Overview and Purpose

Title III of the Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act (ESSA), seeks to ensure that children and youth who are English Learners attain English proficiency, develop high levels of academic achievement in English, and meet the same challenging state academic content standards as all students are expected to meet. Title III, Part A funds may be used to provide supplemental services that improve the English language proficiency (ELP) and academic achievement of English learners (ELs), including through the provision of language support programs, activities that increase the knowledge and skills of teachers who serve ELs, and outreach toward EL families, parents and communities.

All services provided to ELs using Title III, Part A funds must supplement, and not supplant, the services that must be provided to EL students under Title VI of the Civil Rights Act of 1964 (Title VI), the Equal Educational Opportunities Act of 1974 (EEOA), and other requirements, including those under State or local laws.² Specifically, all Local Education Authorities (LEAs), including but not limited to Title III-A subgrantees, must provide ELs with effective English language development instruction using state (ESOL QBE) and/or local funding as required under Title VI of the Civil Rights Act of 1964 and the EEOA. Per these laws all States and LEAs must ensure that ELs can participate meaningfully and equally in educational programs and services.

Tiffany Honoré
Federal Programs Director
Tiffany.Honore@cobbk12.org

Debra Scott
Secretary
Debra.Scott@cobbk12.org
P: 770-437-5932
F:  678-503-0180

Dr. Mae Wlazlinski
Supervisor of Title III Program
P: 770-426-3410
Email


María Barnette
Bilingual Secretary
P: 770-426-3410
Email

Gabrielle Wyant
Evaluation Specialist
Email
P:  770-426-3410


LaShaun Odom-Williams
Grant Technician
Email
P:  770-426-3410

Sean Bagley
P:  770-426-3410
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Jeffrey Chandler
P:  770-426-3410
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Arleen Folorunsho
P:  770-426-3410
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Camelle Simmons
P:  770-426-3410
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Roxanne Stewart
P:  770-426-3410
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Luly Kure
Facilitator
P:  770-426-3410
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Alfredo Mieles
Facilitator
P:  770-426-3410
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Sandra Weston
Facilitator
P:  770-426-3410
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Vani Arcuragi
Parent Resource Specialists
P:  770-426-3410
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Martha D’Arcy
Parent Resource Specialists
P:  770-426-3410
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Monica Delancy
Parent Resource Specialists
P:  770-426-3410
Email


Lourdes Garcia Padilla
Parent Resource Specialists
P:  770-426-3410
Email


Mercedes Reilly
Parent Resource Specialists
P:  770-426-3410
Email


Denisse Romero
Parent Resource Specialists
P:  770-426-3410
Email

Requirements under Title III, Part A:

  1. Identify and assess all potential EL students in a timely, valid, and reliable manner;
  • Adherence to standardized, statewide ESOL entrance and exit procedures [Sec. 3113(b)(2)] (See current ESOL Resource Guide for specific criteria. All ESOL program information is on the ESOL webpage under the Office of Curriculum and Instruction: http://www.gadoe.org/Curriculum-Instruction-andAssessment/Curriculum-and-Instruction/Pages/English-to-Speakers-of-Other-Languages-(ESOL)-andTitle-III.aspx )
  • Screening of all potential ELs within 30 days of enrollment in a school [Sec. 3113(b)(2)] Compliance with Title I requirement to test 100% of ELs on the ACCESS for ELLs assessment [Sec. 3113(b)(3)(B)]
  1. Provide EL students with a language assistance program that is educationally sound and proven successful, consistent with Castañeda v. Pickard and the Supreme Court decision in Lau v. Nichols;
  2. Provide sufficiently well-prepared and trained staff to support the language assistance programs for EL students;
  • LEA certification that all teachers in a Title III, Part A-funded language instructional program/activity are fluent in written and oral English and any other language that may be used for instruction. This is included in the LEA Title III, Part A Assurances. [Sec. 3116(c)]
  • Provide effective professional development (PD) for teachers, administrators and other school personnel. This PD must fulfill four (4) requirements. It must: a. Be designed to improve the instruction and assessment of ELs; and b. Be designed to enhance participants’ ability to understand and implement curricula, assessment practices and instructional strategies for ELs; and c. Prove effective in increasing ELs’ English proficiency or substantially increasing participants’ subject matter knowledge, teaching knowledge or teaching skills; and d. Be of sufficient intensity and duration to have a positive and lasting impact on teachers’ performance in the classroom. [See Sec. 3115(c)(2)]
  1. Ensure that EL students have equal opportunities to meaningfully participate in all curricular and extracurricular activities;
  • Selection of one or more methods or forms of effective instruction to be used in the supplemental programs and activities provided to assist ELs in reaching English proficiency and meeting content standards [Sec. 3115(f)(1)]
  1. Avoid unnecessary segregation of EL students;
  2. Ensure that EL students who have or are suspected of having a disability under the Individuals with Disabilities Education Act (IDEA) or Section 504 of the Rehabilitation Act of 1973 are identified, located, and evaluated in a timely manner and that the language needs of students who need special education and disability related services because of their disability are considered in evaluations and delivery of services;
  3. Meet the needs of EL students who opt out of language assistance programs;
  4. Monitor and evaluate EL students in language assistance programs to ensure their progress with respect to acquiring English proficiency and grade level content knowledge, exit EL students from language assistance programs when they are proficient in English, and monitor exited students to ensure they were not prematurely exited and that any academic deficits incurred in the language assistance program have been remedied;
  • Use Title III, Part A funds in ways that build capacity to support ongoing EL content area achievement [Sec. 3113(b)(3)(E)]
  1. Evaluate the effectiveness of a school district’s language assistance program(s) to ensure that EL students in each program acquire English proficiency and that each program is reasonably calculated to allow EL students to attain parity of participation in the standard instructional program within a reasonable period of time; and
  • Selection of one or more methods or forms of effective instruction to be used in the supplemental programs and activities provided to assist ELs in reaching English proficiency and meeting content standards [Sec. 3115(f)(1)]
  • Provide effective, supplemental language programs that demonstrate successes in increasing ELs’ English proficiency and content achievement.
  1. Ensure meaningful communication with limited English proficient (LEP) parents.
  • Assurance that the LEA is complying with the Title I parent notification of services requirement. This is included in the LEA Title III, Part A Assurances.
  • Provide and implement parent, family and community engagement activities that enhance or supplement the Title III, Part A-funded language activities/programs. This may include strategies that serve to coordinate and align related programs (such as Georgia’s Title I Parent-School Partnership programs).

