Title III Regulations and Procedures

USDOE information on Title III - English Learners

Integreated Student Supports for English Learners

Enrollment, Identification, and Placement

Newcomer and Beginner Curriculum Maps and Activities

ESL Student Portfolio Maintenance

Cumulative Folder Maintenance for English Learners

ESL Department Instructional Timeline

ESL Staff Meeting Agendas

SIFE or SLIFE Student Resources

Multi-Tier System of Supports (MTSS) Resouces

Monitoring Mainstream and Recently Exited Students

Grading Guidelines for English Limited English Students in Grades 2-12

Community Outreach

EL Gap Closing Measure - Annual Measurable Objectives (AMO)

OELPA Gains Report

CCIP Requirements

Title III LEP

 Consortia Member agreements

 EL program manual

 List of EL program staff with position descriptions

 Evidence demonstrating increase in student’s English Proficiency & academic achievement

 Results of OELPA/Notifications to parents of OELPA results

 Communication to Els and their parents in an understandable format about the available programs

 Age-appropriate placement of Els

 Monitoring former Els or description of monitoring process

Records indicating use of Title III funds in each of the allowable required categories

Notification in English sent by LEA to parents for newly identified students

 Notification in language other than English sent by LEA to parents

 copies of teacher credentials

 Description of LEA’s process for ensuring teacher fluency

 EL program evaluation

 Alignment of past EL program evaluation with the use of Title III funds

Title III Desk Audit Requirements

Each LEA provides the Ohio Department of Education, at the conclusion of every second fiscal year (odd fiscal years) during which the Title III funds are received, with a report on the activities conducted and children served by the EL program, which will include the seven required criteria of §3121(a) and is used by the LEA to inform program improvement.

Description of programs and activities, which includes description of how such programs were funded primarily with general funds.
Number and percentage of ELs in the programs making progress toward English language proficiency (as demonstrated on the Ohio English Language Proficiency Assessment (OELPA) in the aggregate and disaggregated, at a minimum, by ELs with a disability;
The number and percentage of ELs in the programs and activities attaining English language proficiency based on OELPA results
The number and percentage of English learners who exit the language instruction educational programs based on their attainment of English language proficiency (similar to above item)
The number and percentage of English learners meeting challenging State academic standards for each of the 4 years after such children are no longer receiving services under this part, in the aggregate and disaggregated, at a minimum, by English learners with a disability
The number and percentage of English learners who have not attained English language proficiency within 5 years of initial classification as an English learner and first enrollment in the local educational agency

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