Source: http://www.doe.virginia.gov/federal_programs/esea/title3/index.shtml
Timestamp: 2014-03-10 12:07:52
Document Index: 386793398

Matched Legal Cases: ['§ 22', '§ 22', '§ 22', '§ 22', '§22', '§ 22']

VDOE :: ESEA Title III: Language Instruction for Limited English Proficient & Immigrant Students
Home » Federal Programs » ESEA (NCLB) » Title III: Language Instruction for Limited English Proficient & Immigrant Students
ESEA Flexibility Title I: Improving the Academic Achievement of the Disadvantaged Title II: Preparing, Training & Recruiting High Quality Teachers & Principals
Title III: Language Instruction for Limited English Proficient & Immigrant Students
Title V: Promoting Informed Parental Choice & Innovative Programs
Title VI: Flexibility & Accountability
Title VII: Indian, Native Hawaiian & Alaska Native Education
Title VIII: Impact Aid Program
Title IX: Equitable Services to Private Schools
Title X, Part C: Homeless Education
Federal Program Monitoring for ESEA
Technical Assistance Academy for Coordinators
State Implementation Documents
Virginia Board of Education's Consolidated State Application Accountability Workbook (PDF)
Federal funds awarded under Title III support programs to improve the education of limited English proficient (LEP) children and youths by helping them learn English and meet challenging state content and achievement standards. Title III programs also provide enhanced instructional opportunities for immigrant children and youths.
Title III Toolkit
Title III AMAOs
U.S. Department of Education Office of Elementary and Secondary Education Title III
U.S. Department of Justice Limited English Proficient (LEP)
Notice of final interpretations effective October 17, 2008 – USED Office of English Language Acquisition, Title III of the Elementary and Secondary Education Act (ESEA) of 1965, as Amended by the No Child Left Behind (NCLB) Act of 2001 Non-Regulatory Guidance on Implementation of Title III State Formula Grant Program
Virginia Title III Accountability Plan (Word) Title III Federal Definitions
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 Overview Title III Compliance Overview (PDF)
Title III Compliance Requirements Overview, September 2011 (PDF)
Webinar: Identification, Screening, Placement, and Assessment of English Learners and Exiting from LEP Status (PPT)
Section 3302 of Elementary and Secondary Education Act (ESEA) requires each school division receiving federal funds, to inform parents of student participation in language participation programs and division failure to meet Title III, Part A Annual Measurable Achievement Objectives (AMAO)
Title III Parental Notification Letter Compliance Checklist (PDF)
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. Sample Parent Notification Letter (Word)
Sample Title III, Part A, Annual Measurable Achievement Objectives (AMAOs) Separate Notification Letter (Word)
Title III Formerly Limited English Proficient (FLEP) Student Monitoring Plan (PDF) – The No Child Left Behind Act of 2001 (NCLB) requires that students classified as FLEP be monitored for two full academic years to ensure that they are able to participate meaningfully in the regular educational program. Sample: Parent Notification of Exiting Limited English Proficient (LEP) Status and Two Year Monitoring Plan (PDF)
Monitoring Document for Formerly English Proficient (FLEP) Students - Kindergarten (PDF)
Monitoring Document for Formerly English Proficient (FLEP) Students - Grades 1-2 (PDF)
Monitoring Document for Formerly English Proficient (FLEP) Students - Grades 3-5 (PDF)
Monitoring Document for Formerly English Proficient (FLEP) Students - Grades 6-8 (PDF)
Monitoring Document for Formerly English Proficient (FLEP) Students - Grades 9-12 (PDF)
AMAO Results
School, division and state online report cards
Superintendent’s Memo: 2013-2014 Title III Annual Measurable Achievement Objective (AMAO) Results, Based on 2012-2013 Assessments
State Results for 2013-2014 Title III AMAO Targets (PDF) Analysis Tools
Title III Data Analysis Template (XLS)
A Diagnostic Tool for Taking Your Program’s Pulse (PDF) Sample Staff Survey (PDF) Sample Parent Survey (PDF) Title III Improvement Planning
Divisions in Title III Improvement for 2013-2014 (PDF) Title III Improvement Plan Template (Word) Title III Applications
Superintendent’s Memo: 2012-2013 Title III, Part A, Allocations under Provisions of the Elementary and Secondary Education Act of 1965 (ESEA) – September 21, 2012 Superintendent’s Memo: Title III, Part A, Reallocation and Procedures Under the Elementary and Secondary Education Act of 1965 (ESEA) Graphic indicates this memo has attachments – February 7, 2014 Applications for Federal Funds
Title III Supplement, not Supplant, Provisions
Title III Supplement, Not Supplant, Provisions (PDF) Supplement Not Supplant Provision of Title III of the ESEA (Word) Title III Supplement, not Supplant, Provisions – recorded webinar (PPT) Title III Consortia
Annual Measurable Achievement Objectives: Title III Consortia Results (PDF) Statewide Title III Consortium
October 2013 Webinar: Statewide Title III Consortium (PDF) Immigrant and Youth (IY)
Immigrant and Youth Funds – recorded webinar (PPT) 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 (SRC)
Classifying and reporting English language learners (ELs) and Immigrant Students (PDF)
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Assessing English Language Learners (ELLs)
As required in Section 1111 (b) (7) of the No Child Left Behind Act of 2001 (NCLB), school divisions must annually assess the English language proficiency of limited English proficient (LEP) students in kindergarten through grade 12.
WIDA English Language Proficiency Assessments
Virginia ACCESS for ELLs and Alternate ACCESS for ELLs test examiner’s presentations
Virginia ACCESS for ELLs Score Report interpretation presentations
Webinar: How to Interpret and use SOL and ACCESS Data (PPT)
As required in Section 1111(3)(C)(v) of the No Child Left Behind Act of 2001 (NCLB), limited English proficient (LEP) students in grade 3 through grade 12 must participate in state content assessments.
Limited English Proficient Students: Guidelines for Participation in the Virginia Assessment Program (PDF)
Examiner’s Manuals
SOL Practice Items and Practice Tools
SOL Test Scoring & Performance Reports	Equitable Services to Private School Students
Under Title I of the Elementary and Secondary Education Act (ESEA), as amended by the No Child Left Behind Act (NCLB), local educational agencies (LEAs) are required to provide services for eligible private school students as well as eligible public school students. See: Title IX: Equitable Services
The commonwealth and its public schools provide specialized instructional programs for English language learners.
For instructional resources visit: English as a Second Language (ESL)
For additional resources related the WIDA English Language Development (ELD) Standards, see: English Language Development (ELD) Standards
Section 1118 and 3302 of Elementary and Secondary Education Act of 1965 (ESEA) require each school division receiving federal funds, to implement programs, activities and procedures designed to involve parents. See Parent Resources for English Language Learners
VDOE Adult Education / Adult ESL
Adult Education English Literacy / Civics Program – Information on adult ESL courses Virginia Commonwealth University: Adult Education/Adult ESL
VCU – Virginia Adult Learning Resource Center
Title III State Data
Annual Measurable Achievement Objectives: Title III Consortia Results (PDF)
LEP Population by Language September 2013 (PDF)
LEP Population by Language by Division September 2013 (PDF)
Report of LEP Students Receiving Services as of September 30, 2013 (PDF)
Refugee Students by School Division (1999-2004) (PDF)
Immigrant and Youth Enrollment 2006-2013 (PDF) Virginia Title III Coordinators
Virginia Title III Coordinators List, December 2013 (PDF)
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