2015 was a very busy year for education but one of the biggest stories was the reauthorization of the Elementary and Secondary Act. This new authorization revamps the No Child Left Behind Act that was passed in 2001. On December 10, 2015, President Obama signed the new act into law.

While there are still remnants from that 2001 reauthorization, the new act gives states wide discretion in setting goals, determining how to make schools and districts accountable, and deciding how and when to intervene in low-performing schools. There are still going to be tests, as was required under the No Child Left Behind Act; however, now the states will be using other factors to measure accountability, including locally oriented and evidence-based interventions, school climate, opportunities students have to learn, teacher engagement, and access to advanced coursework. The bottom line is the power of the Department of Education has been tempered under this new law.

One important change is that the performance of every sub-group, such as English-language learners, students in special education, racial minorities, and children in poverty, will be measured separately. This will have an effect on the accountability plans that states have to submit starting in the 2017-2018 school year. States can now pick their own goals regarding English-language proficiency (now one of the top three academic indicators), tests, and graduation rates.

There are some slight changes for Title I and Title III funding as well as budget increases in both titles. Title I, under the new law, changes from “improving the academic achievement of the disadvantaged” to “improving basic programs operated by state and local agencies.” Spending under Title I, Part A, increases from the current level of $14.4 billion to $15 billion in 2017, and to $16.2 billion by 2020. Funding for reading programs (Part B), migrant education (Part C), and intervention programs for at-risk children (Part D) will remain the same. Right now, states can set aside 4% of Title I funding for school improvement purposes and that will be increased to 7% under the new law. For Title III, which covers instruction for English-language learners (similar to what it did under No Child Left Behind), the funding will increase for the Title’s three subparts from $737 million per year in 2015 to $885 million annually by 2020.

The Latino Family Literacy Project provides workshops for teachers to help Spanish speaking parents learn to read with their children and learn English together with their children. We can go right to your school district. Find out more about workshop options.

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The Latino Family Literacy Project

Family Engagement Programs for Reading and English Vocabulary

Our Professional Development training includes:
A complete curriculum binder with ELD activities
A cultural competency framework
Step-by-step training for easy program implementation
Free ongoing support for school programs

Our Family Reading Program materials include:
A lending library of 180 quality and beautiful bilingual children’s books
A literacy kit for making family albums
Parent Handouts
Program Templates

Teachers love attending our Professional Development workshop for program training, the books and the literacy materials because they are so meaningful to the parents who attend the program. Once trained, a teacher is set up for success for program implementation and we will support them every step of the way! The Latino Family Literacy Project workshops for Professional Development for program training are cost-effective and our books and materials are only available from our organization.

We offer Professional Development workshops for teachers to provide the best programs for Title I and Title III and Parent Involvement with English learners throughout the United States. We offer workshops throughout the USA and can come right to your area!

Contact our office today to find out why teachers love this Professional Development for Title I and Title III programs for Parent Involvement for English Learners, ESL based programs, for Migrant Programs, and Early Childhood programs for Spanish-speaking families.

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According to the U.S. Department of Education, Spanish-speakers are by far the largest segment of the Title III English Learners.  Title III, Part A funds can help you to improve Parent Engagement and improve English skills with the EL parents. The main goals of Title III are for English Language Acquisition, Language Enhancement and Academic Achievement.  Below is a distilled overview to make it simple to understand:

Promote Parental and Community Participation

Educational programs for parents must include English language instruction while promoting parent and community engagement.

English Proficiency

To help ensure that children who are limited English proficient (LEP), including immigrant children and youth attain English proficiency; develop high levels of academic attainment in English as well as in the core academic subjects

Research-Based Programs

To provide State and local educational agencies with the flexibility to implement language instruction and educational programs, based on scientifically based research on teaching LEP children that the agencies believe to be the most effective for teaching English.

How can The Latino Family Literacy Project help you with your Title III goals?

We can provide you with the most affordable Staff Development workshop at your location to train teachers to work with parents at their school sites.  Our programs are fun to use, easy to implement and make meaningful connections with parents.

You can find out more about Title III Federal Guidelines at: Title III Federal Guidelines

If you would like to schedule a workshop to fulfill your Title III requirements at your district, contact us at 877-LECTURA.

Or join us at a workshop in your area.  We host workshops all over the USA.

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