Office of Accountability

Title III Part A:  Language Instruction for LEP and Immigrant Students

No Child Left Behind
Consolidated Application Update
2014-15

Guidance
Funds under Title III Part A: Language Instruction for Limited English Proficient and Immigrant Students of the No Child Left Behind (NCLB) Act of 2001 will continue to be made available in 2014-2015 to eligible Local Educational Agencies (LEAs), including Charter Schools, based on the number of limited English proficient (LEP) and immigrant students enrolled in the LEA.

Those LEAs with LEP students and with a significant increase in the number of immigrant students may be eligible to receive both Title III Part A LEP and Title III Part A Immigrant funds.

To be eligible for Title III LEP funds, LEAs must have an instructional program for LEP students in compliance with Part 154 of the Regulations of the Commissioner (“CR Part 154”). A Charter School LEA must implement the instructional program for LEP students approved in its charter. All applicants must be eligible to receive a Title III Part A allocation of $10,000 or more. Those LEAs with allocations that are less than $10,000 may apply by joining a consortium. (See "Subgrants to Eligible School Districts” below.) Approval of the funds will also be contingent upon the receipt and approval of the required 2014-2015 CR Part 154 and Title III Part A reports, if applicable.

Programs and activities funded under Title III, Part A of NCLB must help LEP students attain English proficiency while meeting State academic achievement standards. Instruction may be given in both English and the student's native language, and may include the participation of English proficient students in programs such as the Two-Way Bilingual Education/Dual Language Program. Programs and activities implemented under Title III Part A, may not supplant programs required under CR Part 154 or a charter school’s charter.

(See Section 3301(8) of NCLB Title III, Part C, for the definition of a language instruction educational program.)

Subgrants to Eligible School Districts (Sec. 3115)
Under Title III Part A, the New York State Education Department (NYSED) will provide subgrants to eligible LEAs that agree to expend the funds to improve the education of LEP students by assisting them to learn English, meet the State’s challenging academic content and student academic achievement standards. In carrying out the activities approved under such subgrants, LEAs must use approaches and methodologies founded on scientifically based research on teaching LEP students and immigrant children and youth.

The NYSED is allocating funds under Title III Part A for subgrants to LEAs for the education of LEP students and funds for subgrants to eligible LEAs experiencing significant increases in immigrant student populations.

Title III Part A LEP subgrants will not be granted to LEAs with allocations that are less than $10,000. One or more LEAs, alone or in collaboration with institutions of higher education (IHEs) or community-based organizations (CBOs), are eligible to apply for the funds. Therefore, in order to receive funding, an LEA generating an allocation of less than $10,000 under Title III Part A LEP may form a consortium with one or more LEAs for a combined total of $10,000 or more. The lead applicant in Consortia must serve as the fiscal agent for the total funds pooled from each member LEA in their respective Consortium. Consortium members that are eligible for Title III Part A Immigrant funds are individually responsible for completing its own application for Title III Part A Immigrant funds and for the fiscal management of these monies.

Form T-III-E(1), the budget narrative and the completed FS-10 for Title III Part A Immigrant funds for eligible Consortium members must be included in their Consolidated Application Update.

Please note: Those LEAs with approved 2013-2014 allocations have a one-year carryover provision. This provision allows LEAs to carry over unexpended 2013-2014 funds for use in the 2014-2015 school year. The exact amount of a LEAs carryover cannot be determined until the LEA concerned submits its 2013-2014 Final Expenditure Report (FS-10F) to the Grants Finance Office (http://www.oms.nysed.gov/cafe/) at NYSED. After the Final Expenditure Report (FS-10F) has been processed and approved by the Grants Finance Office, the LEA may then plan and submit a Budget Amendment (FS-10A) for the use of any available carryover funds to increase funding of their 2014-2015 projects and initiatives. Title III Part A funds that are not obligated by the LEA within the carryover period, are not recoverable at a later date.

A Final Expenditure Report (FS-10F) for each fiscal year for which funds were received and spent must be submitted to NYSED by the date established by the Grants Finance Office. Guidance for the completion and submission of such reports will be forwarded under separate cover.

Title III Part A funds may not be used to supplant federal, state or local public funds for LEP students.

