Term
| What is the purpose of Title III as reauthorized by the Elementary and Secondary Education Act (ESEA)? |
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Definition
The overarching purpose is to ensure that limited-English-proficient (LEP) students, including immigrant children and youths, attain English proficiency and meet the same challenging academic content and achievement standards that other students are expected to meet.
Local educational agencies (LEAs) must use Title III funds to implement language instruction educational programs designed to help LEP students achieve standards. The state educational agency (SEA), LEAs, and schools are accountable for increasing the English proficiency and core academic content knowledge of LEP students. Part A of Title III is officially known as the English Language Acquisition, Language Enhancement, and Academic Achievement Act. Section 3102 lists nine purposes of the law. |
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Term
| Under Title III, what achievement standards apply to LEP students? |
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Definition
| SEAs, LEAs, and schools are required to hold LEP students to the same academic content and achievement standards established for all children. Additionally, LEP students must meet annual English language development objectives. |
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Term
| For Title III grants, how will the U.S. Department of Education determine the amount to award to a state? |
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Definition
| The U.S. Department of Education determines the grant award to the states by using a formula based on the number of LEP and immigrant students enrolled 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). Ninety-five percent of the apportionment will be allocated as subgrants to eligible LEAs serving LEP and immigrant students. |
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Term
| For Title III funds, must an LEA reapply each year? |
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Definition
| Yes, eligible LEAs must indicate their acceptance of Title III funds and ensure compliance with Title III statute and regulations each year. LEAs must also submit the results of the annual Language Census and the Student National Origin Report (SNOR) of all LEP and eligible immigrant students, develop an LEA plan, and meet evaluation and reporting requirements. |
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Term
| Are private schools eligible to receive Title III funds? |
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Definition
| No. Private schools may not receive funds directly. However, LEP and immigrant students enrolled in private schools may receive Title III services provided by public schools in their geographical jurisdiction via MOU. |
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Term
| May Title III funds be used to remedy the academic deficits of reclassified fluent-English proficient (RFEP) students, or, is the use of Title III funds limited to LEP students who have not been reclassified? |
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Definition
| When a student is RFEP, that student is no longer LEP and is no longer eligible to receive Title III programs or services. Title I funds can be used to help remedy the academic deficits of RFEP students and ensure that these students reach the proficient level on academic tests. |
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Term
| How may the Title III LEP student funds be used? |
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Definition
| LEP student funds must be used to increase the English proficiency of LEP students by providing high-quality language instruction educational programs. These programs must be based on scientific research that demonstrates the effectiveness of the programs in increasing English proficiency and student academic achievement in the core academic subjects. |
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Term
| What are the requirements regarding the role of parents of LEP students? |
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Definition
| Each LEA using funds provided under Title III to provide a language instruction educational program must implement an effective means of outreach to parents of LEP children. LEAs must inform such parents about how they can be active participants in assisting their children to learn English, achieve at high levels in core academic subjects, and meet the same challenging state academic content and student achievement standards that all children are expected to meet |
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Term
| What kind of information must an LEA provide to parents regarding their child's participation in a language instruction program? |
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Definition
The reasons for identifying their child as being limited-English proficient (LEP) and for placing their child in a language instruction educational program for LEP students
The child's level of English proficiency as measured by the California English Language Development Test (CELDT)
The method of instruction that will be used in the program, including a description of alternative programs
How the program will meet the educational strengths and needs of the child
How the program will help the child learn English and meet academic achievement standards for grade promotion and graduation
The program exit requirement, including the expected rate of transition from the program to an English-language mainstream classroom and the expected rate of graduation from secondary school
How the program will meet the objectives of an individualized education program for a child with a disability
The parents' rights in writing, including (A) the right to have their child immediately removed from a language instruction educational program on their request; and (B) the options that parents have in declining enrollment of their child in such a program or in choosing another program or method of instruction, if available; and (C) written guidance assisting parents in selecting among various programs and methods of instruction, if more than one program or method is offered. |
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Term
| Are any parent committees required under Title III? |
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Definition
| No parent committees are specifically required by Title III, but they are required under other federal statutes. |
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Term
| What is the purpose of Title I? |
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Definition
| To provide extra educational assistance beyond the regular classroom to at-risk students. |
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Term
| What types of activities should occur in a Title I extended day program? |
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Definition
| Because Title I is specifically about raising academic achievement, the focus of the program should be primarily academic in nature, focusing specifically on reading and math. |
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Term
| Can the extended day program be open to all children at the school? |
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Definition
Title I cannot pay for Title I students to attend an extended day program if the district covers the cost of the other students who participate in the program. This would break the “supplement, not supplant” rule because in such a case, Title I students would not be receiving something extra that is not provided to other students. There are ways, however, of coordinating an after-school program.
Students who are not identified for Title I services could be required to pay a fee if they would like to enroll. That fee could then cover some of the salary for the extended day instructor, as well as material costs and other expenses that arise.
The district could cover the costs of providing a part-time extended day program that, for example, operates two days a week. All children would be invited to attend this program. The Title I extended day program could meet on two other days of the week, with Title I funds covering the complete costs of this part of the program. |
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Term
| Can Title I teachers work with Title I students during the 90-minute block of instruction in a Reading First program? |
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Definition
| No. Title I students need to receive their reading instruction from the classroom teacher and for the same duration that is made available to all students in the classroom. The 90-minute block is intended to be a period when core reading instruction is provided and at-risk students need that core instruction more than anyone else. Since these students are struggling in reading, they are entitled to additional, supplemental reading instruction above and beyond what a proficient student needs to receive. At-risk students need to be provided with additional instruction time to accelerate their progress rather than given replacement services. |
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Term
| In a targeted assistance school, may only eligible Title I students be served? |
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Definition
| The basic rule of thumb is that only eligible Title I students should be served in a targeted assistance school. This rule of thumb also pertains to in-class models of instruction for targeted assistance schools. However, the law does provide for some flexibility. There is a term in the Title I regulations called “incidental inclusion”. |
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Term
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Definition
| It is a federal law. The Section 504 regulations require a school district to provide a "free appropriate public education" (FAPE) to each qualified student with a disability who is in the school district's jurisdiction, regardless of the nature or severity of the disability. A free appropriate public education requires that all special education and related services identified in a student's IEP must be provided at no cost to the parents. Section 504 is designed to protect the rights of individuals with disabilities in programs and activities that receive Federal financial assistance from the U.S. Department of Education (ED). Section 504 provides: "No otherwise qualified individual with a disability in the United States . . . shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance . . . ." |
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Term
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Definition
| Individuals with Disabilities Education Act (IDEA) is a federal law, that requires school districts to place students in the least restrictive environment (LRE). |
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Term
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Definition
| The Americans with Disabilities Act of 1990 (ADA), Title II prohibits discrimination on the basis of disability by State and local governments, whether or not they receive Federal funds. |
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Term
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Definition
| Least Restrictive Environment |
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Term
| What factors can be considered in deciding LRE placement? |
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Definition
In determining if a placement is appropriate under IDEA, the following factors are relevant:
* the educational benefit to the student from regular education in comparison to the benefits of special education;
. the benefit to the disabled student from interacting with nondisabled students; and
. the degree of disruption of the education of other students resulting in the inability to meet the unique needs of the student with a disability.
However, school districts may not make placements based on factors such as the following:
. category of disability;
. the configuration of the delivery system,;
. the availability of educational or related services;
. availability of space; or
. administrative convenience. |
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