Title III of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA), is officially known as the Language Instruction for English Learner and Immigrant Students Act. Title III is part of legislation enacted to ensure English learners, including immigrant children and youth, develop English proficiency and meet the same academic content and achievement standards that other children are expected to meet. The information contained on this website is based on the federal and state regulations and the Office of Civil Rights program requirements for the education of English learners and immigrant children and youth.
English Learner and Immigrant Students
English learners (ELs) are those students whose primary language is a language other than English. ELs enter Kentucky schools with a variety of language backgrounds, educational experiences, and levels of English proficiency.
Immigrant students are those students who were not born in any U.S. state and have not been attending one or more schools in any one or more U.S. states for more than 3 full academic years. An immigrant student may or may not be an EL student. Whether or not an immigrant student is an EL, activities should be provided to enhance instructional opportunities for them to be successful in classrooms in the United States, as required by ESSA. See the Immigrant ESSA Regulations document for more information.
English Language Proficiency Standards
ESSA 1111(b)(1)(F) requires each state adopt English language proficiency (ELP) standards. Kentucky uses the WIDA English Language Development (ELD) Standards to meet this requirement. These standards, updated in 2012, represent the social, instructional, and academic language students use in school. The WIDA ELD Standards will act as a companion document to the Kentucky Academic Standards in guiding instruction for Kentucky's EL students.
Kentucky Title III Program
The Kentucky Title III Program provides support to districts as they work with their ELs and immigrant students to:
- Choose an educational approach;
- Identify and assess the students;
- Provide an evidence-based program of services;
- Provide staffing and resources;
- Implement state criteria for transitioning students from services; and
- Maintain accurate data and reporting in order to:
- Monitor transitioned students
- Periodically evaluate and revise their program
- Receive funding allocations.
Information related to immigrant and EL data collection, reporting, and monitoring is located on the English Learner and Immigrant Data Collection and Reporting webpage.
Additional information and resources are located on the English Learner and Immigrant webpage.
District Plan and Assurances
ESSA 3116 requires local district plans for language instruction for ELs and immigrant students. These plans must contain certain essential elements outlined in ESSA 3116(b). Districts may develop their own format for the plan and may include other elements as outlined in the Title III Local Education Agency Plan.
District assurances, Title III sub grant plans, and budgets are completed in the Grant Management Application and Planning (GMAP) System. The KDE GMAP webpage provides program resources, training videos, and other information to assist districts in completing the required components.