LEP Student/Program Data Reporting and Evaluation Requirement (Sec. 3121)
Those LEAs that receive Title III Part A subgrants are required to conduct an evaluation of programs and activities that are funded under Subpart 2 of Title III Part A and provide an evaluation report at the conclusion of every second fiscal year during which the subgrant is received.

Many of the data elements required for federal and State evaluation reports, including the Title III Part A report, are included in the New York State Student Information Repository System (SIRS) that each public school district must submit. The State Education Department aggregates the SIRS data for the following elements:

  • Number of LEP students served in Title III programs;
  • Number of immigrant children and youth served in Title III programs;
  • Number and percentage of LEP students in Title III programs making progress in learning English;
  • Number and percentage of LEP students in Title III programs attaining English proficiency by the end of each school year, as determined by the New York State English as a Second Language Achievement Test (NYSESLAT);
  • Number and percentage of LEP students who transitioned out of language instruction educational programs into classrooms where instruction is not designed for LEP students;
  • Effectiveness of Title III programs and activities in assisting LEP students to make progress in attaining English proficiency and meeting State academic content, district, and student achievement standards.

To ensure that the SIRS include complete and accurate data for students participating in Title III programs, the program coordinator must provide the following to the district's Data Coordinator:

  • Listing of all identified LEP students in each school who participated in Title III, Two-Way Bilingual (Dual Language), Emergency Immigrant Education Program, CR Part 154, and any other State or federally funded program;
  • Listing of all former LEP students who have exited from English as a Second Language (ESL) or bilingual programs. (Note: Title III requires at least a two year follow-up of progress); and,
  • The language(s) of administration on State assessments, if other than English.

In addition, LEAs that receive Title III subgrants are required to report the following separately to the NYSED:

  • Types of language instruction educational programs and activities conducted by subgrantees to teach LEP students;
  • Descriptions of the activities that provide enhanced instructional opportunities for immigrant children and youth;
  • Professional development activities conducted by subgrantees;
  • Parental outreach and involvement activities;
  • Accommodations available to LEP students taking State assessments.

LEAs are encouraged to focus their attention on the above required elements, and to maintain a data collection and accountability system that will facilitate completion and submission of the data to the SIRS. Once LEAs receive NCLB Title III funds, they must use the NYSESLAT to test and measure English competency and achievement.

Title III Annual Measurable Achievement Objectives (AMAO) Plans
Each State education agency (SEA) that receives an English Language Acquisition and Language Enhancement grant under NCLB Title III, Part A, Subpart 1, must hold eligible LEAs, which includes Consortia that receive a subgrant under that subpart, accountable for meeting the AMAOs required under Section 3122(a) of the Title. This includes making Adequate Yearly Progress (AYP) for LEP students. (Note: If a consortium does not meet AMAOs, all LEAs within this consortium do not meet the AMAOs).

If it has been determined by NYSED, based on the AMAO’s, that an individual LEA or Consortium has failed to make progress towards meeting the AMAO objectives for two  consecutive years, the NYSED shall require the LEA or Consortium to submit plans for correcting this deficiency. The LEA or Consortium must develop and submit an Improvement Plan (AMAO-IP) that will ensure that the LEA or Consortium will meet such objectives if it did not meet AMAOs for two (2) consecutive years. If the LEA or Consortium did not meet AMAOs for four (4) consecutive years, it must develop and submit a Corrective Action Plan (AMAO-CP). The plan must specifically address the factors that prevented the LEA or Consortium from achieving the AMAO objectives as well as, what new objectives/goals it will be implementing.  During the development of the improvement plan, NYSED shall provide technical assistance to the LEA or Consortium to enable the schools to meet the AMAO objectives. 

If it is determined that a LEA or Consortium has failed to meet the AMAOS for 4 or more consecutive years, NYSED shall require the LEA or Consortium to modify their curriculum program and method of instruction; or make a determination whether the LEA or Consortium shall continue to receive funds related to the LEA or Consortium’s failure to meet such objectives; and require the LEA or Consortium to replace educational personnel relevant to the entity’s failure to meet such objectives. 

All plans must include:

  • A description of the professional development strategies and activities, based on scientifically based research, that the LEA or Consortia will use to meet the objectives; and,
  • A description of the strategies and methodologies, based on scientifically based research, to improve specific program(s) or method(s) of instruction provided to LEP students.

