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Title III Training Page

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Title III funds are Federal grant funds administered by the Colorado Department of Education to eligible entities in the state to help ensure that English learners, including immigrant children and youth, attain English proficiency and develop high levels of academic achievement. Funds are to be used to provide supplemental programming, services to improve the education of English learners through effective professional development activities which improve the knowledge and skills of staff responsible for providing instruction, and also to promote parental, family, and community participation in language instruction educational programs for eligible English learners. There is an additional funded set aside that provides funding to recently arrived students that have been in the US education system less than 3 years.

Key Terms & Concepts

The table below offers brief details of key terms and concepts pertaining to this program. Use the links to read more detailed explanations and guidance.

The process of determining the proficiency of a student to speak, read, write, and understand the English language and participate in school.
A process that districts and schools develop to determine when English learners are Fluent English Proficient (FEP) and can transition successfully to the classroom.
Core Programing
Evidence-based English language proficiency or English language development (ELD) programs for English learners to enable them to develop and acquire English language proficiency while achieving and maintaining grade-level performance in academic content areas.
Supplemental Programing
Programming that supports the core programming but does not replace the core programming or other programming that is offered to the main body of students.
Dually Identified Students
When schools/districts make a determination that a student is an EL and is also on an IEP, they must monitor the IEP goals for continued academic progress, as well as the student’s linguistic and academic progress.
Non-Public Schools Equitable Services
Title III requires all public school districts receiving funds under Title III Language Instruction for ELs and Immigrant Children and Youth (ICY) to provide equitable educational services to EL and immigrant students and to educational personnel in private schools that are located in the geographic area served by the LEA. This is done by consulting with non-public schools and sharing the districts allocated Title III funding districts of ten also contract with the non-public schools to provide services or professional development.
Supplement, Not Supplant
Title III funds must only be used to provide additional services, staff, programs, or materials that are not provided with State or local resources absent federal funds; federal funds cannot pay for resources that would otherwise be purchased with State and/or local funds.


Colorado’s Title III allocation is based on the number of ELs reported through the American Community Survey and U.S. Census data. The state then allocates the state allocation out proportionately.  

The LEA then will allocate out the funds to schools by student count or another equitable measure. 

Allowable Use of Funds

Required Activities

These activities must be implemented by an LEA but do not have to be funded with Title III funds:

  • Increasing the English language proficiency of ELs by providing effective language instructional education programs that have successfully demonstrated increasing English language proficiency and academic achievement.

  • Providing effective professional development to classroom teachers, principals and other school leaders, administrators, and other school or community-based organizational personnel that relates directly to the instruction of ELs that support their linguistic, academic, and social-emotional challenges and opportunities of ELs.

  • Providing and implementing other effective activities and strategies that enhance or supplement programs for ELs. These activities and strategies must include parent, family, and community engagement activities, but may also include strategies that coordinate and align related programs.

Allowable Uses

  • Upgrading ELD program objectives and effective instructional activities.

  • Improving ELD programs for ELs by supplementing curricula, instruction materials, and educational software and technology that improve content and language acquisition.

  • Providing community participation programs, family literacy services, and parent outreach and training activities to EL students and their families.

  • Providing tutoring and intensified instruction for EL students.

  • Offering early college high school or dual/concurrent enrollment programs or courses designed to help ELs achieve in postsecondary education.

  • Developing and implementing effective preschool, elementary or secondary school ELD programs that are coordinated with other relevant programs and services.

  • Improving instruction for EL students, including EL students with a disability or identified as gifted in a specific area.

Administrative Caps

  • Direct administrative costs cannot account for more than two-percent of the grantee’s annual allocation.

  • The LEA can apply its restricted indirect cost rate to the portion of its subgrant that it does not reserve for administrative costs.

For more information about Direct Program, Direct Administrative, and Indirect Costs visit our guidance webpage.

Parent Engagement

Notifications must be understandable and, to the extent practicable, in a language the parent can understand.


All LEAs that have at least one English learner must notify parents if a student has been identified as an English learner. This notification must be sent no later than 30 days after the beginning of the school year or within 15 days if not identified at the beginning of the school year. 


Each LEA receiving Title III funds under this part shall implement an effective means of outreach to parents of English learners regarding how they can be involved in the education of their children and be active participants in assisting their children to attain English proficiency.

Special Note: Implementing an effective means of outreach to parents including holding and sending notice of opportunities for regular meetings for the purpose of formulating and responding to recommendations from parents.

Title III Immigrant Set Aside 

CDE reserves 5% of its Title III allocation for the Title III Immigrant Set Aside (ISA) grant. CDE determines local allocations based on the number and average number of immigrant students reported through the annual Student October Count in three school years prior to the current school year.

Funds from the Title III Immigrant Set Aside can only be used to support activities for students that have been identified as such. Immigrant children and youth:

  • Are 3 through 21,

  • Were not born in the U.S. or any U.S. Territory, and

  • Have not attended U.S. schools for more than three full academic years.

Allowable Use of Funds

  • Family literacy, parent outreach, and training activities to help parents to participate actively in their children’s education. 

  • Support for personnel, including teacher aides, specifically trained to serve immigrant children. 

  • Tutoring, mentoring, and academic or career counseling.

  • Identification and acquisition of supplemental curricular materials, and educational software and technologies. 

  • Basic instruction services directly attributable to their enrollment; classroom supplies, costs of transportation, etc.

  • Other instruction services to assist immigrant students: civics education, introduction to the educational system, etc.

  • Activities coordinated with community-based organizations, institutes of higher education, and private sector entities to assist parents by offering comprehensive services.

Stakeholder Engagement

Activities supported with Title III funds must be planned through consultation with parents, teachers, principals, other school leaders, special service providers, students, community-based organizations, local government representatives, Indian tribes or tribal organizations that may be located in the region served by the LEA, charter school teachers and principals, and other relevant stakeholders. The LEA must also engage in continued consultation with these stakeholders to improve supported activities. 

Visit these links for more information about ESEA Parent, Family, & Community Engagement Requirements and CDE Stakeholder Engagement Resources.

Key Tasks & Deadlines

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For details on the tasks and deadlines associated with Title III, visit the Title III tab of the Year at a Glance or download the Title III Tasks PDF