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Federal Programs

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Pam Walden
Federal Programs Supervisor

Title I, Part A

The purpose of Tennessee's federally funded Title I, Part A Program is to support local school districts improve teaching and learning for students in high-poverty schools so that these students meet the state's challenging content and performance standards. Title I is one program under the No Child Left Behind Act of 2001. For more information, visit the web site for compensatory programs or for Title I legislation, regulations and guidance.

Title I schools can operate either as targeted assistance or school wide. Targeted assistance schools identify students who are at risk of not meeting the state's content and performance standards and provide individualized instructional programs to the identified students so that they may meet the state's standards. Schoolwide programs use their funds to improve the entire program of the school so that all students are impacted.

Under Title I, the state and local education agencies must implement and administer special programs and initiatives. These include:

 

Title II, Part A-Teacher and Principal Training and Recruitment

Teacher and principal training and recruitment is a program for providing professional development opportunities to teachers and principals. The federal government requires that all teachers in core academic subjects be highly qualified to teach. This means that not only must they be licensed by the state to teach, but they must also pass a rigorous test in the core subject they teach. This program provides funds to ensure that teachers and principals have access to the training they need to be highly qualified.

In addition to teacher and principal training, this program allows funds to be used to reduce the number of students below the state requirement of 20 per classroom.

Title III-English as a Second Language

 

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—

(A) who is aged 3 through 21;
(B) who is enrolled or preparing to enroll in an elementary school or secondary school;
(C)(i) who was not born in the United States or whose native language is a language other than English;
(ii)(I) who is a Native American or Alaska Native, or a native resident of the outlying areas; and
(II) 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
(iii) 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
(D) whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual—
(i) the ability to meet the State's proficient level of achievement on State assessments described in section 1111(b)(3);
(ii) the ability to successfully achieve in classrooms where the language of instruction is English; or
(iii) the opportunity to participate fully in society.

 

TITLE III—LANGUAGE INSTRUCTION FOR LIMITED ENGLISH PROFICIENT AND IMMIGRANT STUDENTS

 

English as a Second Language (ESL) is a program for delivering services to students who have a primary language other than English. These students come from a non-English language background. In Tennessee, ESL services are primarily delivered as a pull out program, in which students are pulled out of the regular classroom, provided instruction in English at their ability level, and then returned to the classroom.

Title IV - Part A. Safe and Drug-Free Schools and Communities Program

The purpose of Title IV-Part A, The Safe and Drug-Free Schools and Communities Act, is to support programs to prevent violence in and around schools; prevent the illegal use of alcohol, drugs and tobacco by young people; and foster a safe and drug-free learning environment that supports academic achievement. Without a safe and orderly learning environment, teachers cannot teach and students cannot learn. Students and school personnel need a secure environment, free from the dangers and distractions of violence, drug use, and lack of discipline, in order to ensure that all children achieve to their full potential.

Title IV-Part A has two main components: the formula grants program and the discretionary grants program. Local school districts receive formula grants for a wide range of drug- and violence-prevention activities and strategies by submitting an approvable Consolidated Application. Discretionary grants are awarded through grants and contracts to district and community groups for services to youths with special needs such as students who are suspended or expelled.

Principles of Effectiveness apply to formula grants and discretionary grant programs. The Principles of Effectiveness require that grantees:

  • Base their programs on research-based prevention activities;
  • Select activities to local needs, as determined by objective data;
  • Establish a set of performance measures for their programs aimed at ensuring a safe, orderly, and drug-free learning environment;
  • Involve parents in their programs; and
  • Evaluate their programs.

Title V, Part A-Innovative Programs

The purpose of the Title V, Innovative Programs, is to provide funds to local educational agencies to:

  • Support local education reform efforts which support statewide reform efforts;
  • Provide funding to implement promising educational reform programs;
  • Provide a continuing source of innovation and educational improvement, including support for library services and instructional and media materials; and,
  • Meet the special educational needs of at risk and high cost students.

The Title V funds that are designated for local educational agencies (LEAs) are awarded by a formula described in the law. Funds may be used only to supplement, and to the extent practical, increase the level of funds that would, in the absence of Federal funds, be made available from nonfederal sources.  In no case may funds be used to supplant funds from nonfederal sources.

