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Title III
 Antonia Lopez, Second Language Parent Liaison
Antonia Lopez, Second Language Parent Liaison
Related Documents:
ESL Student Failure Analysis Form Page 2
ESL Student Failure Analysis Form
Missed AMAO Parent Letter 2014
English as a Second Language
 
Title III, English as a Second Language 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.  Title III funds are supplemental in nature to our larger ELL programs for students which is supervised by Mr. Brantley Smith, Assistant Director for Curriculum & Instruction.
 
Hamblen County uses Title III funds to support the ELL program available to all LEP students who qualify in Hamblen County by:
 
      *Providing professional development opportunities for ELL and regular
       classroom teachers of ELL students in strategies for working with ELL students
  
      *Providing four full-time ELL teaching assistants to work with ELL teachers and
        students in the school
 
      *Providing additional tutoring services to ELL students
 
       *Providing additional services to parents of ELL & migrant students--Antonia Lopez serves as a
       part-time ELL/Migrant Parent Liaison for Hamblen County.  She may be reached at   
       (423)586-7700 or lopeza@hcboe.net.  
 
      *Providing instructional materials to supplement instruction at the International  
       Center 
    
 
 
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
 
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 Plan for Hiring Teachers working with English Learners

 

All teachers of any language instruction program for English Learners (ELs) need to be fluent and competent in the four domains of language assessed by the English Language Proficiency Assessment:  reading, writing, speaking and listening.  If personnel has been previously hired without these skills, the district needs to offer help to build the needed fluency.

A teacher’s fluency in listening and speaking could be documented and evaluated during the interview process.  Perhaps one person in the interview could be responsible for noting listening mistakes, miscues, grammar and syntax mistakes, and judge the level of fluency for both speech and listening.

Reading may be evaluated through the reading and responses that show understanding of the application process.  Reading may be satisfied through the college transcript if from an English speaking university.  The district may also use a shelf reading comprehension assessment.

Writing fluency is more difficult to ensure.  Unless the application requires a writing sample, the district might encourage a 15 to 20 minutes writing sample during the teacher interview.  Ideally the topic will vary.  This sample is best done on site so that the interviewee will have no outside editing. 

The exact requirement from the No Child Left Behind Act of 2001 is

“TEACHER ENGLISH FLUENCY – Each eligible entity receiving a subgrant under section 3114 shall include in its plan a certification that all teacher in any language instruction educational program for limited English proficient child that is, or will be, funded under this are fluent in English and any other language used for instruction, including having written and oral communications skills.”    [3116 (c)]

The district may also have an assessment designed or contract with an outside agency for this screening.  The district needs to decide if this is to be used only with English as a Second Language (ESL) teachers or with all hires.