AMAO Improvement Plan or Corrective Action Plan – (Did not meet AMAOs for 2  or 4 consecutive years)
The Improvement Plan must be completed only if an LEA or Consortium did not meet AMAOs for the two (2) consecutive school years. The AMAO Improvement Plan is a two-year plan that will be implemented during the following two school years. Therefore, the identified objectives must be specified to each of the two years. Those LEAs or Consortia that failed based on the AMAO’s, to meet their AMAO objectives for four (4) consecutive years must develop a Corrective Action Plan (AMAO-CAP). The plan must specifically address the factors which prevented the LEA or Consortium from meeting the objectives and develop/implement a strategy to meet them.  In developing the plan, the LEA or Consortium must consult with parents, school staff, and others (i.e. BOCES, refugee resettlement agencies, community-based organizations, etc.). The plan must be completed following the "Required Components" listed below.

Required Components

  • Overview of LEA/Consortium Program for ELLs
  • LEA/Consortium Accountability and Support for Education of ELLs
  • Assessment fo the School System’s Ability to meet the needs of ELLs
  • Teacher and Leader Pipeline
  • Professional Development
  • Overview of Educational Plan for ELLs
  • Project Plan and Timeline
  • Educational Plan
    • Year one and year two goals
    • Activities and strategies to accomplish goals
    • Formative and Summative Evaluation Strategy

IMPORTANT:
Those LEAs or Consortium that did not meet AMAOs (2 or 4 years) must notify parents and guardians. Notification can be included in your Title I AYP letter to parents/guardians or as a stand alone letter. A copy of this notification must be attached to your AMAO plan. (See sample parent letter link at: http://www.p12.nysed.gov/biling/docs/AMAOAttachmentE-ParentSampleLetter.pdf)pdf icon (62KB)

Title III Part A Application Procedures and Instructions
The information and instructions provided in this part will assist eligible LEAs and Consortia with the completion of the Title III Part A Application. All sections and forms must be completed as directed. Failure to complete all forms as required will delay funding, and may jeopardize the grant application.

A. Local Plans (Sec. 3116)
The purpose of the Title III Part A subgrants is to carry out activities as follows:

  • Developing and implementing new language instruction educational programs and academic content instruction programs for LEP students and immigrant children and youth, including programs of early childhood education, elementary school programs, and secondary school programs.
  • Carrying out highly focused innovative, locally-designed activities to expand or enhance existing language instruction educational programs and academic content instruction programs for LEP students and immigrant children and youth.
  • Implementing within an individual school, school-wide programs for restructuring, reforming, and upgrading all relevant programs, activities, and operations relating to language instruction educational programs and academic content instruction for LEP students, and immigrant children and youth.
  • Implementing within the entire jurisdiction of an LEA, agency-wide programs for restructuring, reforming, and upgrading all relevant programs, activities, and operations relating to language instruction educational programs and academic content instruction for LEP students, and immigrant children and youth.

LEAs and Consortia are required to submit to NYSED a local plan describing the programs and activities, the use of funds, and required assurances. LEAs and Consortia seeking approval of their 2014-2015 Title III Part A Local Plans must provide copies of the plan to the required constituency groups set forth in the consultation form included in the Consolidated Application, and engage in the required consultation for purposes of updating such plan.

These LEAs and Consortia are only required to submit information on those aspects of the approved plan that have changed for 2014-2015, and a description of the scientifically based research on which the instructional program and professional development activities are based. However, significant changes in the approved local plan must be reported in each of the appropriate Title III Part A forms included in the Consolidated Application, corresponding to the area(s) of change. To facilitate the submission process, Title III Part A forms and assurances have been included in the Consolidated Application.

LEAs and Consortia applying for the first time in 2014-2015 must complete and submit full and complete descriptions of the proposed local plan. The charts appearing in Section B below outline, by type of applicant, the specific Title III reports that must be submitted by each eligible entity.

