CESA 3 Title III Consortium

How CESA 3 Supports Districts

CESA 3 coordinates a Title III Consortium to support districts that have English Learners (ELs) - students, teachers, and programs. The ESEA Title III A allocates funds based on the number of ELs in each district. Districts and consortiums must meet or exceed $10,000 in formula allocations to access Title III A funding from DPI. Any funds leftover will be deemed carryover funds and earmarked for the next fiscal year.


CESA 3 Title III Consortium’s focus is to insure that all English Learners (ELs) gain academic English proficiency in a timely manner in order to attain mastery in the academic content standards. Title III requires that all districts identify ELs and provide appropriate language instruction, administer the ACCESS test, provide equity of participation, whether private or public schools, understand and implement procedures for reclassification of ELs as they attain full English proficiency, and complete the Title III portion of the ESEA EOY Report.

What is the English Language Acquisition, Language Enhancement, and Academic Achievement Act?

(1) to help ensure that children who are limited English proficient, including immigrant children and youth, attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging State academic content and student academic achievement standards as all children are expected to meet;


(2) to assist all limited English proficient children, including immigrant children and youth, to achieve at high levels in the core academic subjects so that those children can meet the same challenging State academic content and student academic achievement standards as all children are expected to meet, consistent with section 1111(b)(1);


(3) to develop high-quality language instruction educational programs designed to assist State educational agencies, local educational agencies, and schools in teaching limited English proficient children and serving immigrant children and youth;


(4) to assist State educational agencies and local educational agencies to develop and enhance their capacity to provide high-quality instructional programs designed to prepare limited English proficient children, including immigrant children and youth, to enter all-English instruction settings;


(5) to assist State educational agencies, local educational agencies, and schools to build their capacity to establish, implement, and sustain language instruction educational programs and programs of English language development for limited English proficient children;


(6) to promote parental and community participation in language instruction educational programs for the parents and communities of limited English proficient children;


(7) to streamline language instruction educational programs into a program carried out through formula grants to State educational agencies and local educational agencies to help limited English proficient children, including immigrant children and youth, develop proficiency in English, while meeting challenging State academic content and student academic achievement standards;


(8) to hold State educational agencies, local educational agencies, and schools accountable for increases in English proficiency and core academic content knowledge of limited English proficient children by requiring —


(A) demonstrated improvements in the English proficiency of limited English proficient children each fiscal year; and (B) adequate yearly progress for limited English proficient children, including immigrant children and youth, as described in section 1111(b)(2)(B); and


(9) to provide State educational agencies and local educational agencies with the flexibility to implement language instruction educational programs, based on scientifically based research on teaching limited English proficient children, that the agencies believe to be the most effective for teaching English.

Consortium Members Benefits


  • Inform district personnel about Title III-A regulations, guidelines, and requirements
  • Provide technical assistance related to identifying, assessing, and reporting ELL students
  • Provide guidance regarding the equitable participation requirements for private schools
  • Offer professional development opportunities, including a minimum of two CESA-based workshops, based on Needs Assessment results, evaluation data, and state and federal guidance
  • Coordinate training and provide technical assistance related to the ACCESS for ELLs 2.0 English Language proficiency test, the English Language Proficiency Standards, and Accommodations and/or Alternate Assessment for English Language Learners, as appropriate
  • Facilitate planning and networking with Consortium members to develop goals and activities for the Title III-A Consortium
  • Provide relevant ESEA and DPI updates
  • Serve as a liaison to the DPI among Consortium districts and represent Consortium at necessary state meetings
  • Control and monitor the expenditure of funds
  • Provide access to print and electronic resources
  • Provide technical assistance through phone calls, e-mail correspondence, or on-site visits as requested.
  • Provide a year-end opportunity for consortium members to evaluate consortium services
  • Assist districts with the completion of the year-end final report if requested
  • Plan and facilitate Network Meetings for Title III Consortium members
  • Provide a monthly newsletter

Non-Funded Consortium Membership

Title III-A ELL Consortium

Because some districts do not have a formula allocation but DO have an EL population in their district and are required to comply with Title III mandates, CESA 3 offers a non-funded membership option. Districts would receive the benefits listed above as non-consortium members. Districts may purchase memberships in the Title III Consortium at $400 per year by contacting Valerie Shaw, Title III Coordinator – vshaw@cesa3.k12.wi.us