Federal Programs

Last Updated: 8/31/2022 5:21 PM


Dr. Brooke Stembridge



Title I, Part A


To help low-achieving students meet the state’s challenging academic content and performance standards. The Title I program offers a variety of services which may include: additional teachers and support staff, extra time for instruction, a variety of teaching methods/materials, smaller classes and additional training for staff.


Schools qualify for funds based on economic need. Lee County Schools follow the Title I program design.

Title I School-wide Programs To Support School Reform

A Title I school-wide program (SWP) is a comprehensive reform strategy designed to upgrade the entire educational program in a Title I school.  Its primary goal is to ensure that all students, particularly those who are low-achieving, demonstrate proficient and advanced levels of achievement on state academic standards.

Parents Have The Right

  • to know the professional qualifications of their child’s teacher(s) including the degrees and certifications held, and whether the teacher is certified in their respective area of instruction.
  • to know the school improvement status of the school.
  • to know the level of achievement of their child in each area of the state assessment.
  • to know if their child has been assigned, or has been taught for at least four consecutive weeks, by a teacher who does not meet the highly qualified definition.
  • to be involved in the planning and implementation of the parent involvement program in their school.

McKinney-Vento Homeless Education Assistance

Lee County Schools ensure that every student in our district who meets the criteria for homelessness according to the McKinney-Vento Homeless Education Assistance Act shall have access to a free and appropriate education. This commitment to the educational rights of homeless children and youth applies to all the services, programs and activities provided or made available by the Lee County School System.


Georgia Statewide Longitudinal Data System (SLDS) Portal


Federal Funds Provided as a Result of COVID-19


Stakeholder Input for Comprehensive Needs Assessment (CNA)

On May 3rd at the Board of Education building, family and community members joined LCSS personnel to hear about the goals we've been working on this year, and to learn a little about the planning process. Not only did they learn a little about the process, but they also took part in planning for district improvement for next school year. It takes more than just the educators of LCSS to make solid improvement plans, and that's why we ask that you take time to provide honest, open input. Those who were present had the opportunity to discuss and post their thoughts. Their thoughts were recorded in the documents below. It's not too late to provide your input. Anyone who would like to add input is welcome, this includes all LCSS employees, families, and community members. Even if you have participated in the CNA at your school or on May 3rd, if you have additional thoughts, please share them. You may record your comments and suggestions on the "2022 Community Input Survey" form. It will remain open until May 27th. 

2022 Community Stakeholder Input Form

Notes from the May 3rd Meeting:

Title III - English to Speakers of Other Languages

The Lee County ESOL Program is designed to help students attain their full social and academic potential within the culture of an American school. We are committed to developing our students' communicative confidence and skills in the four main areas of language: listening, speaking, reading and writing. In addition, the ESOL program seeks to create supportive learning environments in your child's classroom and school which value and build on students' academic, linguistic, and cultural backgrounds.

EL Student

What does it mean to be an EL student?

Lee County School System Title III Procedures Manual

Identifying ESOL Students:

The Home Language Survey, which is embedded in the registration form, is completed for every student when initially registering in the Lee County School System to determine if there is the influence of a language other than English. This survey contains three questions and will identify any languages other than English that are:

  •  first learned or acquired by the student
  • used by the student in the home
  • most often spoken in the student home

Eligible students are screened with the state-adopted proficiency test, the WIDA-ACCESS for ELLs Placement Test (W-APT) or the WIDA Measure of Developing English Language (MODEL) and are determined to be either proficient in English or at a level of English proficiency that can benefit from ESOL services.

Program Delivery Models:

Push-in is a model of instruction in which English Language Learners (ELLs) remain in their general education class where they receive content instruction from their content area teacher and language assistance from the ESOL teacher.
Pull-out is a model of instruction in which English Language Learners (ELLs) are "pulled" from their regular classrooms for a class period of intense English language instruction.
Sheltered Content
Sheltered content is a model that can be used in grades 6-12. It uses ESOL strategies to deliver the content of a specific course to English Language Learners (ELLs). Sheltered content instruction aims to facilitate mastery of academic content that is taught through English, as well as promoting the learner's English language development.
Scheduled Class Period
Scheduled class period is a model that can be used at the secondary level. Students are scheduled for elective classes which focus on speaking, listening, reading and writing. Composed only of English Language Learners (ELLs), students receive instruction specifically targeted to their level of language proficiency.