English Learner (Grants/Guidance)
Purposes of Title III subgrants to LEAs
Title III subgrants support the efforts of LEAs to assist English Learners to learn English and meet the challenging State academic standards. LEAs must use Title III subgrants to carry out activities that use effective approaches and methodologies for teaching English learners and immigrant children and youth for the following purposes:
Developing and implementing new language instruction educational programs and academic content instructional programs for English Learners and immigrant children and youth in early childhood, elementary and secondary programs.
Expanding or enhancing existing language instruction educational programs and academic content instructional programs;
Implementing schoolwide programs within individual schools to restructure, reform, and upgrade all programs, activities, and operations related to language instruction educational programs and academic content instructing for English learners and immigrant children and youth;
Implementing, in local educational agencies, system-wide programs designed to restructure, reform and upgrade all programs, activities and operations related to the education of English Learners and immigrant children and youth.
Limited English Grants
Minimum Qualifications: Districts must have enough English Learners to qualify for a minimum $10,000 grant or form a consortium with other districts to reach the minimum grant allotment.
Required activities under this grant:
Providing effective language instruction educational programs that meet the needs of English learners and demonstrate success in increasing:
Student academic achievement
Providing effective professional development to classroom teachers, principals and other school leaders, administrators, and other school or community-based organizational personnel that is:
Designed to improve the instruction and assessment of English Learners
Designed to enhance the ability of teachers, principals, and other school leaders to understand and implement curricula, assessment practices and measures, and instructional strategies
Effective in increasing children’s English language proficiency or the subject matter knowledge, teaching knowledge and skills of teachers
Of sufficient intensity and duration to have a positive and lasting impact on teachers’ performance
Providing and implementing other effective activities and strategies that enhance or supplement language instruction educational programs which:
Shall include parent, family, and community engagement activities
- May include strategies that serve to coordinate and align related programs
Upgrading program objectives and effective instruction strategies;
Identifying, acquiring, and upgrading curricula, instructional materials, educational software, and assessment procedures;
Provide tutorials and academic or career and technical education;
Provide intensified instruction which may include materials in a language that the student can understand, interpreters, and translators;
Develop and implement language instruction educational programs that are coordinated with other relevant programs and services;
Improve English proficiency and academic achievement of English Learners;
Provide community participation programs, family literacy services and parent outreach/training activities to English Learners and their families;
Improve the instruction of English Learners, which may include English learners with a disability, by providing for:
The acquisition or development of educational technology or instructional materials;
Access to, and participation in electronic networks for materials and training;
- Offer early college high school or dual or concurrent enrollment programs or courses designed to help English Learners achieve success in postsecondary education.
English Learner Guidance
The Nebraska Department of Education receives funding under Title III based on the number of English Learners and Immigrant youth identified by schools in the state. In turn, districts receive funds based on the number of students identified.
The following is guidance provided since the Every Student Succeeds Act (ESSA) was signed into law:
The following is guidance provided before the reauthorization of the law.
Supplement Not Supplant July 21, 2010 webinar (pdf of PowerPoint)
Guidance on Standard and Assessment (March 2003). Non-regulatory draft designed to help states, districts and schools understand the implements of requirements as related to standards and assessment.
Inclusion of LEP Students in Accountability: Federal Register September 2006
Clarification of Title III, LEP Funds: U.S. Department of Education: April 2006
Non-Regulatory Assessment and Accountability for Recently Arrived and Former Limited English Proficient (LEP) Students: U.S. Department of Education, May 2007
Non-Regulatory Guidance on Title III State Formula Grant Program: Part II Standards, Assessment and Accountability: U.S. Department of Education, February 2003
Supplement Not Supplant Provision of Title III of the ESEA: U.S. Department of Education, 2008
English Language Acquisition, Language Enhancement and Academic Achievement: Private Schools and Teachers: U.S. Department of Education, June 2009