Inside USBE > Departments and Programs > ESEA Programs and Related State Initiatives > Programs > Title III: English Learners, Immigrants and Refugees
Our mission is to collaborate with a wide range of partners to ensure that all facets of Utah legislation, Title III federal ESEA legislation, and Civil Rights obligations, are supported for the purpose of preparing all students learning English for Career, College and Life Readiness.
HB 302: Education Language Service Amendments
HB 230: Refugee and Immigrant Student Policies
Utah State Legislature
Spending Title III, Part A Funds to Support English Learners
Ensuring English Learner Students Can Participate Meaningfully and Equally in Educational Programs
Information on the Rights of All Children to Enroll in School: Questions and Answers for States, School Districts and Parents
United States Department of Justice, United States Department of Education
Welcoming Newcomers:
Newcomer Toolkit
United States Department of Education
Welcoming Multilingual Learners:
English Learner Toolkit
United States Department of Education
Welcoming Refugees:
Refugee Toolkit
Utah Education Network
All meetings are Zoom meetings and are archived on the Utah State Board of Education (USBE) Supporting Students Learning English YouTube Channel.
October 26, 2023
January 19, 2024
April 25, 2024
August 15, 2024
New and Continuing ALS Directors
October 24, 2024
January 23, 2025
April 24, 2025
August 21, 2025
New and Continuing ALS Directors
October 23, 2025
May 15
Preliminary Title III Allocation to Eligible Local Education Agengies (LEAs) for Funding Improvement Plans (Based on student data and evaluating program effectiveness).
July 1
Title III Federal Grant Available to Title III Specialist and Fiscal Manager: Significant increase calculated for grant awards.
August 1
Preliminary Allocations for Title III Federal Formula Grant (Number of ELs in the state) are sent to eligible LEAs and Consortiums.
September 1
Final Allocations sent to LEAs. Upload into USBE Grant System with Annual-Self-Assessment Application
October 30
Due: Annual Self-Assessment (Application) for Title III Grant Awards
Ensuring English Learner Students can Participate Meaningfully and Equally in Educational Programs
Council of Chief State School Officers (CCSSO)
English Language Development (ELD) Standards
World-Class Instructional Design and Assessment (WIDA)
Every Student Succeeds Act (ESSA)
United States Department of Education
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:
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)
WestEd:
Communities of Practice Course Catalog
Canvas
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:
House Bill (H.B.) 302: Education Language Services Amendments
Utah State Legislature
Educational Language Services Amendments HB 302
Refugee and Immigrant Student Policies H.B. 230
September 28, 2022
Education Interpretation and Translation Services (EITS) Advisory Council
Public Notice Website - Division of Archives and Records Services:
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
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
A Guide for the Placement and Transcript Evaluation of Foreign-Born Students
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