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
September.
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
achievement
-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
successfully.
-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).