2024-2025 Program and Budget Handbook

Title III (7T197) Under the 2015 Elementary and Secondary Act of 1965, as amended by the Every Student Succeeds Act (ESSA), Districts receive supplemental Title III funds to ensure all ELs attain English proficiency, develop high levels of academic achievement, 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 ELs by providing effective language instructional educational programs 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 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 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

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. The ELPI uses 6 levels to measure progress as follows

Moving forward all districts and schools will be measured by the California Dashboard accountability measures. 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. 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 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.

2018 Master Plan for English Learners and Standard English Learners

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