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Title III - No Child Left Behind

Title III:  Language Instruction for Limited English Proficient and Immigrant Students

Title III is one title under the No Child Left Behind Act (NCLB) of 2001 and addresses the education of Limited English Proficient (LEP) and Immigrant students. Title III funds are available to all districts who have approved CR Part 154 Comprehensive Plans (Part A or B) and who have LEPs. District allocations are based on the numbers of LEPs a district identifies and reports (see allocations). If allocations are greater than $10,000, a district may apply for the funds independently by submitting an application (link to application).

Districts who have fewer LEPs and whose allocations are less than $10,000 may join a consortium of like districts, pool the funds, and submit a consortium application through the lead agency or school. Questar III BETAC is in its fourth year of successfully receiving a consortium grant for our region (link to consortium welcome page).

Title III LEP funds are to be used in a supplemental manner. In other words, funds may not fund a district’s mandated ESL services and related expenses. According to Title III legislation, required activities are:

• Increase English proficiency of LEPs through supplemental (after school or weekend) programs and
• Professional development of ESL and classroom teachers who have LEPs

Optional activities are:

• Upgrading program objectives and strategies,
• Upgrading curricula, materials, software, etc.,
• Providing tutorials or vocational training for LEPs, and
• Providing community participation programs, family literacy services, and parent training activities.

Districts are required to provide a biennial report of their Title III program.

If a district has a Title III LEP allocation, and also has experienced a significant increase in the number of immigrant students, they may also have an immigrant fund allocation. These students may or may not be LEP (allocations).