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Title III- Language Instruction for English Learners and Immigrant Students

 

Overview

 

Title III of the Elementary and Secondary Education Act (ESEA)  is part of legislation enacted to ensure that English Learner students, including immigrant children and youth, The primary purposes of this part are to help ensure that English learners, including immigrant children and youth, attain English proficiency and develop high levels of academic attainment in English and to assist all English learners, including immigrant children and youth, to achieve at high levels in academic subjects so that all English learners can meet the same challenging State academic standards that all children are expected to meet; and to promote parental, family, and community participation in language instruction educational programs for the parents, families, and communities of English learners. (Section 3101 & 3102).

Title III in Wisconsin

To ensure that ELs are meeting these accountability metrics, Wisconsin has adopted the WIDA English Language Development standards, and measures student achievement toward these standards through the annual administration of WIDA’s ACCESS for ELLs assessment. Progress towards meeting meeting the Title III purposes are part of the Department's ESEA state plan. 

In order to better meet our accountability criteria, DPI works with local school districts to ensure that high­quality research ­based programs are available to our ELs. Due to a federal accountability mandate, the academic progress and performance of ELs as a group is critical to a school’s overall performance, requiring more professional development for staff and increased outreach and information to the parents of ELs.

Serving English Learners

There are for critical parts to identifying and serving students.

 

For questions about this information, contact Audrey Lesondak (608) 266-7292