MCOE Title 3 Consortium

Title III EL Student Program Consortium Details

Local educational agencies (LEAs) that generate less than $10,000 in Title III, Part A funds must participate as part of a consortium. One LEA, in this case Merced County Office of Education, serves as the lead LEA, acting as the sole grantee and fiscal/program agent for the group. The lead LEA administers the grant, submits all required fiscal and program reports through CARS, reports quarterly cash balances, and completes all required Title III reports to the CDE. Only the lead LEA may claim administrative costs, capped at 2% of the total consortium allocation.

The consortium is expected to expend all Title III funds within the grant year; however, the lead LEA remains responsible for managing funds for up to the 27-month grant period if needed. Any unspent funds at the end of that period must be returned to the CDE. The lead LEA, in collaboration with consortium members, must develop an MOUoutlining roles, responsibilities, activities, and timelines for meeting all Title III English Learner program requirements. Additionally, the lead LEA must update the Title III Federal Addendum Consortium Summary and submit the Annual Report and any other required reports to the CDE.

For More Information Visit CDE Website

Merced County Office of Education Title III Consortium Contact:

Nestor Henrriquez / nhenrriquez@mcoe.org

Examples of Title III English Learner Authorized Uses of Funds

1. Professional Development for Staff Serving English Learners

Title III funds may be used to provide sustained, high-quality professional development for teachers, administrators, and staff working with English learners that:

Improves instruction and assessment of English learners
Strengthens educators’ use of curriculum, assessments, and instructional strategies
Is evidence-based and demonstrated to increase English proficiency
Is of sufficient intensity and duration to impact classroom practice

District-Aligned Actions:

Supplemental professional development focused on language acquisition strategies, including trainings through California Association of Bilingual Education (CABE) and Kagan
Registration fees, extra-duty pay, and benefits funded with Title III
Administrator participation in workshops supporting EL Roadmap implementation

2. Language Instruction Educational Programs (LIEPs)

Title III funds may be used to develop, implement, and improve effective language instruction educational programsthat:

Improve English language proficiency and academic achievement
Are coordinated with other instructional programs and services

District-Aligned Actions:

Tutoring services providing additional language acquisition and content support beyond the school day
Individualized instruction delivered by classified and/or certificated staff
Need identified through the annual needs assessment and supported by DELAC stakeholder input
Tutoring staff funded with Title III funds

3. Curriculum, Instruction, and Assessment Improvement

Title III funds may support the identification, acquisition, development, or piloting of:

Program objectives and effective instructional strategies
Supplemental curricula and instructional programs
Supplemental assessment and progress-monitoring tools (not used for identification or reclassification)
Targeted interventions for English learners, including LTELs and newcomers

District-Aligned Actions:

Use of ELLevation software to:
- Monitor student progress and reclassification
- Support program implementation and data analysis
- Strengthen continuous improvement systems and leadership team decision-making
Use of Rosetta Stone as a supplemental language acquisition tool for:
- Grades 6–8 (traditional program)
- Elementary students (academic and content-based language support)
Purchase of technology (e.g., headsets) necessary for program implementation

4. Extended Learning Opportunities for English Learners

Title III funds may be used for:

Extended day and supplemental instructional programs
Language and academic supports beyond the core instructional day

District-Aligned Actions:

After-school and extended learning tutoring services for English learners
Supplemental language programs supporting newcomers and LTELs
Instructional materials for distance, hybrid, or extended learning environments

5. Parent, Family, and Community Engagement

Title III funds may support programs that:

Increase parent, family, and community participation
Provide family literacy services and parent outreach
Enhance (not duplicate) core parent programs

District-Aligned Actions:

Latino Literacy programs at elementary sites:
- Weekly parent groups (September–May)
- Dual language books for home use funded with Title III
- Increased family literacy, parent participation, and school connectedness
English Literacy Parent Support Program:
- Approximately 50 parents served annually
- English instruction using Rosetta Stone and collaborative learning
- Increased parent advocacy, confidence, and engagement
Parent engagement workshops offered through CABE when available
Materials and program components funded with Title III
- (Note: Simply translating English-only materials is not an allowable use)

6. Supplemental Materials, Supplies, and Technology

Title III funds may be used to purchase supplemental resources not otherwise provided, including:

Instructional materials supporting language development
Classroom supplies beyond basic instruction
Educational software and technology specific to English learners

District-Aligned Actions:

Dual language books for family literacy programs
Supplemental instructional materials such as:
- Flashcards, dictionaries, thesauruses, whiteboards
Newcomer kits for recently arrived students with varied home languages, including:
- Dual language dictionaries
- Foundational literacy materials
- Supplies to support access during distance or hybrid learning

7. Translation and Interpretation Services (Title III-Specific)

Title III funds may be used for program-specific translation and interpretation that:

Supports access to Title III programs and activities
Does not replace state-required or civil rights-mandated translations

8. Supplemental Personnel Supporting English Learners

Title III funds may support supplemental staffing, including:

Teachers assigned above the LEA staffing minimum to serve English learners
Paraprofessionals providing services not duplicated by other programs
Supplemental pay for work performed beyond contracted duties

District-Aligned Actions:

Classified and certificated staff providing tutoring services
Bilingual assistants supporting parent programs (staff funded through supplemental grants; program materials funded with Title III)

For More Information visit CDE Website

TITLE III Immigrant Student Program

immquickrefguide.pdf

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