Federal Programs

Humphreys County Board of Education

2443 Hwy 70 East

Waverly, TN 37185

Director of Federal Programs (931) 296 – 2568 ext. 1 – 2226

The Office of Federal Programs of Humphreys County Schools coordinates and monitors

formula grant programs awarded to the district through the state. These programs include Title I

Part A - Improving Basic Programs, Title II - Teachers Quality, and Title III - Limited English

Proficient programs.  Each of these programs are uniquely different in their requirements and

rules. The primary goal for all programs is to help the students that are considered at-risk. Being

identified as at-risk could be from the lack of financial resources available, language barriers, or

lack of parental involvement in the educational environment.  

Title I, Part A Purpose

The purpose of the Title I, Part A program is to provide federal dollars to supplement

educational opportunities for students who attend schools with high numbers or percentages of

children from low-income families and are most at risk of failing to meet the state’s challenging

academic achievement standards. Title I, Part A funds are to be used to provide all students

significant opportunity to receive a fair, equitable, and high-quality education, and to close

educational achievement gaps.

All schools in the Humphreys County School System are eligible for federal funds under

Title I. Waverly Elementary School, McEwen Elementary School, Lakeview Elementary School

are considered Title I School-Wide Schools. Federal funds support all students equally sharing

benefits to further expand student success and achievement. Federal money, in this district, is

used for, but not limited to, teacher and paraprofessional salaries/benefits, training, equipment,

supplies, and materials. School committees approve proposals for spending based on an annual

evaluation of data. Waverly Junior High School is considered a Target Assistance School and

only students classified as eligible receive academic benefits from Title I.

Each school served under Title I, Part A must convene an annual meeting to inform

families of their school’s participation in Title I programs and to explain the Title I requirements

and the right of families to be involved in those programs. Schools must invite and encourage all

families of children participating in Title I, Part A programs to attend the annual meeting. Title I

Annual meetings are usually held at each school at the beginning of the school year in August or


Title II, Part A - Purpose

The purpose of Title II is to provide grants to SEAs and sub-grants to districts to:

increase student achievement consistent with the challenging state academic standards;

improve the quality and effectiveness of teachers, principals, and other school leaders;

increase the number of teachers, principals, and other school leaders who are effective in

improving student academic achievement in schools; and

provide low-income and minority students greater access to effective teachers, principals,

and other school leaders.

Title II is an ESSA program that places a major emphasis on teacher quality as an integral factor

in improving student achievement. This program is designed to increase the number of highly

effective teachers and principals. The purpose of Title II is to improve teacher and leader quality

and focuses on preparing, training, and recruiting high-quality teachers and principals.

What it can fund

Title II funds must be used to develop, implement, and evaluate comprehensive programs and

activities which shall address the learning needs of all students, including children with

disabilities, English learners, and gifted and talented students. 

Programs and activities may include, among others:

-Rigorous, transparent, and fair evaluation and support system

-Initiatives to assist in recruiting, hiring, and retaining effective teachers to improve within-

district equity in the distribution of teachers

-Recruiting qualified individuals from other fields

-Providing high quality teacher induction and mentorship programs

-Reducing class size through the recruiting and hiring of additional effective teachers

-Providing high-quality, personalized professional development to school leaders, teachers,

and paraprofessionals that is focused on improving teaching and student learning and


-Increasing the ability of teachers to effectively teach children with disabilities and

English learners

-Providing training, technical assistance, and capacity-building for school leaders,

teachers, and paraprofessionals in selecting and implementing formative assessments,

designing classroom-based assessments, and using data from such assessments to

improve instruction and student academic achievement.

-Supporting the instructional services provided by effective school library programs

-Providing training regarding how to prevent and recognize child sexual abuse

-Developing and providing professional development and systems of support to promote high-

quality instruction and instructional leadership in science, technology, engineering, computer

science, and mathematics

District Requirements

-Districts must engage in meaningful consultation with a broad range of stakeholders as

required by ESEA sections 2101(d)(3) and 2102(b)(3), and non-public schools as required

by ESEA section 8501, and should examine relevant data to understand students’ and

educators’ most pressing needs, including the potential root causes of those needs given

local context.

-Once needs have been identified, districts, along with stakeholders through consultation,

need to determine the approaches most likely to be effective. By using rigorous and relevant

evidence to identify appropriate evidence-based strategies and assessing the local context to

identify the capacity districts are more likely to implement evidence-based approaches


-An implementation plan, developed with input from stakeholders, while not required by

statute, sets up districts and schools for success.

-An ongoing mechanism outlined during planning to identify and address issues as they arise

is essential for success with unexpected hurtles.

-Under ESEA sections 2102(b)(2)(D) and 2102(b)(3), districts are required to use data and

ongoing consultation to continually improve their Title II, Part A funded activities.

Title III, Part A - Purpose

The purpose of the Title III, Part A program is to improve the education of English learners

(ELs) by helping them learn English and meet challenging state academic standards. An EL can

be any student who lists a language other than English on the home language survey, and

qualifies for services based on the W-APT or WIDA screener. ELs can be both immigrant and

non-immigrant students

Title III, Part A purposes are:

-To ensure that ELs, including immigrant children and youth, attain English proficiency

and develop high levels of academic attainment in English

-To assist all ELs, including immigrant children and youth, to achieve at high levels in

academic subjects to meet the Tennessee Academic Standards

-To assist in establishing, implementing, and sustaining effective language instruction

educational programs designed to assist in teaching ELs

-To assist teachers (including pre-K teachers), principals, other school leaders, SEAs, and

districts to develop and enhance their capacity to provide effective instructional programs

for ELs

-To promote parental, family, and community participation in language instruction

educational programs for the parents, families, and communities of ELs.

Title IV, Part A - Purpose

The purpose of Title IV, Part A, Student Support and Academic Enrichment Grants (SSAE), is to

provide funds to improve students’ academic achievement by increasing the capacity of state

educational agencies, districts, and local communities to

-provide all students with access to a well-rounded education (well-rounded education)

-improve school conditions for student learning (safe and healthy students)

-improve the use of technology in order to improve the academic achievement and digital

literacy of all students (effective use of technology).


Dr. Sue Mott

Supervisor of Federal Projects