Our mission is to collaborate with a wide range of partners to ensure that all facets of Title III legislation are supported for the purpose of preparing ELs, Immigrant Students and Recently Arrived (Refugees) for Career, College and Life Readiness.
Coronavirus Information and Resources
Utah State Board of Education
Based on COVID-19, all further ALS meetings will be Interactive Webex Meetings
Time: 9 a.m. - 11 a.m.
Subscribe to ongoing professional learning at the Utah State Board of Education Title III Student Services YouTube Channel below:
August 26, 2021
New ALS Directors and Refresher
September 9, 2021
Refugee Summit: Resettlement Agencies and Districts to Debrief Registration
October 28, 2021
January 20, 2022
April 21, 2022
Refugee Summit: Special Meeting for Resettlement Agencies and Districts Supporting Refugee Families
August 20, 2020
New ALS and Refresher/Update
September 9, 2020
Wednesday: Refugee Summit: Resettlement Agencies and Districts to Share Promising Practices
October 22, 2020
January 28, 2021
March 25, 2021
These visits will be coordinated with the Utah State Board of Education Title I and School Improvement Teams to alleviate any undue burden on schools:
Note: Title III Specialist will schedule with Wasatch; North and South Sanpete; Millard; South Summit; American Leadership.
The following Local Education Agencies (LEAs) have been visited and official Utah State Board of Education reports uploaded into Utah Grants.
This guide provides an initial set of tools to help school districts understand and plan for implementing evidence-based improvement strategies.
Non-regulatory Guidance: Using Evidence to Strengthen Education Investments
United States Department of Education
This guidance seeks to help State Educational Agencies (SEAs), Local Education Agencies (LEAs), schools, educators, partner organizations, and other stakeholders understand the four levels of evidence and recommends a step-by-step process for choosing and implementing interventions that improve outcomes for students.
The Evidence Provisions of the Every Student Succeeds Act (ESSA)
Results for America
ESSA's definition of "evidence-based" includes 4 levels of evidence:
English Language Development (ELD) Standards
World-Class Instructional Design and Assessment (WIDA)
Every Student Succeeds Act (ESSA)
United States Department of Education
ESL Endorsement Courses Aligned with University Courses and Massively Integrated Data Analytics System (MIDAS) Offerings During 2020-2021 (coming soon)
Courses are aligned with university courses, MIDAS, and with Teaching English to Speakers of Other Languages (TESOL) domains, standards, and rubrics.
Important: Since each course is self-paced with open self-enrollment (Due to COVID19), credit is provided only at the completion of each course.
The Utah State Board of Education (USBE) Title III Specialist will verify completion of all required assignments along with the final assessment. All course syllabi have been previously approved by Southern Utah University (SUU), but there is no cost because credit is in MIDAS.
Upon completion of these steps your account will have been set up and you will be enrolled into the course for which you entered the Join Code. You are required to have this Join Code to set you your initial Canvas account. Once you have created your account, you will need to use self-enrollment links to enroll into courses.
MIDAS Course Number 58053
Enroll in Language Acquisition and Teaching Academic Language
MIDAS Course Number 585054
Enroll in ESL: Cultural Diversity
MIDAS Course Number 58055
Enroll in Methods and Materials for the Bilingual/ESL Classroom
MIDAS Course Number 58056
Enroll in ESL: Assessing Linguistically Diverse Students
MIDAS Course Number 58507
Enroll in Family and Parent Involvement in Education Professionalism
MIDAS Course Number 57954
Enroll in Supporting Students Learning English: Five TESOL Domains
How can schools and districts ensure that (English Learning (ELs) and their families are included in all communications and school closure plans related to COVID-19 and other times of crisis?
Here are some considerations that can help individual educators, schools, and districts:
Provides national leadership to help ensure that English Learners and immigrant students attain English proficiency and achieve academic success. In addition to preserving heritage languages and cultures, Office of English Language Acquisition (OELA) is committed to prompting opportunities for bi-literacy or multi-literacy skills for all students.
Social, Emotional, Learning (SEL) Resources During COVID-19
Collaborative for Academic, Social, and Emotional Learning (CASEL)