“English Language Acquisition, Language Enhancement, and Academic Achievement Act”
Title III of the No Child Left Behind (NCLB) Act of 2001 is part of legislation enacted to ensure that limited English proficient (LEP) students, including immigrant children and youth, develop English proficiency and meet the same academic content and academic achievement standards that other children are expected to meet. As such, Title III provides Federal financial support to state and local educational agencies for this objective (Section 3101 & 3102).
Under NCLB, state and local education agencies are held accountable for the progress of English Learners (ELs) in two ways:
- Annual Measurable Objectives (AMOs) in language arts and mathematics
- Annual Measurable Achievement Objectives (AMAOs)
Title III in Wisconsin
To ensure that ELs are meeting these accountability metrics, Wisconsin has adopted the WIDA English Language Development standards, and measures student achievement toward these standards through the annual administration of WIDA’s ACCESS for ELLs assessment. Progress towards meeting AMO and AMAO criteria is measured by combining these data with data from the state academic content assessments.
In order to better meet our accountability criteria, DPI works with local school districts to ensure that highquality researchbased programs are available to our ELs. Due to a federal accountability mandate, the academic progress and performance of ELs as a group is critical to a school’s overall performance, requiring more professional development for staff and increased outreach and information to the parents of ELs.
Local EL Plans
The Wisconsin Department of Public Instruction receives funding under Title III based on the total number of EL students and immigrant youth identified by schools in the state. The U.S. Department of Education will use American Community Survey data to determine this count, pursuant to the Elementary and Secondary Education Act (ESEA) Section 3111(c). In turn, districts receive funds based on the number of students identified.
All school districts with identified ELs are required to develop a plan which describes how they plan to support ELs within their district or schools. All schools are federally required to identify ELs, assess their English Language Proficiency (ELP) annually, while providing them with English Language services. Title III provides supplemental support to schools serving ELs. Districts accessing Title III funds must submit a plan for how Title III funds will be used to provide supplemental core educational services for ELs within their district. Approvable plans have the following priorities:
- Increase English proficiency and academic achievement in core academic subjects of LEP students by providing highquality language instruction programs and content area teaching;
- Provide high-quality professional development to enable classroom teachers to deliver effective sheltered content and English language instruction; and
- Develop, implement, and provide extended day, weekend, and summer opportunities for English language and academic content instruction for LEP students.
To help districts with use of funds, the Title III Program provides technical assistance with:
- Grant application process and design
- Compliance and legal requirements
- ESEA monitoring
- Accountability procedures
- Professional development
Key Features of Title III are:
- Parental Information
- Private school participation
- AMAO accountability
- Technical assistance for staff
- English Language Proficiency standards
- LEA/Consortium ESEA Monitoring
Serving English Learners
There are for critical parts to identifying and serving students.
Accessing Title III Resources
Part A of Title III of the Elementary and Secondary Education Act (ESEA), the English Language Acquisition, Language Enhancement, and Academic Achievement Act. Section 3102 provides explicit guidance for how Title III funds can be used.
Eligible districts must indicate their acceptance of Title III funds within the common Wisconsin ESEA application and ensure compliance with Title III statute and regulations each year. LEAs must also submit the results of the annual Language Census (R30LC) and the Student National Origin Report (SNOR) of all LEP and eligible immigrant students, develop an LEA plan, and meet evaluation and reporting requirements (Title III, sections 3114, 3115, 3116, 3121, and 3123).
Managing Title III Funds
Under Section 3114(b) of the No Child Left Behind Act of 2001 (NCLB), $10,000 has been set as the minimum threshold for the fund amount allocated to districts as determined by the count for districts managing their own allocation. Districts awarded funds of less than the threshold amount are expected to pool their resources and work within consortia. Title III Consortia Guidance.