ML/Title III Program

Title III is a part of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act of 2015. (ESSA). Compliance with Title III is critical for:

• Legal Requirements: Title III mandates that schools receiving federal funding must provide English language instruction to EL students to help them attain proficiency in English and meet challenging academic standards. Non-compliance can result in legal repercussions and potential loss of federal funding.
• Access: EL students have the right to receive appropriate language support to access the same educational opportunities as their English-proficient peers. Compliance ensures that schools address language barriers and provide equitable educational experiences.
• Accountability and Monitoring: Title III compliance includes requirements for data collection, reporting, and accountability measures to ensure that EL students' progress is monitored and that schools are effectively using resources allocated for language instruction.
• Community and Parental Engagement: Compliance fosters partnerships with EL students' families and communities by ensuring clear communication about language programs and opportunities for involvement in their children's education.

The ML/Title III Team supports PSUs in meeting Title III compliance requirements by providing leadership, guidance, resources, and professional learning related to multilingual learner programs. The team also supports the development, implementation, assessment, and maintenance of English language development (ELD) standards and helps educators and school administrators strengthen instructional practices, fulfill program and reporting requirements, and improve outcomes for students identified as MLs.

Language Instruction Educational Program (LIEP)

According to the State Board of Education Policy 16 NCAC 06D .0106 (d) all Public School Units (PSUs) are required to adopt a program or programs for multilingual learner students (MLs) who need assistance that have a reasonable chance of allowing students to progress in school. The program may be one of the following unless some other method or process can be effectively substituted: (1) English as a second language (ESL); (2) bilingual education; (3) programs that provide neither instruction in the native language nor direct instruction in ESL, but which adapt instruction to meet the needs of these students. The most commonly reported LIEP types in the NC public schools include programs that utilize two languages for instruction and programs that utilize English for instruction. More information about some of the programs implemented in the state may be found on the NCDPI Dual Language/Immersion webpage.

Note: Charter schools that are Title III subgrantees would upload the approved service chart to Epicenter in October to meet compliance, OP4.5-ML (Multilingual Learner), in the Charter Schools Review Board's newly approved and revised Performance Framework.

Supporting High-Quality LIEPs

The Office of Federal Programs and the Office of Teaching and Learning’s ML/Title III Team are collaborating to conduct reviews of Language Instruction Educational Programs (LIEPs) for the 2026–27 school year. This collaborative effort is designed to support PSUs in maintaining compliant, effective, and high-quality programs for multilingual learners across North Carolina. As part of this process, all PSUs are asked to submit their 2026-27 LIEP for review. The review will focus on ensuring that programs align with federal requirements, reflect current best practices, and effectively support multilingual learners' academic and linguistic growth.

Please upload your district's or charter school's current LIEP using the designated Google Form. Submissions may take up to one week to review. 

Note: Keep in mind the timing for LIEP submission since the Consolidated Application cannot be submitted without an approved LIEP.

Funding

Title III PRC 104 Federal Funding

Title III Subgrantees are PSUs that qualify for PRC 104 EL funding*. These PSUs complete the LIEP service chart as part of the Title III application process for PRC 104 via the CCIP platform. Charter schools that are Title III subgrantees should also submit their approved LIEP to Epicenter as part of the Office of Charter Schools Performance Framework, OP4.5-ML (Multilingual Learner) in October. 

Submissions begin in late spring with more information on deadlines coming from the Office of Federal Program Monitoring and Support's listserv.

*This is not for Immigrant funding (PRC 111).

Title III Consortia

Under the Title III State Formula Grant Program, if an LEA/Charter does not have a sufficient number of limited English proficient students enrolled to qualify for a minimum PRC 104 subgrant of $10,000 under Section 3114(a), it may – to be part of an eligible entity that meets this minimum – apply for a subgrant jointly in consortia with other LEAs/Charters. Visit the NCDPI School Allotment webpage to view your PSU's estimated planning allotment for the upcoming school year. For further questions, contact Marshall Foster at marshall.foster@dpi.nc.gov or (984) 236-2790.

Identification and Data

Infinite Campus serves as the authoritative source for English Learner (EL) student data and therefore serves as the official system for verifying a student's EL status. EL functionality is managed at the state level by the NCDPI ML/Title III Team and locally by program coordinators and designees. EL data collection and reporting through Infinite Campus includes:

• EL Identification: Home Language Survey
• EL Identification (WIDA Screener scores)
• EL Headcount (used to determine the distribution of PRC 054 state funds and eligibility for Title III PRC 104)
• Immigrant Headcount (used to determine the distribution of PRC 111 federal funds and eligibility for Title III PRC 111)
• WIDA ACCESS, WIDA Alternate ACCESS, and Data Validation
• EL PD Survey

EL program coordinators/designees, school administrators, testing coordinators, and data managers may access the ML/Title III Virtual Repository, which includes information and resources pertaining to the points above as well as Out-of-NC-Public School Transfers, MLs' Grade Placement, languages in NC, Program Quality Review, and so much more.