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The Title III program provides language instruction for Limited English Proficient (LEP) students. The purposes of this program are:

1. to help ensure that children who are limited English proficient, including immigrant children and youth, attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging state academic content and student academic achievement standards as all children are expected to meet;
2. to assist all Limited English Proficient children, including immigrant children and youth, to achieve at high levels in the core academic subjects so that those children can meet the same challenging state academic content and student academic achievement standards as all children are expected to meet, consistent with section 1111(b)(1);
3. to develop high-quality language instruction educational programs designed to assist state educational agencies, local educational agencies, and schools in teaching Limited English Proficient children and serving immigrant children and youth;
4. to assist state educational agencies and local educational agencies to develop and enhance their capacity to provide high-quality instructional programs designed to prepare Limited English Proficient children, including immigrant children and youth, to enter all-English instruction settings;
5. to assist state educational agencies, local educational agencies, and schools to build their capacity to establish, implement, and sustain language instruction educational programs and programs of English language development for Limited English Proficient children;
6. to promote parental and community participation in language instruction educational programs for the parents and communities of Limited English Proficient children;
7. to streamline language instruction educational programs into a program carried out through formula grants to state educational agencies and local educational agencies to help Limited English Proficient children, including immigrant children and youth, develop proficiency in English, while meeting challenging state academic content and student academic achievement standards;
8. to hold state educational agencies, local educational agencies, and schools accountable for increases in English proficiency and core academic content knowledge of Limited English Proficient children by requiring
   1. demonstrated improvements in the English proficiency of Limited English Proficient children each fiscal year; and
   2. adequate yearly progress for Limited English Proficient children, including immigrant children and youth, as described in section 1111(b)(2)(B); and
9. to provide state educational agencies and local educational agencies with the flexibility to implement language instruction educational programs, based on scientifically based research on teaching Limited English Proficient children, that the agencies believe to be the most effective for teaching English.

Title III Accountability

Regulations from the Elementary and Secondary Education Act (ESEA), as reauthorized in 2001, provides for language instruction for Limited English Proficient and immigrant students. The Title III State Formula Grant Program provides federal monies to the states for the education of these students. In return, states are required to demonstrate that students are proficient in state content and achievement standards in mathematics, reading or language arts, and science (ESEA, § 1111(b)(2)(B)). Beginning in the 2007-2008 school year, states are required to demonstrate that students are proficient in science. States are also required to show that Limited English Proficient (LEP) students are progressing in their proficiency of the English language by meeting annual measurable achievement objectives (AMAOs) (ESEA, § 3122(b)).

Program Funds

Title III funds are expended by San Angelo Independent School District by employing ten (10) Limited English Proficient (LEP) tutors to assist the English Language Learner (ELL) students on the campuses with the greatest need.