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federal

Title I Part A

Title I Part A programs helps students in high poverty schools meet the same high academic standards expected to all children.
Funding is distributed to districts based on poverty as determined by the IS Census Bureau.
Funds are to be used to address students specific educational needs as described in the schools needs assessment.
"The purpose of this program is to provide all children significant opportunity to receive a fair, equitable and high quality education and to close educational achievement gaps." ESSA, SECTION 1001

Title I School - Parent Compact 25-26

Title II

Title II's purpose 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.
"Title II, Part A provides the [NMPED/LEAs] with the flexibility to use these funds creatively to address challenges to teacher quality, whether they concern teacher preparation and qualification of new teachers, recruitment and hiring, induction, professional development, teacher retention, or the nee for more capable principals and assistant principals to serve as effective school leaders."

Title III & Bilingual Education

Title III overarching purpose is to ensure that EL students, including immigrant children and youth, attain English language proficiency and meet the same challenging state academic standards that other students are expected to meet. School districts and state charters in New Mexico must use Title III funds to supplement state language instruction educational programs, designed to assist EL students' achievement goals.

The Vision of Las Vegas City Schools Bilingual Department is to foster a culture of collaboration from all stakeholders that advocates and ensures educational equity by creating a learning environment that appreciates linguistic and cultural diversity. We envision our students to fluently speak two languages and embrace the Bilingual Education provided to them through dual language and Heritage Spanish Model.

Title IV Part A, Subpart 1

Title IV Part A, Subpart 1 uses federal funds to support students and schools in three key areas, a well-rounded education, safe and healthy students, and effective technology use. Funding is distributed based on the number of low socioeconomic students in each district. Priority is given to schools with the greatest need. These funds are supplementary to, not a replacement for, state and local funding.

Title V Part B

Rural and Low Income Schools (RLIS) The Rural and Low-Income Schools program provides funds to rural LEAs that serve concentration of children from low-income families. RLIS funds support a range of activities to assist students in meeting the state's high academic standards.

Perkins & Next Gen

The Perkins V Act expands Career and Technical Education (CTE) purpose is to prepare students for the demands of the 21st-centrury economy.

Perkins V provides federal funding to expand and strengthen Career and Technical Education (CTE) programs. These programs equip students with both academic knowledge and technical skills for high-demand, well-paying careers.

The NextGen CTE program funds Career Technical Education (CTE) to help public school students prepare for successful careers. The money either covers the costs of the CTE programs directly or supports other activities that build career skills. The goal is to ensure students can enroll in high-quality CTE courses that are relevant to current industries. That are structured to lead to official credentials.

Associate Superintendent

Admin Assistant

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Parent and Guardian Involvement

It is the goal of this office to develop a strong Parent Advisory Council so that parents will have the opportunity to share their ideas, strengths, and support for schools. Our community has a wealth of individuals who are devoted to the education of our youth, and we invite their perspective as we review our decisions and programs for the schools. We are committed to continually looking for better ways of involving our parents and community so that they will also be invested in the vibrancy of our school system.

We invite parents/guardians and community members to attend our annual budget meetings, and have input on federal funding allocations. We stress the importance of public input.

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What is one thing you love about our current arts program? 

Teacher Quality and Involvement: 
Multiple parents praised the teachers for being wonderful, very welcoming, enthusiastic, having great ideas, being involved, and doing amazing work, with specific mention of Mrs. Madrid, the elementary music teacher.
Positive Student Experience: 
The program is loved because children enjoy it, have fun, are happy, and are excited to participate; it is often described as the child's favorite part of the day.
Opportunities for Expression and Creativity: 
The arts program allows students to be creative, express themselves freely, expand on individual interests, develop imaginary minds, explore their talents, and be exposed to new things and cultures (including incorporating Spanish).
Building Confidence and Skills: 
The program is highly valued for building children's confidence, teaching them new skills, showing effective results, and promoting student growth, with one parent noting their child is retaining what they learn.
Performances and Events:
 Parents consistently love the opportunity to attend and watch their children perform in concerts, dances, singing programs, art shows, and special events like Art Night.

What additional arts opportunities or digital tools (like filmmaking or graphic design) would you like to see offered to your child?

Digital Arts and Media: 
The most frequently requested opportunities include Graphic Design, Filmmaking (or Movie/Film making, and Videography), and Photography. One respondent also suggested Digital design, digital media and games involving programming, and critical thinking guidelines for using AI.
Performance and Music: 
Requests were made for more theater opportunities (Plays, Theater, Dance, and Theater for smaller kids), Orchestra classes, Band, Instrument playing, Choir, and Music making, including a suggestion for Mariachi. Several respondents also wanted more concerts and opportunities for students to show work or receive rewards/recognition, such as talent shows.
Visual and Sculptural Arts:
 Respondents requested more hands-on activities, specifically mentioning more clay, Sculpture, and Drawing, as well as learning about different mediums of art and museum field trips.
Curriculum and Exposure: 
General feedback included the desire for all of the above options and providing anything age-appropriate, suggesting that students should be asked what they are interested in and exposed to all available options. Additional non-arts programs requested were Speech and debate and World cultures.
Opportunities for Instructional Growth:
A parent suggestion highlighted the potential for more dynamic classroom engagement to further inspire student creativity and individual expression within the fine arts curriculum.

If your child was unable to enroll in an Arts program, what was the primary barrier? (e.g., scheduling conflicts, course availability, or fees)

Scheduling Conflicts:
Many parents stated they were unavailable and had scheduling conflicts. Often stating their work schedule conflicts directly with this.