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 instructional materials to supplement instruction at the International Center
Federal Definition of an Immigrant Student
Federal Definition of a Limited English Proficient Student
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 LANGUAGE 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. If personnel have been previously hired without these skills, the district will provide help to build the needed fluency.
A teacher’s fluency in listening and speaking will be documented and evaluated during the interview process by having one person in the interview be responsible for noting listening mistakes, miscues, grammar and syntax mistakes, and making a judgment as to the level of fluency for both speech and listening.
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.
The district may also have an assessment designed or contract with an outside agency for this screening. The district will determine if this is to be used only with English as a Second Language (ESL) teachers or with all hires.