Federal Programs

6 years ago

Welcome to the Hollow Rock-Bruceton Special School District Federal Programs Website

Hollow Rock-Bruceton Special School District receives Federal funds under No Child Left Behind through the following Titles:

Title I, Part A - Improving the Academic Achievement of the Disadvantaged
Title II, Part A - Teacher and Principal Training
Title III - English as a Second Language
Title VI - Rural Education Achievement Program

Title I, Part A

Scot Crocker, Federal Programs Specialist

The purpose of the federally funded Title I, Part A Program is to provide supplemental support to 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. Hollow Rock-Bruceton School District is school-wide Title I school district. Schoolwide programs use their funds to improve the entire program of the school so that all students are impacted.

Title II - Preparing, Training, and Recruiting High Quality Teachers and Principals


The purpose of this part is to provide grants to State educational agencies, local educational agencies, State agencies for higher education, and eligible partnerships in order to -

(1) increase student academic achievement through strategies such as improving teacher and principal quality and increasing the number of highly qualified teachers in the classroom and highly qualified principals and assistant principals in schools; and

(2) hold local educational agencies and schools accountable for improvements in student academic achievement.

Title III Language Instruction for Limited English Proficient and Immigrant Students

6 years ago


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.


Plan for hiring ELL Teachers 

The following wording is taken directly from The No Child Left Behind Act (NCLB) of 2001:  

“Teacher English Fluency--Each eligible entity receiving a subgrant under section 3114 shall include in its plan a certification that all teachers in any language instruction educational program for limited a 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 communication skills.” [3116 –c]   



All teachers of any language instruction program for English Language Learners 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 not possessing these skills have been previously hired, the district is required to offer help to build the necessary fluency.

A teacher’s fluency in listening and speaking may be documented and evaluating during the interview process by having one person 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 may be evaluated through the reading and responses that show understanding of the application process. Reading proficiency may also be documented through the college transcript issued by an English speaking university. Districts may also use shelf reading comprehension assessments.

Writing fluency can be more difficult to ensure. Unless the application requires a writing sample, the district may encourage a 15 to 20 minute writing sample during the teacher interview. Topics should vary from applicant to applicant. The sample should be done 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 should decide if this is to be used with only English as a Second Language (ESL) teachers or with all hires.

Title VI Part B, Subpart 2

6 years ago

Program Description

The purpose of the program is to provide financial assistance to rural districts to assist them in meeting their state's definition of adequate yearly progress (AYP). Applicants do not compete but rather are entitled to funds if they meet basic eligibility requirements. Eligibility is restricted by statute.

Awards are issued annually to state education agencies (SEAs), which make subgrants to local education agencies (LEAs) that meet the applicable requirements. Awards are made to all SEAs that apply and meet the applicable requirements of the act. If an SEA does not participate, awards are issued by the department to eligible LEAs in the state either competitively or by formula.

Types of Projects

Recipients may use program funds to conduct the following activities:

  • Teacher recruitment and retention
  • Teacher professional development
  • Support for educational technology
  • Parental involvement
  • Activities authorized under the Safe and Drug-Free Schools and Communities
  • Activities to improve basic programs operated by LEAs
  • Activities authorized under Title III, language instruction for limited English proficient and immigrant students.


Definition - Any student who has moved with his/her parents in the past 36 months for the purpose of working in agriculture work (crop harvesting, nursery work, dairy production, dairy or vegetable or meat processing).

Identification - When the student registers, each student's parent or guardian should complete the Home Language Survey which includes the Migrant Education Program Occupational Survey. If the survey indicates a "yes" response to question 1 or 4, the student could possibly be a migrant. The determination will be made by state migrant personnel.


6 years ago


NCLB Section 3301(6)
Immigrant Children and Youth---The term "immigrant children and youth" means 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.

Identification is indicated by question 4 on the Home Language Survey.

State ESL Policy states that all districts are required to keep a immigrant student list broken down by gender, proficiency level (where relevant), grade-level, language group, ethnicity, and identification number.

NOTICE – 504

5 years ago

Title VI of the Civil Rights Acts of 1984, Title IX of the Education Amendments of 1972 and Section 504 of the Rehabilitation Act of 1973 require school districts to have officially adopted policy statements of non-discrimination on the basis of sex, handicap, national origin, and race.


“It is the policy of the Hollow Rock-Bruceton Special School District not to discriminate on the basis of sex, race, national origin, creed, age, marital status, or disability in its educational programs, activities, or employment policies as required by Title VI and VII of the 1984 Civil Rights Act, Title IX of the 1972 Educational Amendments and Section 504 if the Federal Rehabilitation Acts of 1973.


It is also policy of the district that the curriculum materials utilized reflect the cultural and racial diversity present in the United States and the variety of career roles and life-styles open to women as well as men in our society.One of the objectives of the total curriculum and teaching strategies is to reduce stereotyping and to eliminate bias on the basis of sex, race, ethnicity, religion, and disability.The curriculum should foster respect and appreciation of the rights, duties, and responsibilities of each individual as a member of a pluralistic society.


Inquiries regarding compliance with Title VI, Title IX, and Section 504 may be directed to: Superintendent of Schools, 29590 Broad Street, Bruceton, TN 38317, Phone: 731-418-4180.