Title III Services and Eligibility

Printable Version of Title III Document

NKSD Identification of Title Ill Eligible Native American and Alaska Natives under Title Ill

Title Ill Definition of Limited English Proficient Student; (Limited Academic Language Proficiency) Dept. of Education

Below are the North Kitsap School District procedures for the identification of Native American/Alaska Native students who qualify for Title Ill. Native American and Alaska Native students whose first language is English may qualify for Title Ill supplemental instructional support through the following process:

  1. Identify Native American and Alaska Native students through:
    • The district's race/ethnicity forms during enrollment. AND/OR
    • Responses to the question "Do grandparent(s), or parent(s) have a Native American tribal affiliation?" on the Home Language Survey.
    • Documented tribal affiliation is not a requirement for eligibility.
  2. Search for Native American students in the Title Ill section of the LEP Application to determine if the student has previously been tested for Title Ill eligibility.
  3. Review data to determine if the student is academically at risk:
    • Not meeting standard on state assessments (SBA ELA & Math).
    • Below grade level on district assessments (Acadience, iReady).
    • In the absence of state and district assessment results: consider multiple indicators, such as classroom-based assessments, curriculum-based assessments, or teacher recommendations. For students newly entering the school system, allow sufficient time for adjustment and instruction to occur before making the determination that the student is academically at risk.
  4. If a North Kitsap School District Native American student is academically at risk, inform parents/guardians that the student is potentially eligible for Title Ill. In writing, explain the criteria for eligibility and the purpose and benefits of Title Ill services. Inform parents of the placement test date and that they have the right to refuse testing. If there is no initial response to the written notification, follow up with a phone call or in-person contact and document the attempt to communicate with parents. Proceed with administering the placement test if there is no response or refusal from the student's parents.
  5. Assess the student with the state language proficiency placement test within ten school days of the determination of academically at-risk status. Students scoring at Level 1, 2, or 3, are eligible for Title Ill services.
  6. Report all placement test results (including Level 4) and program enrollment to CEDARS through the district's student information system. Refer to the Student Limited English Proficiency File (J) section of the CEDARS Data Manual for guidance.
  7. Notify parents of the student's initial identification within 30 days of the beginning of the school year, or within 15 days if identified during the school year, after administering the placement test. The notification must include all required components of the Title III parent notification letter. Refer to ESEA Sec. 3302 for the list of the required components.

Process for Identifying Title III Eligible Native American Students

flowchart title 3 id

Transitional Bilingual Instructional Program (TBIP} Eligibility

If a student's primary language is English, a Title Ill-eligible Native American student is not eligible for TBIP. If a Native American student's primary language is a language other than English, follow the procedures for TBIP eligibility. Title Ill eligible Native American students should be reported to the state through CEDARS. Title Ill eligible Native American students who do not qualify for TBIP must not be included in the TBIP student headcount on the P223.

Annual Washington Language Proficiency Assessment

Title Ill-eligible Native American and Alaska Native students are subject to the same annual testing requirements as TBIP students. Notify parents of continued eligibility for Title Ill annually, within 30 days of the beginning of the school year.


As is the case with services for TBIP-eligible students, services for Title Ill-eligible Native American students should be based on each student's language development needs. Title Ill should supplement services provided through other state, local, and federal funds. The services should focus on academic language development and literacy support that will result in students meeting state standards. This could be extended day or extended year support, supplemental materials, parent engagement, or professional development for teachers.