Title III: English Learners (ELs), Immigrants and Refugees


Our mission is to collaborate with a wide range of partners to ensure that all facets of Title III legislation are supported for the purpose of preparing ELs, Immigrant Students and Recently Arrived (Refugees) for Career, College and Life Readiness.

Title III Requirements

Spending Title III, Part A Funds to Support English Learners

COVID-19 Resources

Coronavirus Information and Resources
Utah State Board of Education

Remote Learning: Supporting Students Learning English in Times of Crisis

Meetings/Monitoring Visits

Academic Year 2022-2023

Alternative Language Services (ALS) Directors’ Meetings

Based on COVID-19 and variants, all further ALS meetings will be Interactive Zoom Meetings. Subscribe to ongoing professional learning at the Utah State Board of Education (USBE) Title III Student Services YouTube Channel.

Supporting Students Learning English

Sharing Successes and WIDA Update

April 21, 2022

Summer Break
New (ALS) and Refresher/Update

August 4, 2022
October 20, 2022
January 26, 2023
April 20, 2023

Summer Break
School Visit Schedule

How Does Each Student Learning English Have Access to Grade Level Content?

Classroom observations are conducted by USBE and Peer Teams: Schools are Selected on current year’s data with the Local Education Agency (LEA). This includes Promising Practices to be disseminated statewide.

March-April 2022

Park City School District
Tooele School District
Wasatch School District

Scheduled for Fall 2022

American Leadership Academy
American Preparatory Academy: Draper; Vineyard
Esperanza School
Freedom Academy
Monticello Academy
Ogden Preparatory

Spring 2023

Iron County District
San Juan School District
Washington County School District

The following LEAs have been visited and official USBE reports uploaded into Utah Grants as of February 14, 2022.

  1. Granite (Cottonwood Feeder)
  2. Salt Lake (West Feeder)
  3. Canyons (Hillcrest Feeder)
  4. Entheos (Kearns and Magna)
  5. Guadalupe Charter School
  6. Jordan (West Jordan High Feeder)
  7. Davis (Northridge Feeder)
  8. Uintah (Uintah High Feeder)
  9. Dual Immersion Charter
  10. Endeavor Hall Charter
  11. Utah International Charter
  12. Alpine School District
  13. Weber School District
  14. Logan School District
  15. Box Elder School District
  16. Cache School District
  17. Nebo School District
  18. Provo School District
  19. Ogden School District

Evidence-Based Practices

Evidence-Based Improvement: A Guide for States to Strengthen Their Frameworks and Supports Aligned to the Evidence Requirements of Every Student Succeeds Act (ESSA)

This guide provides an initial set of tools to help school districts understand and plan for implementing evidence-based improvement strategies.

Non-regulatory Guidance: Using Evidence to Strengthen Education Investments
United States Department of Education

This guidance seeks to help State Educational Agencies (SEAs), Local Education Agencies (LEAs), schools, educators, partner organizations, and other stakeholders understand the four levels of evidence and recommends a step-by-step process for choosing and implementing interventions that improve outcomes for students.

The Evidence Provisions of the Every Student Succeeds Act (ESSA)
Results for America

ESSA's definition of "evidence-based" includes 4 levels of evidence:

  • Level 1: Strong
  • Level 2: Moderate
  • Level 3: Promising
  • Level 4: Under Evaluation

Professional Learning

Communities of Practice Course Catalog

Online courses, modules and other learning experiences will be updated through the Utah State Board of Education (USBE) Canvas for educators to learn with and from each other through intentional Communities of Practice to focus on:

  1. Using strategies that build relationships with each student as a capable learner;
  2. Developing a culture of student and family advocacy to ensure equitable access to high quality instructional opportunities for each student as a Civil Right;
  3. Supporting opportunities for Social Emotional Learning to increase the well being and academic success of Utah’s diverse students;
  4. Sharing the diverse cultural assets of our multilingual learners, their families, and communities to create a future for Utah that we all love.

USBE English English as a Second Language (ESL) Endorsement Canvas Courses

COVID-19 Support

ESL Endorsement Courses are offered on USBE Canvas during 2020-2021.

All Massively Integrated Data Analytics System (MIDAS) USBE sponsored ESL Endorsement Courses are aligned with University Courses that are accredited based on the domain and standards in the pre-k through 12 Teacher Preparation competencies in the Teaching English to Speakers of Other Languages (TESOL).

MIDAS credit is not university credit and all decisions about salary lane change are decided by the policies of each local district/Local Education Agency (LEA) and not USBE. There is no cost for the courses.

Important: Since each course is self-paced with open self-enrollment due to COVID-19, credit is provided only at the completion of each course.

USBE Title III Specialist will verify completion of all required assignments along with the final assessment.

Students with Limited/Interrupted Formal Education (SLIFE)

A Guide for the Placement and Transcript Evaluation of Foreign-Born Students

Remote Learning

Supporting Students Learning English in Times of Crisis

How can schools and districts ensure that (English Learning (ELs) and their families are included in all communications and school closure plans related to COVID-19 and other times of crisis? 

Here are some considerations that can help individual educators, schools, and districts:

United States Department of Education

Provides national leadership to help ensure that English Learners and immigrant students attain English proficiency and achieve academic success. In addition to preserving heritage languages and cultures, Office of English Language Acquisition (OELA) is committed to prompting opportunities for bi-literacy or multi-literacy skills for all students.


Social, Emotional, Learning (SEL) Resources During COVID-19
Collaborative for Academic, Social, and Emotional Learning (CASEL)



Collaborative Planning for Remote Learning with ELs

What is Visible Learning for Mathematics


House Bill (H.B.) 302: Education Language Services Amendments
Utah State Legislature

Education Interpretation and Translation Services (EITS) Advisory Council

September 28, 2022

Public Notice Website - Division of Archives and Records Services:


Educational Language Services Amendments HB 302

Refugee and Immigrant Student Policies H.B. 230

Model Policy

Model Policy Utah State Board of Education (USBE) Model Language Access Plan


Education Language Services Report
Utah State Board of Education (USBE) Policy, Law and Professional Practices

EITS Report Contract Details


Educational Interpreters
Utah State Board of Education Special Education Rules and Policies Technical Assistance

Guidelines for an LEA Developed Procedure for Responses to HB 302 and HB230 Complaints

Search Contracts
Utah Division of Purchasing and General Services

Contact Us

Dr. Christelle Estrada
Education Specialist
Phone: (801) 538-7888 | E-mail

Renee Medina
Office Specialist
Phone: (801) 538-7704 | E-mail