Title III

English as a Second Language

Title III, English as a Second Language (ESL) program funds became a new provision under the No Child Left Behind Act of 2001. The major goals of Title III are to help ensure that limited English proficient (LEP) children attain English proficiency, develop high levels of academic competence in English, and meet the same challenging academic and achievement standards that all children are expected to meet. Title III requires the establishment of English language proficiency standards, implementation of assessments and defined annual achievement objectives for increasing and measuring the level of LEP children’s development and attainment of English proficiency. 

Hamblen County uses Title III funds to support the ESL program available to all LEP students who qualify in Hamblen County by:

  • Providing professional development and supplemental curricular support opportunities for ESL and regular classroom teachers of EL students in strategies for working with multilingual students

  • Providing full-time ESL teaching assistants to work with ESL teachers and students in the school

  Providing additional services to parents of EL & migrant students

 

Luz Reynolds

EL/Migrant Parent Liaison

Hamblen County

(423) 586-7700 

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 mnore 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

 

PLAN FOR HIRING TEACHERS WORKING WITH ENGLISH LANGUAGE LEARNERS

The following wording is taken from the Every Student Succeeds Act (ESSA) 2015:

 

HAMBLEN COUNTY SCHOOLS COMPLIES WITH STATE REQUIREMENTS AND GUIDELINES IN THE EMPLOYMENT OF TEACHERS OF ENGLISH LEARNERS. THESE GUIDELINES ARE DESCRIBED BELOW:

All teachers of any language instruction program for English Learners (ELs) must be fluent and competent in the four domains of language assessed by the English Language Proficiency Assessment:  reading, writing, speaking and listening. 

A teacher’s fluency in listening and speaking will be documented and evaluated during the interview process. Reading will be evaluated through the reading and responses that show understanding of the application process.  Reading may be documented through the college transcript if from an English-speaking university.  The district may also use a shelf reading comprehension assessment.

Writing fluency can be more difficult to ensure. The application requires a writing sample to be completed during the teacher interview. Topics vary from applicant to applicant. The sample is completed onsite so that there is no opportunity for outside editing.