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English Language Learner KnowledgeBase for Administrators & Teachers

This KnowledgeBase archive includes content and external links that were accurate and relevant as of September 30, 2019.

The English Language Learner (ELL) KnowledgeBase for Administrators and Teachers is an online resource supporting both the administration, teaching and execution of programs for English learning students. It offers resources related to Office for Civil Rights (OCR) requirements and the Every Student Succeeds Act (ESSA).

Task 2: Understand Title I Requirements as Related to Title III

Guideline: Title I, Improving the Academic Achievement of the Disadvantaged, Part A, Improving Basic Programs Operated by Local Educational Agencies, of the Elementary and Secondary Education Act, "is intended to help ensure that all children have the opportunity to obtain a high-quality education and reach proficiency on challenging state academic standards and assessments. Title I provisions provide a mechanism for holding states, school districts, and schools accountable for improving the academic achievement of all students and turning around low-performing schools, while providing alternatives to students in such schools to enable those students to receive a high-quality education." As a result, there are Title I provisions that impact English language learner students. It is incumbent on teachers to be knowledgeable about Title I and its requirements.



Title III Parent Information Checklist

This checklist identifies the information that schools are to provide to the parent or parents of a student with limited English proficiency. It serves as a guide for administrators to track whether they are providing the required information. 


English Learner Toolkit

This resource was developed by the U.S. Department of Education to support schools working with English language learners (ELLs).

English Learner Toolkit with ESSA References

OELA’s EL Tool Kit was published in 2015 as a companion to support the 2015 Dear Colleague Letter (DCL) produced by the Department of Education, Office for Civil Rights, and the Department of Justice, outlining legal obligations for ELs. Some chapters of the tool kit have been updated related to the Every Student Succeeds Act of 2015 (ESSA).

Newcomers Toolkit

This resource was developed by the U.S. Department of Education for schools receiving recent immigrants.



ESSA Guidance Using Evidence to Strengthen Education Investments

This September 2017 U.S. Department of Education non-regulatory ESSA guidance document is designed to help state educational agencies (SEAs), local educational agencies (LEAs), schools, educators, partner organizations, and other stakeholders successfully choose and implement interventions that improve outcomes for students. Part I of this guidance reviews steps for effective decision-making and Part II of this guidance recommends considerations, resources, and criteria for identifying “evidence-based” interventions based on each of ESSA’s four evidence levels in Section 8101(21)(A).

ESSA Title III Guidance for ELLs

The U.S. Department of Education issued a guidance document on September 23, 2016, to provide states and local educational agencies with information to assist them in meeting their obligations under Title III of the Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act of 2015. This guidance addresses how Title III funds may be used to provide supplemental services that improve the English language proficiency and academic achievement of ELLs, including through the provision of language instruction educational programs and activities to increase the knowledge and skills of teachers who serve ELLs.

English Language Learner Tool Kit

This 2016 Department of Education tool kit describes the tracking the progress of English Language Learners (ELLs).

This is the eighth chapter of the English Learner Tool Kit, which is intended to help state and local education agencies (SEAs and LEAs) in meeting their obligations to English Language Learners (ELLs). This tool kit should be read in conjunction with the U.S. Department of Education Office for Civil Rights’ and the U.S. Department of Justice’s Dear Colleague Letter on "English Learner Students and Limited English Proficient Parents," published in January 2015, which outlines SEAs’ and LEAs’ legal obligations to ELLs under civil rights laws and other federal requirements.

Non-Regulatory Guidance Title I, Part C Education of Migratory Children

This link is to the U.S. Department of Education's non-regulatory guidance for Title I, Part C, Education of Migratory Children. The topics addressed in this guidance include child eligibility, identification and recruitment, comprehensive needs assessment, provision of services, coordination, parental involvement, and program evaluation.

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Non-Regulatory Guidance: Assessment and Accountability for Recently Arrived & Former LEP Students

This document contains theU.S. Department of Education guidance on regulations regarding assessment and accountability for recently arrived and former limited English proficient students.

Peer Review of State Assessment Systems

The purpose of this September 2015 U.S. Department of Education Peer Review of State Assessment Systems document is to provide non-regulatory guidance and support to states in meeting statutory and regulatory requirements under Title I of the Elementary and Secondary Education Act of 1965 (ESEA) for implementing valid and reliable assessment systems and, where applicable, provide states approved for ESEA flexibility with an opportunity to demonstrate that they have met requirements for high-quality assessments under Principle 1 of ESEA flexibility. 

Preschool Children Under Title I

This U.S. Department of Education website gives non-regulatory guidance to serve preschool children under Title I.

Student Support and Academic Enrichment (SSAE) Grants

In this October 21, 2016, guidance document, the U.S. Department of Education provides key information on the provisions of the new SSAE program including a discussion of the allowable uses of funds, role of SEAs, fiscal responsibilities, and the local application requirements. In addition, the guidance provides examples of several innovative activities that demonstrate some of the SSAE program allowable uses of funds.



Charter Schools

An updated version of the CSP nonregulatory guidance handbook is available, which addresses questions the Department has received regarding various provisions of the CSP authorizing statute (Title V, Part B of the ESEA). The new guidelines do not contain all of the information needed to comply with CSP requirements and other requirements of Federal law (including civil rights obligations), but provide guidance on the CSP and examples of ways to implement it.   This updated version of the CSP nonregulatory guidance addresses additional issues that have arisen under the program since the Department released previous versions of the CSP guidance in 2003, 2004, 2007, and 2011. Specifically, this document clarifies the circumstances under which charter schools receiving CSP funds may use weighted lotteries in admissions (Questions E-3 and E-3a) and provides guidance on how existing grantees may request permission to amend their applications to allow for the use of weighted lotteries.

Parent Involvement

Having parents play a significant role in their child's experience with the ELL program requires planning by the school's teachers and administrators. This document summarizes the primary issues that should be addressed.

The contents of this website were developed under a grant from the U.S. Department of Education and are intended for general reference purposes only. However, those contents do not necessarily represent the policy of the U.S. Department of Education or the Center, and you should not assume endorsement by the Federal Government. Some resources on this site require Adobe Acrobat Reader. This website archive includes content and external links that were accurate and relevant as of September 30, 2019.