Source: https://tinyurl.com/y9trf8pa

Finish Line prepares students for WIDA’s ACCESS for ELLs® 2.0 exam and monitor their progress. With the practice in Finish Line for ELLs 2.0, students can improve their performance across the language domains and become familiar with tested item types. Data from each lesson can be used to monitor progress and identify gaps in learning.
Imagine Learning is a strategic, researched based language development resource that meets students at their own level.  Children receive explicit, targeted instruction within an individualized learning path that continually adjusts to their needs.  Engaging activities teach critical language and literacy concepts such as reading and listening comprehension, basic vocabulary, academic language, grammar, phonological awareness, phonics, and fluency.
Language Power is a highly differentiated and rick supplemental instructional resource.  The program provides rigorous English language development instruction in the four language domains:  reading, writing, listening, and speaking.  In this standards-based resource that builds English language proficiency, students use a wide range of vocabulary and writing structures.
Lexia Core 5 provides differentiated literacy instruction for students in grades K-5.  The program provides explicit, systemic, personalized learning in the six areas of reading instruction.   Students focus on phonological awareness, phonics, structural analysis, automaticity, vocabulary, and comprehension.
Summit K12 provides a unique blend of content and literacy to engage students with science and social studies at their natural reading levels.  Within SummitK12 are ConceptLinks® Literacy and Vocabulary BoostersTM  programs which provide instructional resources for building foundational and academic vocabulary, concept development, comprehension and language development. Foundations lessons are in different languages allowing newcomers and IEL students to leverage their home languages in learning English literacy.
Write Time for Kids is an extensive writing program, which uses diverse texts, guided instruction, and purposeful practice to help develop readers and writers.  The four major genres of writing:  opinion writing, informative writing, nonfiction writing, and narrative fiction are addressed.

Math Camp

The ESOL/Title III Department along with the Cobb Math Department offered an intense week-long math camp for upcoming 3rd, 4th, and 5th grade EL students to review previous material and to prepare students for the upcoming math standards. The ESOL and math teachers collaborated to prepare students with both WIDA language standards and the Georgia Standards of Excellence for math.  The teachers used manipulatives, hands-on activities, playing cards, candy, computer programs, and games to keep the students engaged in the standards while using the SIOP model and WIDA standards to teach language and content simultaneously.
The math activities planned by our math and ESOL teachers implemented inquiry-based questioning with real world relevance.  Students enjoyed desk graffiti to solve problems and create visual graphics, playing cards to learn fractions, and manipulatives to see proportionality and division.

Using SIOP planning for teaching language and math standards
Based on data from previous math assessments in the district, our math teachers focused on specific standards and elements within the appropriate grade levels for the Georgia Standards of Excellence for math.
The ESOL teachers ensured that both language and content were embedded in each of the lessons and daily activities.  Every lesson contained explicit SIOP planning with language and content as specific objectives for each level.

Immigrant Children and Youth

The term immigrant means individuals who:
  1. Are aged 3 through 21;
  2. Were not born in any State; and
  3. Have not been attending one or more schools in any one or more States for more than 3 full academic years (cumulative or may not be successive).
Meaning of State: This includes each of the 50 States, the District of Columbia, and Puerto Rico. This definition is for Title III purposes only and is unlike the definition of “State” in Section 9101 of the Elementary and Secondary Education Act (ESEA), which applies generally to ESEA programs. Section 9101 does include the outlying areas.

©2019 Cobb County School District, Academic Division

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