ESL, Migrant, & Immigrant Programs

Download and View 2017-2018 Staff Compliance Power Point-ESL, Migrant, and Foster Care Program

Teachers, please click the link below "EL & WIDA Presentation by Tisha Cocke" to refresh your knowledge about state and local ESL policies as well as information  about effective ESL instructional strategies to implement in your classroom. Mrs. Cocke will be presenting at Cannon's New Teacher Session on November 15, 2016.

Teachers: "Newcomer Tool Kit"-Click below to upload the Newcomer Tool Kit. This kit was designed to assist your work with immigrant students and their families. Tools include professional learning activities and examples of classroom and schoolwide practices in action.

Title III: English as a Second Language

Title III is the portion of No Child Left Behind that serves students who have a primary language other than English in a specialized setting. Cannon County’s Title III Director is Dr. Regina Merriman, Mrs. Tisha Cocke is the district’s Title III Coordinator & Teacher, and Ms. Elsa Monzalvo is contracted tserve as the district’s translator.

Immigrant ELL Definition Title III 

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.TITLE III—LANGUAGE INSTRUCTION FOR LIMITED ENGLISH PROFICIENT AND IMMIGRANT STUDENTS

 

Tennessee is a member of the WIDA Consortium. WIDA, World-Class Instructional Design and Assessment, designs and implements proficiency standards and assessments for grade K-12 students who are English language learners. WIDA also provides professional development to educators and conducts research on instructional practices.  Click on this link to learn about Tennessee involvement in the WIDA Program. Especially notice the DOWNLOAD LIBRARY found in the right column. This library does not require a log-in password and has power points and videos for educators and parents.

WIDA Program


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Regina Merriman,
Sep 18, 2015, 11:41 AM
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Regina Merriman,
Jul 17, 2017, 8:57 AM
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Regina Merriman,
Sep 13, 2016, 8:06 PM
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Regina Merriman,
Dec 1, 2014, 8:29 PM
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Regina Merriman,
Dec 1, 2014, 8:29 PM
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Regina Merriman,
Oct 8, 2016, 8:47 PM
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Regina Merriman,
Dec 1, 2014, 8:30 PM
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