Title III

Title III of the No Child Left Behind Act of 2001 provides Federal financial support to state and local educational agencies to offer English language instruction in order to ensure that all English Language Learners, including immigrant children and youth, attain English proficiency, develop high levels of academic language proficiency in English, and meet the same challenging State academic achievement standards as all Maryland students are expected to meet.

To comply with these requirements, the Title III office of the Maryland State Department of Education works with local school districts to ensure that quality, research based ESL programs are offered to language minority students.

Title III, Secs. 3101, 3102 Part A

In Focus

No Child Left Behind Title III

Title III--Language Instruction For Limited English Proficient And Immigrant Students

PARENTAL NOTIFICATION

Title III Program
Parent Notification Letters

Section 1111 9 (g)

Each Local Education Agency must inform parents of a limited English proficient child identified for
participation in the district's ESOL program

no later than 30 days after the beginning of the school year for students who enter at the start of the school year.

within the first 2 weeks for those children of attendance for children who have not been identified as limited English proficient prior to the beginning of the school year.

Parent Notification letters are available in the following languages:

English | Amharic | Arabic | Chinese (Simplified)*

For your convenience each translation has an English version attached.

*Simplified versus Traditional Chinese

Due to the variation of geographic areas in which Traditional and Simplified Chinese are employed as the written form of communication, we are providing the Parent Notification Letter in both formats. Please ascertain the needs of the individual families and provide the appropriate translation.

PRIVATE SCHOOL PARTICIPATION
In addition, the No Child Left Behind Act requires that funds awarded to State and Local Education Agencies be used equitably by taking into account the number and educational needs of private school children as compared to the funds used for public school children served under Title III.

Title lX, Part E, Secs. 9501-9506

Affirmation of Consultation
FAQs Private School Participation
Initial Title III Letter
Nonpublic School Consultation Process

MARYLAND ELP STANDARDS
The purpose of the ELP Standards is to identify and describe the language skills that are necessary for ELL students to be able to communicate effectively and participate fully in school. The ELP Standards specify the English language skills needed to perform the tasks required by the Maryland Voluntary State Curriculum across content areas.

GRANT MONITORING
Title III Monitoring Plan
Monitoring Instrument for Title III Services
Title III - English Language Learners and Immigrant Students

ACHIEVING "HIGHLY QUALIFIED" STATUS

MARYLAND CORE ACADEMIC SUBJECT AREA COMPETENCY RUBRIC
FOR TEACHERS (ESOL-CERTIFICATED) of ENGLISH LANGUAGE LEARNERS AT ALL GRADE LEVELS

State COMAR Regulations addressing English language learners

LINKS to INFORMATION about ENGLISH LANGUAGE LEARNERS
TESOL www.tesol.org

NABE www.nabe.org

Contact Information

Supreet Anand, Title III Specialist

Maryland State Department of Education

200 West Baltimore Street

Baltimore, MD 21201

Phone:

410-767-0714

Fax:	410-333-2369

Bonnie Naef, Title III Specialist

Maryland State Department of Education

200 West Baltimore Street

Baltimore, MD 21201

Phone:

410-767-0714

Fax:	410-333-2369