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Title III, Language Instruction for Limited English Proficient Students, K-12

Title III: Language Instruction for Limited English Proficient (LEP) and Immigrant Students

The ESOL Program is funded through the Office of English Language Acquisition (OELA) at the U.S. Department of Education ( and under the legislative authority of Title III, No Child Left Behind.

With Title III funds, the State ESOL Office provides technical assistance and training to teachers, administrators, and other stakeholders; collects data about LEP students; awards Title III grants to school districts; and provides educational resources which enable teachers, parents, and administrators to help English Language Learners succeed academically and socially. Title III funds also are awarded to help eligible districts that have experienced a significant increase in enrollment of new immigrant children.

School districts can apply for Title III funds via the Consolidated Application process. (link to Con App) For specific information about the Title III 2015-16 application or Title III funds for Immigrant Children and Youth, please see the links below or contact Aaron Hughes.

“Dear Colleague Letter: English Learner Students and Limited English Proficient Parents,” from the U.S. Department of Education’s Office for Civil Rights (OCR) Office and the U.S. Department of Justice (DOJ) which outlines the legal obligations of state and local education agencies (SEAs and LEAs) to English learner (EL) students under civil rights laws and other federal requirements.
Follow this link to access information on the rights of English learners students:

Links to the 2015 English Learner Tool Kit published by the Office of English Language Acquisition (OELA)


Chapter 1 Identifying All English Learner Students

Chapter 2 Providing English Learners with a Language Assistance Program

Chapter 3 Staffing and Supporting an EL Program

Chapter 4 Meaningful Access to Core Curricular, Extra Curricular Programs

Chapter 5 Creating an Inclusive Environment and Avoiding Unnecessary Segregation

Chapter 6 Addressing English Learners with Disabilities

Chapter 7 Serving English Learners who Opt-Out of EL Programs

Chapter 8 Monitoring and Exiting English Learners from EL Programs and Services

Chapter 9 Evaluating the Effectiveness of a Districts EL Program

Chapter 10 Ensuring Meaningful Communication with Limited English Proficient Parents

Coming Soon
New Hampshire English Learner Tool Kit

Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings Acrobat Reader

Supplement Not Supplant Provision of Title III of the ESEA Acrobat Reader

Equitable Services Guidance Acrobat Reader

NCLB Title III Legislation Acrobat Reader

Educational Services for Immigrant Children and Those Recently Arrived to the United States


Archived Data and Documents


Aaron Hughes
Title III Director
(603) 271-2034

Marie Blanchard
Program Assistant
(603) 271-3196

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New Hampshire Department of Education
101 Pleasant Street | Concord, NH | 03301-3494
Telephone: (603) 271-3494 | TDD Access: Relay NH 711