Title III: Language Instruction for English Learners & Immigrant Students
News & Announcements
VDOE One Page Briefs
One page briefs are now available for Special Education Coordinators, Administrators, and Registrars. More are being developed and will be available in the coming months. These documents are linked under VDOE Title III Resources/Technical Assistance/VDOE One Page Briefs.
About Title III, Part A: Language Instruction for English Learners & Immigrant Students
Federal funds awarded under Title III support programs to address English language proficiency and academic achievement of English Learners (ELs), including the provision of language instruction educational programs (LIEPs) and activities that increase the knowledge and skills of teachers who serve ELs. Title III programs also provide enhanced instructional opportunities for immigrant children and youths.
Title III ESSA Guidance
- Non-Regulatory Guidance: English Learners and Title III of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA)-This is a PDF document. (PDF)
- Addendum to September 23, 2016 Non-Regulatory Guidance: English Learners and Title III of the (ESEA)-This is a PDF document.
- Non-Regulatory Guidance on Implementation of Title III State Formula Grant Program
Civil Rights Compliance
- January 7, 2015 – Joint Release: U.S. Department of Education and U.S. Department of Justice
- Dear Colleague Letter (DCL) – “English Learner Students and Limited English Proficient Parents” (PDF)
- Ensuring English Learner Students Can Participate Meaningfully and Equally in Educational Programs – FACT SHEET (PDF)
- Information for Limited English Proficient (LEP Parents and Guardians and for Schools and School Districts that Communicate with Them – FACT SHEET (PDF)
- Office of Civil Rights: Programs for English Learners
USED Tool Kits
English Learner (EL) Tool Kit
The English Learner Tool Kit was developed in conjunction with the U.S. Department of Education Office for Civil Rights’ and the U.S. Department of Justice’s Dear Colleague Letter “English Learner Students and Limited English Proficient Parents,” published in January 7, 2015, and outlines SEA and LEA obligations to ELLs under civil rights laws and other federal requirements.
The following links download PDF files from the U.S. Department of Education website:
- Chapter 1: Identifying All English Learner Students (PDF, 1.5MB)
- Chapter 2: Providing English Learners with a Language Assistance Program (PDF, 800KB)
- Chapter 3: Staffing and Supporting an EL Program (PDF, 921KB)
- Chapter 4: Meaningful Access to Core Curricular, Extra Curricular Programs (PDF, 1.75MB)
- Chapter 5: Creating an Inclusive Environment and Avoiding Unnecessary Segregation (PDF, 910KB)
- Chapter 6: Addressing English Learners with Disabilities (PDF, 1.27MB)
- Chapter 7: Serving English Learners who Opt-Out of EL Programs (PDF, 386KB)
- Chapter 8: Monitoring and Exiting English Learners from EL Programs and Services (PDF, 1.23MB)
- Chapter 9: Evaluating the Effectiveness of a Districts EL Program (PDF, 907KB)
- Chapter 10: Ensuring Meaningful Communication with Limited English Proficient Parents (PDF, 1.26MB)
Newcomer Tool Kit
The Newcomer Tool Kit provides (1) discussion of topics relevant to understanding, supporting, and engaging newcomer students and their families; (2) tools, strategies, and examples of classroom and schoolwide practices in action, along with chapter-specific professional learning activities for use in staff meetings or professional learning communities; and (3) selected resources for further information and assistance, most of which are available online.
The following link download PDF files from the U.S. Department of Education website:
- Newcomer Tool Kit-This is a PDF document. (PDF 5.47MB)
EL Family Tool Kit
The English Learner Family Tool Kit-This is a PDF document. is meant to support families of English learners (ELs) in the U.S. education system. Each topic has five parts: (1) Overview, (2) Family and Student Rights, (3) Questions to Ask School Staff, (4) Tips, and (5) Resources. Information varies for each topic, though some information may be repeated.
Code of Virginia
- English as the language of instruction § 22.1-212.1
- Identification of limited English proficient students § 22.1-253.13:1. (D)( 12)
- Enrollment of ELLs over age 18 § 22.1-5. (D)
- Funding § 22.1- 199.1 (5)(D)
- Staffing §22.1-253.13:2. (F)
- High Quality Professional Development § 22.1-253.13:5. (E)
Title III Statewide Consortium
VDOE Title III Resources
EL Entrance and Exit Procedures
- Requirements for EL Identification Documents and Ensuring Meaningful Parent Communication-This is a Word document.
- EL Identification Checklist
- Classifying and reporting English Learners (ELs) and Immigrant Students-This is a Word document.
