Title III of the Every Student Succeeds Act (ESSA) of 2015 provides Federal financial support to state and local educational agencies to supplement English language development programs (ELD) in order to ensure that all English Learners, including immigrant children and youth, attain English proficiency and develop high levels of academic language achievement in English, and achieve at high levels in academic subjects so that all English learners (ELs) can meet the same challenging academic standards that all children are expected to meet.
To comply with these requirements, the English Learner/Title III office of the Maryland State Department of Education works with local education agencies (LEAs) to ensure that quality, research-based ELD programs are offered to English learners.
Title III, ESSA, Sec. 3000
LEAs are required to ask the parents of every student upon enrollment if a language other than English is spoken using a Home Language Survey (HLS) to identify potential ELs. An EL is a student who may have been born outside of the US:
Note: Having another language spoken in the home or routinely used in other settings is not an automatic identification of a student as EL. COMAR provides the criteria of the HLS and defines them for EL identification
COMAR 13A.05.07.02 and
A student’s eligibility for services is based on the English Language Proficiency (ELP) placement test. Each LEA must inform parents of an EL identified for participation in the LEA’s English language development program:
The parent notification letter must be sent to parents/guardians annually for new and continuing ELs who participate in English language development programs, including ELs for whom services have been refused.
Refusal of Placement in ESOL Program Letter must be sent annually to parents and guardians who indicate that they do not wish their child to participate in the ESOL program.
The Every Student Succeeds Act of 2015 (ESSA) Title III, Part A requires the state educational agency (SEA) to monitor the implementation of English language development program requirements and the expenditure of federal funds. The MSDE EL/Title III office provides on-going technical assistance to local educational agencies (LEAs) to improve the quality of the programs and also conduct a formal monitoring visit at least every three years.
ELs who no longer require Title III services and who are exited from ELD services are monitored for two years to ensure that these students continue to make progress in meeting challenging State academic content and student academic achievement standards for each of the two years after such children are no longer receiving services.
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