The focus of Title III, a component of the Elementary and Secondary Education Act (ESEA), is to help local education agencies (LEAs) ensure that English learners (ELs) and immigrant students attain English proficiency and meet the same challenging state standards required of all other students. To achieve this goal, districts that receive Title III funds must provide high-quality professional development activities to staff involved in the instruction of ELs, including elementary education, content, English as a Second Language (ESL), and Bilingual Education (BE) teachers and paraprofessionals.
In addition, Title III funds may be used to enhance the language instruction education program (LIEP) already offered by the LEA. Supplementary activities funded by Title III must be grounded in scientifically based research on teaching EL and immigrant children and youth.
The guidelines available on this page help LEAs implement effective Title III Language Instruction Education Programs (LIEPs) for English Learners (ELs).
Title III Parent Notification
Local education agencies (LEAs) participating in the Title III program are required to notify parents of their student's participation in Title III programming annually, within 30 days of the beginning of the school year, or within two weeks if the child enters the district during the course of the year. Information required with this notification includes the most recent English language proficiency assessments. LEAs may adapt the samples provided below to reflect their specific programs and services.
Title III Parent Notification Directions: English
NCLB Fact Sheet: English Hmong Lao Russian Somali Spanish Vietnamese
Title III Parent Notification Letter: English Hmong Lao Russian Somali Spanish Vietnamese
Title III Program Description: English PDF Hmong Lao Russian Somali Spanish Vietnamese
Title III requires states to define Annual Measurable Achievement Objectives (AMAOs) to measure and report on English Learners (ELs) progress toward and attainment of English proficiency and academic achievement standards. Three specific AMAOs have been established under the law:
AMAO 1: Progress in English language acquisition measured by annual increases in the percentage of students making progress in learning English, based on the annual state English language proficiency assessment.
AMAO 2: Attainment of English language proficiency measured by the percentage of students meeting state criteria for English language proficiency, as measured on the annual state English language proficiency assessment.
AMAO 3: Academic achievement and success as measured by Adequate Yearly Progress (AYP) targets for the EL subgroup (under Title I) in meeting grade-level academic achievement standards in English Language Arts (Reading) and Mathematics, as measured on the annual state content assessments and gains in attendance and graduation for ELs.
Sample AMAO letters and descriptions for parents can be found on the English Learner Program Administration: District Communication with Parents page.