Title III Language Instruction for English Learners and Immigrant Children and Youth Subgrants

Title III Language Instruction for English Learners and Immigrant Children and Youth Subgrants

Program Contacts

Rasha Hetata
Title III Coordinator
(614) 752-1469
Rasha.hetata@education.ohio.gov

Michael Crace
Office of Federal Programs
(614) 387-7555
Michael.Crace@education.ohio.gov  

Chantelle Carter
Nonpublic Ombudsman
(614) 466-5203
Chantelle.Carter@education.ohio.gov

In the last several decades, English learners have been among the fastest-growing populations in our nation’s schools. English learners make up nearly 10 percent of the student population nationwide and include a highly diverse group of students who bring with them valuable cultural and linguistic assets, including their home languages.

English learner (EL) – The term “English learner,” when used with respect to an individual, is an individual with the following characteristics:

  1. Age 3 through 21;
  2. Enrolled or preparing to enroll in an elementary school or secondary school;
  3. Meets one of the following criteria:
    1. Was not born in the United States or whose native language is a language other than English;
    2. Is a Native American or Alaska Native or a native resident of the outlying areas and 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
    3. 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
  4. Has difficulties in speaking, reading, writing or understanding the English language that may be sufficient to deny the individual:
    1. The ability to meet the challenging state academic standards;
    2. The ability to successfully achieve in classrooms where the language of instruction is English; or
    3. The opportunity to participate fully in society. [See ESSA 8101(20)]

If a student has a language other than English spoken in the home and has completed the Home Language Survey at enrollment, the students will be assessed for English language proficiency. If the student qualifies, he or she is then an English learner. English learners may be born in the U.S. or come from other countries. Click here to learn more about English learner identification and the Ohio English Language Proficiency Assessment (OELPA).

Title III funds may be used to provide supplemental services that improve the English language proficiency and academic achievement of English learners, including through the provision of language instruction educational programs (LIEPs) and activities that increase the knowledge and skills of teachers who serve English learners. All services provided to Els using Title III funds must supplement, and not supplant, the services that must be provided to Els under Title VI of the Civil Rights Act of 1964. The district must ensure it meets the three required uses of funds in ESEA Section 3115(c): Supplement LEIPs, provide effective professional development, and provide other activities that must include parents, families and community engagement.

Title III language instruction for English learner allocations

The Department calculates Title III English learner allocations with the preceding fiscal year’s enrollment data (October count) on a per-pupil basis. Each district or school’s allocation considers the number of English learners enrolled, as well as the number of English learners enrolled and reported in the nonpublic school(s) located within the public district’s boundaries. Public districts and community schools report their English learner enrollment data in the Education Management Information System (EMIS). Nonpublic schools report their English learner enrollment data in the Nonpublic Data System (NPDS). To ensure the most accurate allocations, districts and community schools should be aware of the EMIS Data Collection Calendars and report English learner counts by the established deadlines.

Title III, Part A Equitable Services to private school students, teachers and other educational personnel

A district or school receiving a Title III subgrant must provide supplemental services to English learners to help ensure these students attain English language proficiency and succeed in the academic content areas. Under the Title IX Uniform Provisions, a district or school that receives Title III funds must provide Title III services to eligible private school students, their teachers and other educational personnel consistent with the number of eligible students enrolled in private elementary and secondary schools in the geographic area served by the district or school. These services and other benefits must be equitable in comparison to those provided to public school students, their teachers and other educational personnel participating in the program; and they must be provided in a timely manner.

To ensure equitable participation, the district or school must engage in timely and meaningful consultation with private school officials; assess, address and evaluate the needs of private school English learners, their teachers and other educational personnel; spend an amount of funds on a per-pupil basis equal to those funds expended for participating public school students, taking into account the number and educational needs of those students; provide private school students, their teachers and other educational personnel with opportunities to participate in activities equivalent to the opportunities provided to public school students, their teachers and other educational personnel; and offer services that are secular, neutral and nonideological.

Title III English learner guidance and resources

For additional guidance documents, please review the CCIP Document Library.
 

Last Modified: 11/5/2021 2:03:41 PM