B. Forms to be completed


Title III Part A Funds - Individual LEA Applicants Forms to be Completed in 2014-2015

NOTE: (New grant applicants must follow New Application Requirements)

New Applicant

Continuation Applicant

Title III – A(1): High Quality Instructional Program

Title III – A(1) With Significant Changes

Title III – A(2): High Quality Professional Development

Title III – A(2) With Significant Changes

Title III – B(1): Description of Assessment and Accountability

Title III – B(1) With Significant Changes

Title III – C(1): Description of Parent and Community Participation

Title III – C(1) With Significant Changes

Title III – E(1): Description of Programs and Services for Immigrant Students (if applicable)

Title III – E(1) With Significant Changes (if applicable)

Title III - F(1): With Significant Changes – Checklist (to be completed by New York City districts only)

FS-10 Budget Form and Budget Narrative: LEP Funds

FS-10 Budget Form and Budget Narrative: LEP Funds

FS-10 Budget Form and Budget Narrative: Immigrant Funds (if applicable)

FS-10 Budget Form and Budget Narrative: Immigrant Funds (if applicable)

These remaining documents must be submitted as part of the LEA or Consortia Consolidated Application as well:

  • Assurances and Certifications
  • Consultation/Collaboration Form
  • Scientifically-based Research
  • Private School Participation Form
  • Parent/Guardian notification letter if not meeting AMAOs

Title III Part A Funds – Consortium Applicants Forms to be Completed in 2014-2015***

NOTE: (New grant applicants must follow New Application Requirements)

* To be completed by Consortium Lead Applicant
** To be completed and signed by each consortium member
*** Consortium Lead must gather the reports completed by each of the consortium Members

New Applicant

Continuation Applicant

Title III – A(1) *: High Quality Instructional Program

Title III – A(1) *: With Significant Changes

Title III – A(2) *: High Quality Professional Development

Title III – A(2) *: With Significant Changes

Title III – B(1) *: Description of Assessment and Accountability

Title III – B(1) *: With Significant Changes

Title III – C(1) *: Description of Parent and Community Participation

Title III – C(1) *: With Significant Changes

Title III – D(1) **: Superintendent’s Signed Agreement

Title III – D(1) *

Title III – D(2) *: List of Consortium Members

Title III – D(2) *

Title III – D(3) **: Consortium Applicant

Title III – D(3) **

Title III – E(1) **: Description of Programs and Services for Immigrant Students (if applicable)

Title III – E(1) **: Update (if applicable)

FS-10 Budget and Budget Narrative: LEP Funds *

FS-10 Budget and Budget Narrative: LEP Funds *

FS-10 Budget Form and Budget Narrative: Immigrant Funds (if applicable) **

FS-10 Budget Form and Budget Narrative: Immigrant Funds (if applicable) **

These remaining documents must be submitted as part of the Consortia Consolidated Application:

  • Assurances and Certifications (Must be completed by all LEAs)
  • Consultation/Collaboration Form*
  • Scientifically-based Research*
  • Private School Participation Form*
  • Parent/Guardian notification letter if not meeting AMAOs

* To be completed by the Consortium Lead Applicant
** To be completed by each consortium member
*** Consortium Lead must gather the reports completed by each of the consortium members. The reports from each member, including those of the Lead Applicant, must be packaged separately and submitted to NYSED by the lead applicant, rubber-banded together as a single application.

C. Instructions for Completing Required Documents
Describe the programs and activities proposed to be developed, implemented and administered under the subgrant.
LEAs and Consortia receiving Title III Part A funds must provide: A) high quality language instruction educational programs and activities; and, B) high quality professional development programs. These required activities and other authorized activities are described on the NYSED webpage detailing NCLB requirements (see “Legal and Regulatory Requirements”. Form TIII – A (1) must be used to provide the required information on the instructional program and Form TIII – A (2) must be used to provide the required information on the professional development program.

a) High Quality Language Instruction Educational Program and Activities - Form TIII-A (1): Description of Instructional Program and Activities for LEP Students
Applicants must provide a Title III Part A instructional program for LEP students that is supplemental to the instructional programs required under CR Part 154. Likewise, charter schools must provide a Title III Part A instructional program for LEP students that is supplemental to their approved program for LEP students. The Title III Part A instructional program must provide LEP students with instruction in English; it may also provide instruction in the language spoken by the LEP students and/or a Two-Way/Dual Language Bilingual Education Program that includes English proficient students. A key objective of the Two-Way/Dual Language Bilingual Education Program is to encourage both student populations to become fluent in both English and the other language. Within the context of the stated purpose(s) of the Title III Part A program for LEP students:

