2023-2024 Program and Budget Handbook

Title III (7T197) Under the Elementary and Secondary Act of 1965, as amended by the Every Student Succeeds Act (ESSA) in December 2015, Districts receive Title III funds to ensure all ELs attain English proficiency, develop high levels of academic achievement in English, and meet the same challenging state standards as all other students. The Title III funds must be used to supplement language instructional programs for English learners as follows: 1) Increase the English language proficiency of 2) Provide effective professional development to teachers, principals, administrators, other school leaders, and school or community based personnel; 3) Provide activities and strategies that enhance educational programs for ELs, which include parent, family and community ELs by providing effective language instructional educational programs On January 7, 2015, the U.S. Department of Education and the Department of Justice provided joint guidance to all public schools in meeting their legal obligations to ensure that ELs participate meaningfully and equally in educational programs and services. The 2018 Master Plan for English Learners and Standard English Learners provides guidance to District staff and all educational partners on the expectations the District holds for each school in addressing the linguistic and academic needs of ELs. The six Guiding Principles for Educating ELs and SELs were created as a collaborative effort by the Multilingual and Multicultural Education

engagement. Schools are required to use Title III funds to provide direct services to increase the linguistic and academic achievement of ELs. With the passage of ESSA, state and districts are required to set goals and targets for the performance of ELs in reading/language arts, mathematics and progress toward English language proficiency. One of the multiple measures of the state accountability system will be the English Learner Progress Indicator (ELPI) which measures progress of ELs towards English proficiency. Moving forward all districts In summary, ESSA requires the California Department of Education (CDE) to annually review the performance of each district receiving Title III funds and to monitor district and school-level expenditures to ensure alignment with Title III spending guidelines. Department (MMED), the Access, Equity and Acceleration Unit (AEA), and members of the Master Plan Ad Hoc Working Group as a strong statement of values for the District’s vision for serving ELs. The six Guiding Principles are: and schools will be measured by the California Dashboard accountability measures.

2018 Master Plan for English Learners and Standard English Learners

Assets-based Education Bilingualism and Biliteracy Sociocultural Competence Rigorous Academics for All Alignment and Articulation

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Systemic Support These guiding principles align with the four principles of the California EL Roadmap.

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