Title III: Language Instruction for Limited English Proficient & Immigrant Students
News & Announcements
Federal funds awarded under Title III support programs to address English language proficiency and academic achievement of English Learners (ELs), including the provision of language instruction educational programs (LIEPs) and activities that increase the knowledge and skills of teachers who serve ELs. Title III programs also provide enhanced instructional opportunities for immigrant children and youths.
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Title III Toolkit
- EL Progress and Proficiency
- U.S. Department of Education Office of Elementary and Secondary Education Title III-This is a PDF document. (PDF)
Title III Guidance
- Non-Regulatory Guidance on Implementation of Title III State Formula Grant Program
- Non-Regulatory Guidance: English Learners and Title III of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA)-This is a PDF document. (PDF)
SEA and LEA Federal Obligations to Ensure Civil Rights for Limited English Proficient (LEP) Students
- January 7, 2015 – Joint Release: U.S. Department of Education and U.S. Department of Justice
- Dear Colleague Letter (DCL) – “English Learner Students and Limited English Proficient Parents” (PDF)
- Ensuring English Learner Students Can Participate Meaningfully and Equally in Educational Programs – FACT SHEET (PDF)
- Information for Limited English Proficient (LEP Parents and Guardians and for Schools and School Districts that Communicate with Them – FACT SHEET (PDF)
English Learner (EL) Tool Kit
The English Learner Tool Kit was developed in conjunction with the U.S. Department of Education Office for Civil Rights’ and the U.S. Department of Justice’s Dear Colleague Letter (DCL) “English Learner Students and Limited English Proficient Parents,” published in January 7, 2015, and outlines SEAs’ and LEAs’ legal obligations to ELLs under civil rights laws and other federal requirements.
The following links download PDF files from the U.S. Department of Education website:
- Chapter 1: Identifying All English Learner Students (PDF, 1.5MB)
- Chapter 2: Providing English Learners with a Language Assistance Program (PDF, 800KB)
- Chapter 3: Staffing and Supporting an EL Program (PDF, 921KB)
- Chapter 4: Meaningful Access to Core Curricular, Extra Curricular Programs (PDF, 1.75MB)
- Chapter 5: Creating an Inclusive Environment and Avoiding Unnecessary Segregation (PDF, 910KB)
- Chapter 6: Addressing English Learners with Disabilities (PDF, 1.27MB)
- Chapter 7: Serving English Learners who Opt-Out of EL Programs (PDF, 386KB)
- Chapter 8: Monitoring and Exiting English Learners from EL Programs and Services (PDF, 1.23MB)
- Chapter 9: Evaluating the Effectiveness of a Districts EL Program (PDF, 907KB)
- Chapter 10: Ensuring Meaningful Communication with Limited English Proficient Parents (PDF, 1.26MB)
Newcomer Tool Kit
The Newcomer Tool Kit provides (1) discussion of topics relevant to understanding, supporting, and engaging newcomer students and their families; (2) tools, strategies, and examples of classroom and schoolwide practices in action, along with chapter-specific professional learning activities for use in staff meetings or professional learning communities; and (3) selected resources for further information and assistance, most of which are available online.
The following link download PDF files from the U.S. Department of Education website:
- Newcomer Tool Kit-This is a PDF document. (PDF 5.47MB)
VDOE Technical Assistance for Federal Guidance
- New Title III Guidance (PPT) – Feb. 24, 2015
Code of Virginia
General Information Title III
- Title III Compliance Overview . This Word document has been updated for ESSA.
- Technical Assistance Academy for Coordinators
- Title III Parental Notification Letter Compliance Checklist . This Word document has been updated for ESSA.
School divisions are required to inform parents annually regarding their child's placement in a language instruction education program within 30 days after the beginning of the school year, or within two weeks of the child's placement within a program.
EL Proficiency and Progress
Title III Supplement, not Supplant, Provisions
- Title III Supplement, Not Supplant, Provisions (PDF)
- Title III Supplement, not Supplant, Provisions – recorded webinar (PPT)
Title III Consortia
Immigrant and Youth (IY)
- Immigrant and Youth Funds – recorded webinar (PPT)
The Student Record Collection system enables the commonwealth and its school divisions to comply with the information and reporting requirements of Elementary and Secondary Education Act (ESEA). The system also reduces the reporting burden on school divisions and ensures continuity and validity in all enrollment-based data collections. Title III, Part A, allocations are based on the Fall Student Record Collection (SRC)
- EL Population by Language September 2016 (XLS)
- EL Population by Language by Division September 2016 (XLS)
- Report of EL Students Receiving Services as (2001-2016) (XLS)
- Immigrant and Youth Enrollment 2009-2016 (XLS)
Title III Allocations
Memoranda from Virginia State Superintendent to school division superintendents:
- Title III, Part A, Allocations under Provisions of the ESEA of 1965 – Superintendent's Memo 231-16
- Reallocation of 2016-2017 Title III, Part A, Unused Funds under the Elementary and Secondary Education Act of 1965 (ESEA) – Superintendent’s Memo 074-17
- 2015-2016 Title III, Part A, Allocations under Provisions of the Elementary and Secondary Education Act of 1965 (ESEA) – Superintendent's Memo 244-15
- 2015-2016 Title III, Part A, Reallocation and Procedures Under the Elementary and Secondary Education Act of 1965 (ESEA) – Superintendent's Memo 013-16
- 2014-2015 Title III, Part A, Allocations under Provisions of the Elementary and Secondary Education Act of 1965 (ESEA) – Superintendent's Memo 248-14
- 2014-2015 Title III, Part A, Reallocation and Procedures Under the Elementary and Secondary Education Act of 1965 (ESEA) – Superintendent's Memo 135-15
- Applications for Federal Funds
- Title III, Part A, Reallocation and Procedures Under the Elementary and Secondary Education Act of 1965 (ESEA) 2013-2014 – Superintendent's Memo 033-14
- 2013-2014 Title III, Part A, Allocations under Provisions of the Elementary and Secondary Education Act of 1965 (ESEA) – Superintendent's Memo 238-13
Assessing English Language Learners (ELLs)
As required in Section 1111 (b) of the Every Student Succeeds Act of 2015 (ESSA), school divisions must annually assess the English proficiency of English Learners (ELs) in kindergarten through grade 12.
- English Language Proficiency Testing
- WIDA English Language Proficiency Assessments
- Virginia ACCESS for ELLs and Alternate ACCESS for ELLs test examiner’s presentations
- Virginia ACCESS for ELLs Score Report interpretation presentations
- Webinar: How to Interpret and use SOL and ACCESS Data (PPT)
Virginia Standards of Learning
As required in Section 1111(3)(C)(v) of the Every Student Succeeds Act of 2015 (ESSA), English Learners (ELs) must participate in state content assessments assessments in each of grades 3 through 8 and at least once in grades 9 through 12.
Equitable Services to Private School Students
The ESEA includes separate provisions governing equitable services for eligible private school students, teachers and other educational personnel, and families under Title I and programs covered under Title VIII, Part F, Subpart 1, Uniform Provisions- Private Schools.
The commonwealth and its public schools provide specialized instructional programs for English language learners.
Other Education Programs
VDOE Adult Education / Adult ESL
Virginia Commonwealth University: Adult Education/Adult ESL
Virginia Title III Coordinators
Virginia Department of Education Title III Staff and Assignments