  • Indicate the purpose of the LEAs programs by checking, as applicable, one or more of the four listed;
  • Describe the high quality language instruction educational program and activities to be developed, implemented and administered;
  • Describe all other authorized activities that will be developed, implemented and administered;
  • Describe how the required and authorized programs and activities identified in Form TIII (A-1) will improve the education of LEP students, and how they will assist them to learn English and meet the New York State learning standards;
  • Describe how the required language instruction educational program carried out under the subgrant will ensure that LEP students being served by the program develop English proficiency. Indicate how the program will supplement the basic program requirements established under CR Part 154 or, for Charter School LEAs, its approved program for LEP students.

LEAs and Consortia with an Approved 2013-2014 Title III Part A Plan

  • If there are no significant changes to the approved 2013-2014 Title III instructional program and activities for LEP students, check the box that indicates “No Change” and submit with the application.
  • If there are significant changes to the approved 2013-2014 Title III instructional program and activities for LEP students, a complete description of the program and activities, consistent with items I-V above, must be provided. This information must be reported using Form Title III-A(1) included in the Title III section of the Consolidated Application/DCEP Addendum Update.

b) High Quality Professional Development - Form TIII – A (2): High Quality Professional Development

  • Indicate the types of professionals who will participate in the program by checking one or more of the target audiences listed;
  • Describe the long-term, ongoing professional development program that will be provided for each of the target audiences. Include timelines where appropriate. Indicate who will provide training;
  • Describe how the planned activities are designed to enhance a teacher's ability to understand and use curricula, assessment measures and instructional strategies for LEP students;
  • Describe how it is designed to improve the instruction and assessment of LEP students;
  • Describe how it will be a long term on-going program of sufficient intensity and duration (which shall not include activities such as one-day or short-term workshops and conferences,) to have a positive and lasting impact on teachers' performances in the classroom, except that this subparagraph shall not apply to an activity that is one component of a long-term, comprehensive professional development plan established by a teacher and the teacher's supervisor based on an assessment of the needs of the teacher, the supervisor, the students of the teacher, and any local educational agency employing the teacher;
  • Provide a timeline of activities.

LEAs and Consortia with an Approved 2013-2014 Title III Part A Plan

  • If there are no significant changes to the approved 2013-2014 Title III professional development program, check the box that indicates “No Change” and submit with the application;
  • If there are significant changes in the approved 2013-2014 Title III professional development program, a complete description of the program, consistent with the six items above, must be provided. This information must be reported using Form Title III -A(2) included in the Title III section of the Consolidated Application/DCEP Addendum Update.

Describe how the eligible entity will hold elementary schools and secondary schools receiving funds under this subpart accountable for:

  • Meeting the annual measurable achievement objectives (AMAOs) described in section 3122 of NCLB;
  • Making adequate yearly progress (AYP) for limited English proficient students, as described in Section 1111 (b)(2)(B); and,
  • Annually measuring the English proficiency of LEP students, so that such students served by the programs carried out under this part develop proficiency in English, while meeting State academic content and student academic achievement standards, as required by Section 1111(b)(1) of NCLB.

Form TIII – B (1): Description of Assessment and Accountability

  • Describe the LEA or Consortia accountability system currently in place and discuss the adjustment that may be needed to comply with the accountability and reporting requirements in Title III, Part A for LEP students;
  • Provide a description of the action(s) the LEA or Consortium will take to ensure that the schools under its jurisdiction will be held accountable for: a) meeting the annual measurable achievement objectives (AMAOs) for LEP students; b) making adequate yearly progress (AYP) for LEP students, and; c) annually measuring the English proficiency of LEP students using the New York State English as a Second Language Achievement Test (NYSESLAT), so that students served by the programs develop proficiency in English while meeting the State’s academic content and student academic achievement standards;
  • Provide information on how frequently the schools will be monitored to determine whether they are: a) meeting the annual measurable achievement objectives; and b) following the assessment procedures;
  • Describe how school administration, teachers and parents will be informed of any changes in the assessment, accountability and testing requirements for LEP students, ensuring that parents/guardians are informed in a language and format they understand.

