English Language Learners
Guidance on Programming for ELLs
Guidance on Identification, Assessment, Placement, and Reclassification of English Language Learners
Every Student Succeeds Act (ESSA)
The ESSA, signed into law on December 10, 2015, reauthorizes the Elementary and Secondary Education Act (ESEA) of 1965. The ESSA replaces the previous version of the ESEA known as "No Child Left Behind (NCLB)". Although the ESSA has been signed into law, there will be a transition period before it takes full effect in school year 2017-18. As such, many of the provisions of NCLB will continue, and information regarding NCLB follows on this page. Please find the latest information regarding the ESSA and transition provisions below, and visit U.S. Department of Education: Every Student Succeeds Act (ESSA) for further information and most current updates as they become available.
Every Student Succeeds Act
ESSA Frequently Asked Questions - February 26, 2016
No Child Left Behind Title III: Language Instruction for Limited English Proficient & Immigrant Students Program
No Child Left Behind (NCLB) Title III: Language Instruction for Limited English Proficient and Immigrant Students is a federal program that assists immigrant and limited English proficient (LEP) students in achieving grade-level and graduation standards, as well as acquiring the English language.
The purpose of the Language Instruction for Limited English Proficient and Immigrant Students Title III Program is to assist school districts in teaching English to limited English proficient students. Additionally, the Title III funds are to be used in helping these students meet the same challenging state standards required of all students.
Annual Measurable Achievement Objectives (AMAO)
The Department is required by Title III of the No Child Left Behind Act (NCLB) to establish annual measurable achievement objectives (AMAOs) for the English language acquisition and academic achievement of limited English proficient (LEP) students. View current district AMAO reports as well as reports for the last several years.
Title III in Massachusetts
The purpose of this federal grant program is to provide funds to improve the education of limited English proficient students, including immigrant children and youth, by assisting the children and youth to learn English and meet challenging state academic content and student academic achievement standards.
Priorities are to:
- increase English proficiency and academic achievement in core academic subjects of limited English proficient students by providing high-quality 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 limited English proficient students; and
- promote parental, family, and community participation in programs for limited English proficient children, including immigrant children and youth
All Title III funds must be used so as to supplement the level of local, state, and federal funds that, in the absence of Title III funds, would otherwise be expended for programs for LEP students and immigrant children and youth, and in no case supplant such federal, state, and local funds.
Title III at the Federal Level:
Title III - Language Instruction for Limited English Proficient and Immigrant Students
Part A - English Language Acquisition, Language Enhancement, and Academic Achievement Act
Part B - Improving Language Instruction Educational Programs
Part C - General Provisions
Public Law print of PL 107-110, the No Child Left Behind Act of 2001
Title III Federal Guidance
Title IX, Part E, Uniform Provisions, Subpart 1-Private Schools, Equitable Services for Eligible Private School Students, Teachers, and Other Educational Personnel, Non-Regulatory Guidance, Office of Non-Public Education and Office of Innovation and Improvement, U.S. Department of Education, Revised March 2009 (Word document above entitled Equitable Services Guidance, Private Schools
Title III, Part A, English Language Acquisition, Language Enhancement and Academic Achievement and the Participation of Private School Students and Teachers, U.S. Department of Education, Office of Non-Public Education, June 2009
Supplement Not Supplant Provision of Title III of the ESEA, Office of Elementary and Secondary Education and the Office of English Language Acquisition , U.S. Department of Education
TITLE III Resources
FY16 Carryover of FY15 Title III Funds, Information and Application
Title III Accountability Plan SY 2013-2014
Title III Accountability Plan Guide School Year 2013-2014
Title III Consortia Information FY17
Title III Funds and Consortia Applicant Information School Year 2016-17
Guidance to Consortia Formed for Title III Subgrant Purposes School Year 2016-17