Federal Programs
The purpose of Tennessee’s federally funded Title I, Part A program is to support local school districts and improve teaching and learning for students in high-poverty schools in order for students to meet the state’s challenging content and performance standards. Title I is one program under the Every Student Succeeds Act (ESSA). 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, once identified they provide individualized instructional programs to the identified students in order 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, which include:
For more information, please refer to the resources provided by TDOE.
Under ESSA, “Parents Right to Know”
Federal law requires notification regarding:
- Teacher qualifications
- Paraprofessional qualifications
- Contact Mandy Starrett at 423-562-8377
- Student assessment information
- Notification when a student has been taught by a non-licensed/non-qualified teacher for four consecutive weeks
- Assessment transparency information
Title I, Part C Education Program
WHAT IS THE TITLE I PART C EDUCATION PROGRAM?
The Tennessee Title I Part C Education Program strives to ensure that all migratory students reach challenging academic standards and graduate with a high school diploma that prepares them for responsible citizenship, further learning, and productive employment. The Tennessee Title I Part C Education Program collaborates with school districts and community agencies to help migratory children and out-of-school youth meet the same academic standards expected of all students by coordinating and supporting services that sustain and accelerate their progress in school. For more information, download the Tennessee Migrant Education Program Overview PowerPoint
Title I Part C was established by the federal government in 1966 to ensure that migratory students:
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Receive appropriate education and support services
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Are not penalized by academic content and achievement standards
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Receive support services to address the challenges of mobility, cultural and language barriers, social isolation, and other factors that inhibit their ability to succeed in school
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Benefit from state and local systemic reform
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Parent Information- English
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Parent Information- Spanish
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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 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 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:
· who is aged 3 through 21
· who is enrolled or preparing to enroll in an elementary school or secondary school
· (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 area
(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 other than English is dominant; and
· 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 distraction of violence, drug use, and lack of discipline, in order to ensure that all children achieve 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 approved 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
· 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
· 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 authorized LEAs to use program funds for:
1. Teacher recruitment
2. Professional development
3. Educational technology
4. Parent 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 VI of the Civil Rights Act of 1964 (Title VI) prohibits race, national origin, and color discrimination in all programs and activities that receive federal financial assistance. The Tennessee Department of Education’s Office for Civil Rights (TOCR) is responsible for ensuring equal access to education by enforcing compliance with Title VI. TOCR has jurisdiction to investigate complaints alleging discrimination based on race, national origin, or color.
Tennessee Department of Education Office of Civil Rights Discrimination Formal Complaint Form
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 options available 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 school system investigation, this enables the school system to respond appropriately by conducting a prompt, thorough, 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
· The investigation, hearings, and appeals process
We will assist you to complete the appropriate formal complaint procedure and submit your formal complaint.
Please contact Title IX Coordinator Melissa Davis at 423-562-8377.
Training and Review of Title IX
Tennessee Department of Education Office of Civil Rights Discrimination Formal Complaint Form
US Department of Education Formal Complaint Form
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 department receives funding for the program through the federal McKinney-Vento Homeless Education Grant Program. The department distributes grants competitively to local education agencies (LEAs) 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.
Homeless Liaison: Melissa Davis – 423-562-8377
Section 504 of the Rehabilitation Act of 1973
· 504 Public Information and Parent Guide
· Campbell County Schools 504 Procedures
· Model 504 Complaint/Grievance Form
· 504 Referral Form
Federal Forms:
Migrant Education Survey-English
Migrant Education Survey- Spanish
Migrant Education Survey- Vietnamese
Migrant Education Survey-Chinese