LEAs and Consortia with an Approved 2013-2014 Title III Part A Plan

  • If there are no significant changes to the approved 2013-2014 Title III assessment and accountability system, check the box that indicates “No Change” and submit with the application.
  • If there are significant changes in the approved 2013-2014 Title III assessment and accountability system, a complete description consistent with the four items above must be provided. This information must be reported using Form Title III-B(1) included in the Title III section of the Consolidated Application/DCEP Addendum Update.

Describe how the eligible entity will promote parental and community participation in programs for LEP students.
LEAs and Consortia are required to implement an effective means of outreach to parents and guardians of LEP students to inform them of how they can: (a) be involved in the education of their children; and (b) be active participants in assisting their children (i) to learn English; (ii) to achieve at high levels in core academic subjects; and (iii) to meet the same challenging State academic content and student academic achievement standards as all children are expected to meet. In addition, a LEA or Consortium may use Title III Part A funds for community participation and additional parent participation programs. These may include community participation programs, family literacy programs, parent outreach and training activities. Title III Part A requires that school districts provide parents and guardians with information in an understandable and uniform format, and to the extent practicable, in a language the parent can understand.

Form TIII - C (1): Description of Parent and Community Participation

  • Describe how LEAs and Consortia will implement the required parental notification requirements and parent outreach activities;
  • Describe community participation programs, family literacy services or parent outreach and training activities, and how they will assist in improving the English language skills and academic achievement of LEP students;
  • Describe how LEAs and Consortia will promote parental and community participation in programs for LEP students. Include information on native language and scheduling accessibility, information dissemination, and frequency of contacts;
  • Attach sample copies of the required written parent information. Indicate all the other languages available.

LEAs and Consortia with an Approved 2013-2014 Title III Part A Plan

  • If there are no significant changes to the approved 2013-2014 Title III Parent and Community Participation Plan, check the box that indicates “No Change” and submit with the application;
  • If there are significant changes to the approved 2013-2014 Title III Parent and Community Participation Plan, a complete description consistent with the four items above must be provided. This information must be reported using Form Title III-B(1) included in the Title III section of the Consolidated Application/DCEP Addendum Update.

Provide an assurance that the eligible entity consulted with teachers, researchers, school administrators, and parents, and, if appropriate, with education-related community groups and nonprofit organizations, and institutions of higher education, in developing such plan.

Refer to the Consultation/Collaboration Documentation form appearing in the Consolidated Application/DCEP Addendum Update. Complete and submit form as required.

Describe how language instruction educational programs carried out under the subgrant will ensure that LEP children being served by the programs develop English proficiency.

This information must be clearly addressed in Form TIII - A(1) of the Title III Part A Local Plan under the description of the instructional program.

Consortia with LEAs whose allocations are under $10,000
NYSED may not award Title III Part A LEP subgrants of less than $10,000 to individual LEAs. However, NCLB permits LEAs to join a consortium of one or more LEAs to carry out a Title III Part A program. Therefore, individual LEAs whose allocation under Title III Part A is less than $10,000 may join a consortium of one or more LEAs, provided the total of the collective allocation meets or exceeds $10,000. The consortium may be formed by two or more LEAs with one LEA serving as the lead applicant. For example, a Board of Cooperative Educational Services (BOCES) may serve as the lead applicant for a consortium together with its component LEAs, and provide professional development through its Regional Bilingual Education-Resource Network (RBE-RN). The collective allocations from the LEAs participating in the BOCES consortium must meet the $10,000 threshold. The eligible entity may collaborate with an institution of higher education, another LEA, a community-based organization, or State educational agency.

Note: If a consortium does not meet AMAOs, all LEAs within this consortium do not meet AMAOs for that year.

Forms TIII - D (1), (2) and (3): Consortia

Consortium Members: Eligible entities submitting an application as part of a consortium must complete all required forms, as specified in Section B. Each required form must be provided to the consortium’s lead applicant for submission to NYSED. Consortium members are not to submit forms directly to NYSED, but should send all information to the consortium’s lead applicant. 
Consortium Lead Applicant: Each LEA or BOCES participating as a lead applicant for a specific consortium must complete all required forms, as specified in Section B.

