- About
- Professional Development
-
Services
Accountability, Research, and Compliance SupportAdvanced Academics/Gifted and TalentedAlternative Certification ProgramASCENDERBehavior SupportBilingual/EL/Title IIIBusiness Office Career & Technical EducationCharter SchoolsChild NutritionData Center & Network SolutionsDigital LearningDistance Learning/ VideoconferencingDistrict Systemic Support DMACDyslexiaEduphoriaEmergency Management and School SafetyescWorks®Human ResourcesInclusive PracticesInnovation Center 4 Educator PreparationIT (Software and Integration)Literacy and LanguageMathematicsOnline Learning 4 StudentsPEIMSPrint CenterSchool Personnel School Health ServicesSocial StudiesScienceSpecial EducationState and Federal ProgramsSuperintendent/School BoardTeacher Incentive Allotment TEKS Resource SystemTexas Education ExchangeTexas GatewayTexas Lesson StudyTransportationTutoringTexas Home Learning
- Products
- Certification
- Employment
Title III
.jpg)
.jpg)
What is Title III, Part A?
Title III Part A is part of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act of 2015 (ESSA). Title III Part A funds are used to help ensure that English learners (ELs) attain English language proficiency through the use of the state English Language Proficiency Standards (ELPS) and meet state academic standards. Federal funding is provided to assist state education agencies (SEAs) and local education agencies (LEAs) in accomplishing this.
What is the purpose of Title III, Part A?
In Texas, Title III, Part A funds provide supplemental resources to help ensure that children who are English learners attain English proficiency at high levels in academic subjects and can meet state achievement performance standards. Intended beneficiaries are English learner students, including immigrant children and youth.
Title III, Part A funds shall be used to supplement and not supplant any other federal, state, or local funds. For example, if an LEA is using state bilingual funds to provide English learners services to students and replaces those state funds with Title III, Part A funds, then the LEA has supplanted state funds with federal funds. To avoid supplanting funds, the LEA would have to demonstrate that any English learners services provided with Title III, Part A funds are above and beyond any English learners services provided with state funds.
What are the general Title III, Part A Program Requirements?
The requirements are to help ensure that English learners, including immigrant children and youth, attain English proficiency and develop high levels of academic achievement in English by doing the following:
- Assisting all English learners and immigrant students to achieve at high levels in academic subjects so that all English learners can meet the same challenging State academic standards that all children are expected to meet.
- Assist teachers (including preschool teachers), principals and other school leaders, state educational agencies, LEAs, and schools in establishing, implementing, and sustaining effective language instruction educational programs designed to assist in teaching English learners including immigrant students and youth.
- Assist teachers (including preschool teachers), principals and other school leaders, state and LEAs to develop and enhance their capacity to provide effective instructional programs designed to prepare English learners including immigrant students to enter all-English instructional settings.
- Promoting parental, family, and community participation in language instruction educational programs for parents, families, and communities of English learners.
ESSA Title III Section 3102 states the Program Purpose:
(1) to help ensure that children who are limited English proficient, including immigrant children and youth, attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging State academic content and student academic achievement standards as all children are expected to meet;
(2) to assist all limited English proficient children, including immigrant children and youth, to achieve at high levels in the core academic subjects so that those children can meet the same challenging State academic content and student academic achievement standards as all children are expected to meet, consistent with section 1111(b)(1);
(3) to develop high-quality language instruction educational programs designed to assist State educational agencies, local educational agencies, and schools in teaching limited English proficient children and serving immigrant children and youth;
(4) to assist State educational agencies and local educational agencies to develop and enhance their capacity to provide high-quality instructional programs designed to prepare limited English proficient children, including immigrant children and youth, to enter all-English instruction settings;
(5) to assist State educational agencies, local educational agencies, and schools to build their capacity to establish, implement, and sustain language instruction educational programs and programs of English language development for limited English proficient children;
(6) to promote parental and community participation in language instruction educational programs for the parents and communities of limited English proficient children;
(7) to streamline language instruction educational programs into a program carried out through formula grants to State educational agencies and local educational agencies to help limited English proficient children, including immigrant children and youth, develop proficiency in English, while meeting challenging State academic content and student academic achievement standards;
(8) to hold State educational agencies, local educational agencies, and schools accountable for increases in English proficiency and core academic content knowledge of limited English proficient children by requiring—
(A) demonstrated improvements in the English proficiency of limited English proficient children each fiscal year; and
(B) adequate yearly progress for limited English proficient children, including immigrant children and youth, as described in section 1111(b)(2)(B); and
(9) to provide State educational agencies and local educational agencies with the flexibility to implement language instruction educational programs, based on scientifically based research on teaching limited English proficient children, that the agencies believe to be the most effective for teaching English.