procedures, serving as an advocate for homeless students, arranging for services and arbitrating disputes that may arise.

Catoosa Public Schools – Homeless Liaison:  Paula Haueter, Director of Federal Programs

918-266-8617 or


Foster Care Plan 

The Catoosa Public School District is committed to provide all students with sound educational experiences,  We recognize that foster children are at an increased risk of grade retention, gaps in academic achievement, low high school graduation rates and postsecondary enrollment.  The provisions promote greater stability for children in foster care so that they can continue their education without disruption, maintain important relationships with peers and adults, and have the opportunity to achieve college and career readiness.  

The educational stability includes assurance that:

  • A child in foster care will remain in the child’s school of origin, unless a determination is made that it is not in the child’s best interest in that school and
  • If a determination is made that it is not in the child’s best interest to remain in the school of origin, the child will be immediately enrolled in the school of residence, even if the child is unable to produce records normally required for enrollment.

Enrollment of Foster Care Students

Foster care parents, social workers or other legal guardians will be allowed to immediately enroll children in Catoosa Public Schools.  We understand that all necessary paperwork (birth certificates, shot records, academic records, special education records, etc.) may not be immediately available and want to provide a smooth transition for the student into our district. Catoosa Public Schools will contact the home school district for the records and make adaptations as needed. After enrollment the following guardianship or legal custody documents shall be provided for verification by the foster family or Child Welfare Agency (CWA).

Power of attorney, affidavit, court orders, etc.


The IDEA, Part B directs shool districts must make a Free Appropriate Public Education (FAPE) available to all eligible children with disabilities in the Least Restrictive Environment (LRE).  FAPE under IDEA includes the provision of special education and related services at no cost to the parents in accordance with a properly developed Individualized Education Program (IEP).  Each child’s placement decision must be made by a group of knowledgeable persons.

The Catoosa Public School District will operate in accordance with all state and federal laws regarding special education students.  Special education services will be provided to foster care students as they are to all students following the guidelines below:

  • Educational placement will be determined annually and will be based on the child’s IEP in accordance with the child’s individual needs.
  • The child will be place in the least restrictive environment and unless they require some other arrangement they will attend the school that he/she would attend if not disabled.
  • Timely and expedited evaluations and eligibility determinations for highly mobile children with disabilities will be made when possible.
  • Children in foster care will have access to related aids and services that are designed to meet their educational needs.
  • Children will have access to comparable services including summer and extended school year services if applicable.
  • Children in foster care will not be discriminated against and are considered a protected group.

EL Students

Catoosa Public School District will ensure that EL students in foster care will participate meaningfully and equally in educational programs by doing the following:

  • Identifying and assessing all potential EL students in a timely, valid and reliable manner;
  • Provide EL students with a language assistance program that is educationally sound and proven successful
  • Sufficiently staff and support the language assistance programs for EL students;
  • Ensure that EL students have equal opportunities to meaningfully participate in all curricular and extra-curricular activities;
  • Avoid unnecessary segregation of EL students;
  • Ensure that EL students with disabilities are evaluated in a timely and appropriate manner for special education and disability-related services and that their language needs are considered in these evaluations and delivery of services;
  • Meet the needs of EL students who opt out of language assistance programs;
  • Monitor and evaluate EL students in language assistance programs following federal guidelines;
  • Continue to evaluate the effectiveness of school districts language assistance program and progress of each student;
  • Ensure meaningful communication with the parents of the students.


The Catoosa Public School District will collaborate with the Child Welfare Agency (CWA) to develop and implement clear written procedures governing how transportation is provided to maintain children in foster care in their schools of origin.  Catoosa Public School District will also work with Child Welfare Agency to reach an agreement in regards to covering the transportation costs.  The agreement will cover how the transportation will be provided, arranged, and funded for the duration of the child’s time in foster care.  Each agreement can/will vary greatly because the needs of each child should be considered in making the decision on transportation. 


Student Records

Catoosa Public Schools will share educational records with CWA that are allowed by the Family Educational Rights and Privacy Act (FERPA).  This allows educational agencies to disclose without parental consent educational records, include IDEA, of students in foster care to State and Tribal agencies.


Foster Care Liaison - Paula Haueter

Catoosa Public Schools


















Title IX Coordinator

Della Parrish

Asst. Superintendent 

Catoosa Public Schools

918-266-8603 ext. 1504