LEAs Experiencing Substantial Increases in Immigrant Children and Youth
Certain LEAs qualify for additional funds under Section 3114 (d) of NCLB to conduct programs for eligible immigrant students. LEAs eligible for these grants are listed on the NYSED NCLB Information web site. To apply for the funds, the LEA must complete Form E(1) and submit an FS-10 for approval, including budget narrative.

Form TIII - E (1): Description of Program and Services for Immigrant Students
Describe how the LEA will use the immigrant funds to provide enhanced instructional opportunities for immigrant children and youth, which may include:

  • Family literacy, parent outreach, and training activities designed to assist parents and guardians to become active participants in the education of their children;
  • Support for personnel, including teacher aides who have been specifically trained, or are being trained, to provide services to immigrant children and youth;
  • Provision of tutorials, mentoring and academic or career counseling for immigrant children and youth;
  • Identification and acquisition of curricular materials, educational software, and technologies to be used in the program carried out with funds;
  • Basic instruction services that are directly attributable to the presence in the school district of immigrant children and youth, including the payment of costs of providing additional classroom supplies, costs of transportation, or other such costs as are directly attributable to such additional basic instruction services;
  • Other instructional services that are designed to assist immigrant children and youth to achieve in elementary schools and secondary schools in the United States, such as programs of introduction to the educational system and civics education;
  • Activities, coordinated with community-based organizations, institutions of higher education, private sector entities, or other entities with expertise in working with immigrants, to assist parents of immigrant children and youth by offering comprehensive community services.

LEAs with an Approved 2013-2014 Title III, Part A Plan

  • If there are no significant changes to the approved 2013-2014 Title III instructional program and activities for immigrant students, check the box that indicates “No Change” and submit with the application.
  • If there are significant changes to the approved 2013-2014 Title III instructional program and activities for immigrant students, a complete description of the program and activities, consistent with the seven items, must be provided. This information must be reported using Form Title III-E(1) included in the Title III section of the Consolidated Application/DCEP Addendum Update.

Form TIII - F (1): Significant Changes Checklist (NYC districts only)
Use this form to identify those buildings in the district with approved 2013-2014 Title III Plans, and to indicate whether or not there have been significant changes in their approved Plans. If significant changes have occurred since the approval of each building’s 2013-2014 Title III Plan, submit only those sections of the building Plan where significant changes have been made. A complete description of each section must be submitted following the instructions in Section C of the “Application Procedures and Instructions” included in this document.

Do not submit the blank application sections if no significant changes have occurred. Check the box marked “No Change” in Form F-(1).

Prepare an FS-10 budget and budget narrative to reflect the use of Immigrant funds
An FS-10 budget and budget narrative must be submitted with the LEAs Title III Part A 2014-2015 Immigrant fund application. Program expenditures must be consistent with the approved plans. If there were no significant changes, the expenditures must be consistent with the approved 2013-2014 Title III Part A Plan. If there were significant changes, then the expenditures must be consistent with the proposed 2014-2015 Title III Part A Plan.

Participation by Private School Children and Teachers (Section 9501)
The LEA and Consortium must provide LEP students enrolled in non-profit private schools, and the teachers of these students, on an equitable basis with Title III Part A programs and benefits that address their needs.

Complete the Title III Section of the Private School Participation Form items 2, 3, 4 and 12 as indicated.

For non-profit private schools that choose to participate, include as part of your description in item 4 of the form, a description of how the LEA or Consortium will consult with school officials during the development and design of the program on issues such as:

  • How the eligible LEP student's needs will be identified, including the instruments that will be used for the initial identification, continued eligibility, and to measure progress in English proficiency;
  • What services will be offered;
  • How, where and by whom the services will be provided;
  • How the services will be assessed, and how the results of the assessment will be used to improve those services;
  • The size and scope of the equitable services to be provided to the eligible private school students, teachers and other educational personnel, and the amount of funds available for those services; and,
  • How and when the LEA or consortium will make decisions about the delivery of services, including a thorough consideration and analysis of the views of the private school officials on the provision of contract services through potential third party providers.

Include copies of letters sent to each of the non-profit private schools in the district advising them of, and inviting them to participate in Title III Part A services for LEP students.
Include copies of letters from non-profit private schools, either accepting or rejecting Title III Part A services.

 

Last Updated: May 23, 2014