What Can Title III Funds be Used for in Parent Involvement Efforts?

Title III of the Elementary and Secondary Education Act (ESEA) is the funding component that gives states the necessary financial resources to develop standards-based learning initiatives and programs for English Language Learners (ELLs) in the form of subgrants. These funds are designed to improve the academic outcomes toward English language proficiency and the school districts that benefit from these subgrants must demonstrate positive results on an annual basis.

Required Use of Funds

Support of High-Quality ELD programs

-Improve the instruction of ELs;
-Enhance the ability of teachers to understand and use curricula, assessment measures, and instructional strategies for ELs;
-Be scientifically research-based and of sufficient duration and intensity (Section 3115 (c) (2)).

Title III Immigrant Funds

Title III Immigrant funds can be spent on:

Other Allowable Use of Funds

Funds may be used to support additional, supplemental staff (counselor, paraprofessional, etc.) Upgrading program objectives and effective instruction strategies:

• Improving the instruction program for EL students by identifying, acquiring and upgrading supplemental curricula, instruction materials, and educational software;
• Tutorials and academic or vocational education for EL children;
• Developing and implementing and improving elementary school or secondary school language instruction educational programs (may be coordinated with other relevant programs and services);
• Activities that improve the English proficiency and academic achievement of EL children;
• Community participation programs, family literacy services and parent outreach and training activities to EL children and their families;
• Evaluation of ELD programs.

These efforts can be established either exclusively or in concert with parental resource centers that are created to better serve the needs of parents who are eager to become further involved in the education of their children but aren’t sure how to participate effectively.

The Latino Family Literacy Project specializes in training staff to work with Hispanic families. If you’re interested in setting up a webinar for your staff so that they can implement a parent program with strong proven outcomes, please contact us at 1-877-LECTURA.

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In December of 2015, President Obama signed the Every Student Succeeds Act (ESSA), the latest update to federal education law and a bipartisan bill that aims to repair “the overuse of standardized tests and one-size-fits all mandates” and to empower “states and school districts to develop their own strategies for improvement.” One provision of ESSA which could potentially create powerful change for some underserved populations is that in 2017-18, states can award up to 3 percent of their Title I funds to districts for providing direct student services (Title 1 provides funding to schools with high numbers or percentages of children from low-income families). Direct Student Services (DSS) come in a diverse range of forms and applications, ranging from personalized tutoring to expanded technology access to broader advanced class offerings and credit-recovery programs for students who are struggling. According to Ed Excellence, based on 2017 estimates, the DSS funding from Title 1 “ranges from just over $1 million in Wyoming to over $54 million in California.”

Chiefs for Change is a non-profit network of state and district education leaders which campaigns for student and family centered education policies and reforms, such as increased parental choice. Chiefs for Change created a helpful policy brief on this provision of ESS. The brief shares that there are six basic steps for schools to take when they want to implement DSS using Title 1 funds: the state consults with school districts, the state develops a local application, the state awards competitive grants to districts, the districts choose the specific types of DSS they need to and will offer, the districts identify eligible providers, the families of eligible students choose DSS services, and the states and districts provide oversight. Education Post shares in an article that ESSA “gives states the ability to set meaningful, performance-based criteria for programs, ensure coordination, and leverage broader state initiatives.” States will have to prioritize schools that are in high need of intervention. Districts will choose whether to apply for the funds and how to spend them, with state guidance.

The fact that parents and families can choose the services that best aid their student is an empowering attribute of this program for families of struggling or underserved students. Their students will have access to increased personalized learning opportunities, career and technical education (CTE) courses, and AP courses, offered online, in-person, and through blended courses.

The Latino Family Literacy Project specializes in dealing with students from low income families. If you’re interested in implementing a student-parent program at your school, check out our website. We offer both in-person workshops and online training.

Socorro ISD has implemented The Latino Family Literacy Project at their school and has reaped great benefits from the program. Here is a testimonial video from them showing the success they had with the parent programs.

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