Title III Parent, Family, and Community Engagement
School divisions are required to inform parents annually regarding their child's placement in a language instruction education program within 30 days after the beginning of the school year, or within two weeks of the child's placement within a program.
- Title I/Title III Parent Notifications Requirements for LEP Parents document
- Sample Parent Notification Letter
Special Education and ELs
- Handbook for Educators of English Learners with Suspected Disabilities
- VDOE Special Education Webpage
Title III Fiscal Requirements
- Spending Handbook for Title I, Part A; Title II, Part A; Title III, Part A; and Title IV, Part A-This is a Word document.
- Title III Supplement, Not Supplant Requirements-This is a Word document.
- Technical Assistance Academy for Coordinators
- Title III Statewide Consortium Conference Presentations (New!)
- All things WIDA-This is a PPT presentation.
- English Learner Tool Kit for Teachers and New Administrators-This is a PPT presentation.
- Instructional Resources for General Education and Content Teachers-This is a PPT presentation.
- Leadership Resources and Strategies -This is a PPT presentation.
- The Consortium Fiscal Process -This is a PPT presentation.
- TOT: Professional Development for all Stakeholders -This is a PPT presentation.
- VDOE One Page Briefs (New!)
- Special Education Coordinators
Title III Data
The Student Record Collection system enables the commonwealth and its school divisions to comply with the information and reporting requirements of Elementary and Secondary Education Act (ESEA). The system also reduces the reporting burden on school divisions and ensures continuity and validity in all enrollment-based data collections. Title III, Part A, allocations are based on the Fall Student Record Collection.
- EL Population by Language September 2019-This is a XLS document.
- EL Population by Language by Division September 2019-This is a XLS document.
- Report of EL Students Receiving Services as (2011-2019)-This is a XLS document.
- Immigrant and Youth Enrollment 2011-2019-This is a XLS document.
Title III Allocations
Division program coordinators should contact their program specialist for information about the application for federal funds.
Memoranda from Virginia State Superintendent to school division superintendents:
- 2019-2020 Title III, Part A, Allocations under Provisions of the Elementary and Secondary Education Act of 1965 (ESEA) -This is a Word document. – Superintendent’s Memo 184-19
- Memo 184-19 Attachment A: Additional Required Special Terms and Conditions for Grant Awards or Cooperative Agreements-This is a Word document.
- Memo 184-19 Attachment B: Elementary and Secondary Education Act of 1965, Title III, Part A, 2019-2020 Grant Allocations-This is an excel spreadsheet.
- Memo 184-19 Attachment C: Elementary and Secondary Education Act of 1965, Title III, Part A, Terms of Grant Award-This is a Word document.
- MEMO 001-20
Revisions to 2019-2020 Title III, Part A, Allocations under the Elementary and Secondary Education Act of 1965 (ESEA)-This is a Word document.
- 2018-2019 Title III, Part A, Allocations under Provisions of the Elementary and Secondary Education Act of 1965 (ESEA) – Superintendent’s Memo 215-18
- Revisions to 2018-2019 Title III, Part A, Allocations under the Elementary and Secondary Education Act of 1965 (ESEA)-This is a Word document. – Superintendent’s Memo 031-19
Equitable Services to Private School Students
The ESEA includes separate provisions governing equitable services for eligible private school students, teachers and other educational personnel, and families under Title I and programs covered under Title VIII, Part F, Subpart 1, Uniform Provisions- Private Schools.
Virginia ELP Assessments
As required in Section 1111 (b) of ESSA, school divisions must annually assess the English proficiency of ELs in kindergarten through grade 12.
- English Language Proficiency Testing
- WIDA English Language Proficiency Assessments
- Virginia WIDA
- Virginia ACCESS Test Administrator Webinar (requires WIDA Secure Portal login)
- Virginia ACCESS Test Coordinator Webinar (requires WIDA Secure Portal login)
- Virginia Score Reports Overview Webinar (requires WIDA Secure Portal login)
Virginia Standards of Learning
As required in Section 1111(3)(C)(v) of the ESSA, English Learners ELs must participate in state content assessments in each of grades 3 through 8 and at least once in grades 9 through 12.
- Guidelines for English Learner Participation in the Virginia Assessment Program-This is a Word document.
- Examiner’s Manuals
- SOL Practice Items and Practice Tools
- Released Tests & Item Sets
- SOL Test Scoring & Performance Reports
Links to other VDOE Webpages
Title III Statewide Consortium
EL Education and Instruction
The commonwealth and its public schools provide specialized instructional programs for ELs.
- For instructional resources visit: English Learner Education and Instruction
- For additional resources related the WIDA English Language Development (ELD) Standards, see: English Language Development (ELD) Standards