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Title III: Language Instruction for English Learners & Immigrant Students (Florida) is a grant from the Florida Department of Education that funds supplemental services for English Learners (EL) and recently arrived immigrant children and youth in Florida schools.
Authorized under Title III of the Every Student Succeeds Act (ESSA), this federal entitlement provides student support for language acquisition and academic achievement, ensuring English Learners are mastering English while meeting rigorous state content area standards. Funding allocations vary by district based on enrollment. Local educational agencies (LEAs) in Florida are eligible recipients.
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Title III, Part A: Language Instruction for English Learners & Immigrant St English Language Learners Title III, Part A: Language Instruction for English Learners & Immigrant Students Title III is a federal entitlement through Every Student Succeeds Act (ESSA) that focuses on supplemental services for English Learners (EL) and recently arrived Immigrant Children and Youth.
Title III funding provides student support for language acquisition and achievement. The primary focus of the Title III program is to ensure that our EL are learning English while meeting rigorous state content area standards.
The focus of Title III is to assist Local Educational Agencies (LEAs) by providing academic and linguistic support through additional bilingual staff, supplemental instructional materials, and language acquisition software. In accordance with ESSA guidelines, our ELs are assessed annually on English listening, speaking, reading and writing skills through the ACCESS for ELL assessments developed through the WIDA consortium.
Similar to other ESSA entitlement grants, the funding allocations are based on district student population. English Learners account for almost ten percent of the kindergarten through 12 th grade enrollment in Florida public schools, ranking third in the nation in EL student population. Although Spanish is the predominant language spoken by ELs (almost 75%), our English Learners speak more than 243 languages.
Upon school enrollment, students complete a Home Language Survey (HLS) identifying if English is not their first language or if another language other than English is spoken in the home. Students are then assessed for proficiency in English listening, speaking, reading and writing skills.
If assessment results determine linguistic support is needed to ensure academic success, students are placed in the ESOL (English for Speakers of Other Languages) program and can be provided Title III services.
Every Student Succeeds Act (ESSA) Title III- Language Instruction for English Learners and Immigrant Students Non-Regulatory Guidance: English Learners and Title III of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA) Title VIII Part F of ESEA Equitable Services for Private School Children, Teachers & Other Educational Personnel Ensuring English Learner Students Can Participate Meaningfully and Equally in Educational Programs Our Nation’s English Learners Title III Grant Q&A, National Clearinghouse for English Language Acquisition Title III State Formula Grants Every Student Succeeds Act (ESSA) Title III- Language Instruction for English Learners and Immigrant Students Key Requirements Related to Title III, Part A, Equitable Services to Private Schools (PDF) Supplement, Not Supplant and Parental Notification Webinar (PDF) Director, Title III, Part A Get the latest information on news, events, and more
Based on current listing details, eligibility includes: Local educational agencies in Florida. Applicants should confirm final requirements in the official notice before submission.
Current published award information indicates Varies by allocation Always verify allowable costs, matching requirements, and funding caps directly in the sponsor documentation.
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Improving Undergraduate STEM Education: Education & Human Resources (IUSE: EHR) Program is sponsored by National Science Foundation (NSF). This program promotes novel, creative, and transformative approaches to generating and using new knowledge about STEM teaching and learning to improve STEM education for undergraduate students. It supports projects that bring recent advances in STEM knowledge into undergraduate education, adapt, improve, and incorporate evidence-based practices, and lay the groundwork for institutional improvement in STEM education. Professional development for instructors to ensure adoption of new and effective pedagogical techniques is a potential topic of interest.
The National Leadership Grants for Libraries Program (NLG-L) supports projects that address critical needs of the library and archives fields and have the potential to advance practice and strengthen library and archival services for the American public. Successful proposals will generate results such as new models, tools, research findings, services, practices, and/or alliances that can be widely used, adapted, scaled, or replicated to extend and leverage the benefits of federal investment. Applications to IMLS should both advance knowledge and understanding and ensure that the federal investment made generates benefits to society. Specifically, the goals for this program are to generate projects of far-reaching impact that: • Build the workforce and institutional capacity for managing the national information infrastructure and serving the information and education needs of the public. • Build the capacity of libraries and archives to lead and contribute to efforts that improve community well-being and strengthen civic engagement. • Improve the ability of libraries and archives to provide broad access to and use of information and collections with emphasis on collaboration to avoid duplication and maximize reach. • Strengthen the ability of libraries to provide services to affected communities in the event of an emergency or disaster. • Strengthen the ability of libraries, archives, and museums to work collaboratively for the benefit of the communities they serve. Throughout its work, IMLS places importance on diversity, equity, and inclusion. This may be reflected in an IMLS-funded project in a wide range of ways, including efforts to serve individuals of diverse geographic, cultural, and socioeconomic backgrounds; individuals with disabilities; individuals with limited functional literacy or information skills; individuals having difficulty using a library or museum; and underserved urban and rural communities, including children from families with incomes below the poverty line. Application Process: The application process for the NLG-L program has two phases; applicants must begin by applying for Phase I. For Phase I, all applicants must submit Preliminary Proposals by the September 20th deadline listed for this Notice of Funding Opportunity. For Phase II, only selected applicants will be invited to submit Full Proposals, and only those Invited Full Proposals will be considered for funding. Invited Full Proposals will be due March 20, 2024. Funding Opportunity Number: NLG-LIBRARIES-FY24. Assistance Listing: 45.312. Funding Instrument: G. Category: AR,HU. Award Amount: $50K – $1M per award.
The California Department of Education (CDE) Early Education Division is making approximately .7 million available to expand California State Preschool Program (CSPP) services statewide, appropriated under the 2021 Budget Act. Eligible applicants are local educational agencies (LEAs), including school districts, county offices of education, community college districts, and direct-funded charter schools—both current CSPP contractors and new applicants. Funding supports full-day/full-year or part-day/part-year preschool services for income-eligible children beginning in FY 2024–25. Awards are allocated by county based on Local Planning Council priority areas and application scores, with redistribution provisions if county allocations are underutilized.