Title I Program
Title I Director, Keevin Woody at 865-376-5592, Ext. 1107
Title I was a key part of President Lyndon B. Johnson's program to help the poor. Using a poverty-based formula, Title I, Part A, allocates funds to more than 90 percent of the nation's school districts to offset the effects of poverty on the educational opportunities of low-performing children in high-poverty schools. Each state oversees the program for its own school districts and schools, and acts as the conduit for the funds. State education agencies play a central role in setting standards and enforcing program requirements. Title I is the largest single program of federal aid for elementary and secondary education. Of this, Title I, Part A, itself constituted over a quarter of the funding followed closely by grants for students with disabilities. Today, Title I is part of the federal legislation called the Elementary and Secondary Education Act (ESEA) of 1965.
ESEA requires that parents of children in Title I schools be notified of their rights to receive information concerning their child's classroom teachers and paraprofessionals: http://www.state.tn.us/education/student_support/docs/acctparentsrighttoknow.pdf
In general, parents have the right to receive information on:
Whether the teacher has met state qualifying and licensing criteria for the grade levels and subject areas in which the teacher is teaching
Whether the teacher is teaching under emergency or other provisional status through which state qualification or licensing criteria have been waived
The baccalaureate degree major of the teacher and any other graduate certification or degree held by the teacher, including the field of discipline of the certification or degree
Whether the child is provided services by paraprofessionals, and, if so, their qualifications.
More information on Parent Notification can be found at: http://tennesseegms.blob.core.windows.net/publicgmsdocuments/446460f3-c128-4958-87d8-fb11171382c3.pdf.
More information about Title I, Part A, and other federal programs can be found on the State of Tennessee's website: http://www.tn.gov/education/districts/cpm/title_i.shtml.
More information about ESEA can be found at: http://www.tn.gov/education/districts/cpm/ESEA.shtml.
"The new Title I: the changing landscape of accountability; Kristen Tosh Cowan, Esq.; Thompson Publishing Co.; March 2005".
Title III Program
Title III Director, Russell Jenkins at 865-376-5592, Ext. 1106
The English as a Second Language (ESL) Program Policy is designed to set minimum standards for Tennessee school districts in providing services to non-English language background (NELB) students who are also limited English proficient (LEP). These students are often referred to as English Language Learners (ELLs). States, districts, and schools are required to provide specialized programs for LEP students to comply with Title VI of the Civil Rights Act of 1965 and T.C.A 4-21-90.
Anti-Discrimination Policies and Practices
To comply with Title VI of the Civil Rights Act of 1965, T.C.A 4-21-90, and the Equal Educational Opportunities Act of 1974, Roane County Schools has anti-discriminatory policies which preclude denial of equal education opportunities to individuals based on race, color, or national origin. To comply with anti-discriminatory policies, district practices must not result in the inappropriate placement of ELLs in or exclusion from special opportunity programs or activities based on English language proficiency or national origin. The Supreme Court decision, Plyler v. Doe, 1982, prohibits school districts from denying undocumented immigrant children a free public education and rejects the denial or exclusion of educational services for immigrant children due to financial burden.
Identification of English Language Learners
To comply with the ESL program policy, school districts must identify ELLs by following these two steps:
STEP 1: School districts administer the Home Language Survey to all students in the district when they enroll. The Home Language Survey consists of three questions that will be asked of every parent enrolling his/her child in Roane County Schools. These questions are:
What is the first language this child learned to speak?
What language does this child speak most often outside of school?
What language do people usually speak in this child’s home?
If the answer to any of the above questions is a language other than English, the child will be classified as Non-English Language Background (NELB) and assessed for English proficiency using a state approved screening assessment for ESL.
STEP 2: Unless an NELB student has documentation from a previous district of meeting the definition of Fluent English Proficient (FEP), Roane County Schools will assess all NELB students with the state approved English language proficiency test to determine whether they are limited English proficient (LEP). All NELB students who are determined to be LEP must be identified as ELL, and ESL services must be provided through an allowable service delivery model. In content area classes, teachers must modify instruction and assessment to make content area curriculum accessible to ESL students. Students may not be retained due to language ability (1964 Title VI of the Civil Rights Act; Lau v. Nichols, 1974).
Federal Definition of an Immigrant Student
The term "immigrant children and youth," which is defined in section 3301(6) of Title III, refers to individuals who: (A) are aged 3 through 21; (B) were not born in any State; and (C) have not been attending one or more schools in any one or more States for more than 3 full academic years.
Federal Definition of a Limited English Proficient Student
The term 'limited English proficient', when used with respect to an individual, means an individual—
who is aged 3 through 21;
who is enrolled or preparing to enroll in an elementary school or secondary school;
who was not born in the United States or whose native language is a language other than English;
who is a Native American or Alaska Native, or a native resident of the outlying areas; and
who comes from an environment where a language other than English has had a significant impact on the individual's level of English language proficiency; or
who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; and
whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual—
the ability to meet the State's proficient level of achievement on State assessments described in section 1111(b)(3);
the ability to successfully achieve in classrooms where the language of instruction is English; or
the opportunity to participate fully in society.
Parental Notification and Rights
Roane County Schools shall communicate information related to testing, placement and ESL services to all parents on Non-English Language Background (NELB) students in the language that the parent can understand, to the extent practicable. Parents of ELLs must be informed of the right to refuse placement of their children in ESL programs and may waive services. Parents must be advised of studies related to an emergent English language learner.