English Language Acquisition, Language Enhancement, and Academic Achievement Act
What is Title III?
What is Title III?![]()
Part A of Title III is officially known as the English Language Acquisition, Language Enhancement, and Academic Achievement Act. Title III is a part of the federal No Child Left Behind Act of 2001. It is specifically targeted to benefit Limited English Proficient (LEP) children and immigrant youth. The Act states that LEP students must not only attain English proficiency but also meet the same academic standards as their English-speaking peers in all content areas (CA Dept. of Education). Federal funding is provided to assist districts in meeting these requirements.
School ditricts are expected to use Title III funding to create or further develop language instruction courses that help LEP students meet academic standards. Districts who receive Title III funding are responsible for the yearly progress of their students with respect to development of language proficiency as well as meeting their grade-level academic standards. LEP students are measured against annual development objectives in order to receive funding. Districts are held accountable for the progress of LEP and immigrant students through annual measurable achievement outcomes (AMAOs): the number of LEP students making sufficient progress in English acquisition, attaining English proficiency, and meeting Adequate Yearly Progress (AYP). Funding is typically used towards language instruction programs; however, funding may be used for a variety of purposes, including alternative bilingual education programs and professional development for teachers.Funding is also allocated for teaching English to the parents and communities of LEP children.
For more information on Title III, visit CA Department of Education or
School ditricts are expected to use Title III funding to create or further develop language instruction courses that help LEP students meet academic standards. Districts who receive Title III funding are responsible for the yearly progress of their students with respect to development of language proficiency as well as meeting their grade-level academic standards. LEP students are measured against annual development objectives in order to receive funding. Districts are held accountable for the progress of LEP and immigrant students through annual measurable achievement outcomes (AMAOs): the number of LEP students making sufficient progress in English acquisition, attaining English proficiency, and meeting Adequate Yearly Progress (AYP). Funding is typically used towards language instruction programs; however, funding may be used for a variety of purposes, including alternative bilingual education programs and professional development for teachers.Funding is also allocated for teaching English to the parents and communities of LEP children.
For more information on Title III, visit CA Department of Education or
Spanish CA Proficiency Descriptors
Spanish CA Proficiency Descriptors![]()
Proficiency Level Descriptors for CA ELD Standards- Descriptores de los niveles de dominio para los estandares ELD.
Proficiency Level Descriptors Spanish
Proficiency Level Descriptors for CA ELD Standards- Descriptores de los niveles de dominio para los estandares del Desarrollo del idioma ingles de California.
Proficiency Level Descriptor for CA ELD Standards Spanish
Excerpted from Common Core State Standards: Communications Toolkit for California- Los padres o tutores y los Estandares Estatales Basicos Comunes.
Common Core State Standards Spanish
Proficiency Level Descriptors Spanish
Proficiency Level Descriptors for CA ELD Standards- Descriptores de los niveles de dominio para los estandares del Desarrollo del idioma ingles de California.
Proficiency Level Descriptor for CA ELD Standards Spanish
Excerpted from Common Core State Standards: Communications Toolkit for California- Los padres o tutores y los Estandares Estatales Basicos Comunes.
Common Core State Standards Spanish
CAASPP
CAASPP![]()
CAASPP Parent Guides: Smarter Balanced Assessments
These guides provide information about the Smarter Balanced Summative Assessments, including sample test items for English language arts/literacy and mathematics. This information will help parents better understand their children’s test results.
Grades 3-5
Grades 6-8
Grade 11
CAASPP Student Score Report Example
Español
Guia de los Padres para las Prueba Sumativas, Interinas, Sumativas ( Smarter Balanced):
Grados 3-5
Grados 6-8
Grado 11
Muestra del reporte individual de los resultados de CAASPP
These guides provide information about the Smarter Balanced Summative Assessments, including sample test items for English language arts/literacy and mathematics. This information will help parents better understand their children’s test results.
Grades 3-5
Grades 6-8
Grade 11
CAASPP Student Score Report Example
Español
Guia de los Padres para las Prueba Sumativas, Interinas, Sumativas ( Smarter Balanced):
Grados 3-5
Grados 6-8
Grado 11
Muestra del reporte individual de los resultados de CAASPP