Innovative Programs may include the following areas:

  • Technology related to school-based reform, including professional development in the use of such equipment and software
  • Instructional materials that are tied to education reform and high academic standards and target improvement in student achievement
  • Promising education reform projects
  • Programs to improve higher order thinking skills of disadvantaged students and to prevent students from dropping out of school
  • Programs to combat illiteracy in the student and adult population, including parent illiteracy
  • Programs for gifted and talented students
  • School reform activities consistent with Goals 2000
  • Title I school improvement program

Title VI, Part B-Rural Education Initiative

The Small, Rural School Achievement (SRSA) Program is an initiative designed to address the unique needs of rural school districts. These districts frequently lack personnel and resources needed to compete for federal competitive grants and often receive formula allocations that are too small to be used effectively for their intended purposes. SRSA retains the current Rural Education Achievement Program, which provides additional formula funds and flexibility in the use of certain funds to small rural districts. It creates a new program to provide additional funds to rural districts that:

  1. are ineligible to participate in the Small, Rural School Achievement Program
  2. serve concentrations of poor students

SRSA provides participating LEAs with additional flexibility by authorizing them to consolidate their allocations under the Teacher Quality, Innovative Programs (formerly Title VI), Safe and Drug-Free Schools, and Educational Technology. It also allows Leas to use their consolidated funds to carry out activities authorized under Title I, Teacher Quality State Grants (Title II-A), Educational Technology State Grants (Title II-D), Language Acquisition State Grants (Title III), Innovative Program State Grants (Title V-A), and Safe and Drug-Free Schools State Grants (Title IV-A). Leas may use consolidated funds to carry out activities authorized under Title I, Eisenhower Professional Development, Safe and Drug-Free Schools, and Technology Literacy Challenge Fund programs.

The Rural and Low-Income School Program authorizes Leas to use program funds for:

  1. teacher recruitment
  2. professional development
  3. educational technology
  4. parental involvement activities
  5. activities authorized under Safe and Drug-Free Schools
  6. activities authorized under Title I, Part A
  7. activities authorized under Title III

Title IX

Campbell County strongly encourages you to report incidents of sexual harassment, dating violence, domestic violence, stalking, or retaliation to us.

If you are a complainant, you are not required to file a formal complaint with the school system; however, we want to ensure you have access to resources and knowledge about the available options for filing a formal complaint. You can access supportive measures even if you choose not to file a formal complaint with us.

If you choose to file a formal complaint to initiate a university investigation, this enables the university to respond appropriately by conducting a prompt, thorough, and equitable investigation and, if warranted, taking disciplinary action against a respondent.

A formal complaint is required to begin an investigation under the Policy on Sexual Harassment, Sexual Assault, Dating and Domestic Violence, and Stalking.

Prior to completing this form, a representative with the Central office will review the following with the complainant:

  • The availability of supportive measures (whether or not a formal complaint is filed);
  • The process for filing a formal complaint; and
  • The investigation, hearings, and appeals process.

To initiate a formal complaint, you must provide the following information:

  • Your name
  • Name of the respondent
  • Date of the incident (if known)
  • Location of the incident (if known)
  • A description of the prohibited conduct

We will assist you to complete the appropriate formal complaint procedure and submit your formal complaint.

Title X, Part C-Homeless Education

The purpose of the Tennessee Homeless Education Program is to develop educational programs that meet the unique needs of homeless children and youth. Because homeless children face many obstacles to an appropriate education, such as lack of transportation and resources, frequent school changes, loss of school records, and emotional stress, special programs are necessary.

The Homeless Education Program is designed to facilitate the enrollment, attendance and success of homeless children and youth in Tennessee schools. All school districts in Tennessee are required to provide needed services to homeless children. The Tennessee Department of Education receives funding for the program through the federal McKinney-Vento Homeless Education Grant Program. The Department distributes grants competitively to local education agencies that have developed programs that document effective collaboration among school districts and service providers to ensure that homeless children in that district receive needed services.

 

SECTION 504 of the Rehabilitation Act of 1973

Campbell County 504 Information 

504 Public Information and Parent Guide

Campbell County Schools 504 Procedures

Model 504 Complaint/Grievance Form

504 Referral Form

NOTICE TO EMPLOYEES AND STUDENTS

The following are responsible for coordinating and monitoring activities necessary for compliance with Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990:

Anyone who believes that the school system has discriminated against them or another individual may file a complaint.  The complaint can be sent to: 

Dr. Jason Horne, Secondary Supervisor   

Lori Adkins, Elementary Supervisor

Dr. Jason Horne, Section 504 & ADA Coordinator

Pam Walden, Title VI Supervisor

Pam Walden IX Coordinator

 

Campbell County Board of Education

172 Liberty Street

Jacksboro, TN  37757

Telephone:  (423) 562-8377

Section 504 of the Rehabilitation Act (prohibits discrimination on the basis of handicap)
Americans with Disabilities Act (prohibits discrimination of the basis of disability)
Title VI of the Civil Rights Act (prohibits discrimination on the basis of race, color, or national origin)
Title IX of the Education Amendments (prohibits discrimination on the basis of sex)

GRIEVANCE PROCEDURES FOR STUDENTS

Student complaints and grievances shall first be made to the teacher, then to the principal.  If not resolved, the matter may then be appealed to the superintendent and ultimately to the Board.

Minority Participation

All students have equal access to all programs and activities in the Campbell County School System.

Federal Forms

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