Title III English Language Learner Services

FMS Title III services support students identified as English Learners as per the federal government in the Every Student Succeeds Act (ESSA) Section 8101[20]

Upon initial enrollment, FMS screens students for English Language proficiency based on the information parents or guardians provide in the Language Usage Survey.

A student is considered an English Learner

(A) who is aged 3 through 21;

(B) who is enrolled or preparing to enroll in an elementary school or secondary school;

(C) who was not born in the United States or whose native language is a language other than English; ii)

(I) who is a Native American or Alaska Native, or a native resident of the outlying areas; and  (II) who comes from an environment where a language other than English has had a  significant impact on the individual’s level of English language proficiency; or

(III) who is migratory, whose native language is not English, and who comes from an  environment where a language other than English is dominant; 

(D) whose difficulties in speaking, reading, writing, or understanding English may be sufficient to deny the individual

(I)the ability to meet the challenging state academic standards;

(II) the ability to successfully achieve in classrooms where the language of instruction is  English; or

(III) the opportunity to participate fully in society

Upon identification students are provided an EL program and service until an EL student is  (A) proficient in English and

(B) can participate meaningfully in the standard instructional programs without EL supports  within a reasonable amount of time.

Farmington Municipal Schools offers an ELD course depending on the English language proficiency (ELP) level of the student or a dedicated ELD block k-12 for a minimum of 45 minutes each day. An integrated ELDELA class is offered to EL students whose overall score on the annual ACCESS for ELLs assessment is 4 or higher.

Teachers supporting English Learners either hold a TESOL endorsement or are qualified to provide EL services; core-content teachers who are highly qualified in their field as well as trained to support EL students, and trained administrators who can evaluate these teachers.

Students with disabilities who are also English learners must receive services in both areas: language services as well as disability related services; neither service supersedes the other. A parent can decide to opt his/her child out of EL services but not out of the ACCESS for ELLs assessment. The student takes the ACCESS for ELLs assessment annually; any accommodations must be allowable under the ACCESS for ELLs assessment and written into the IEP or 504 Plan of the student. Students with cognitive disabilities who also take the NMAPA assessment can take the Alternate ACCESS assessment, if this is specified in the student’s IEP.  An IEP team for an EL student with a disability includes a second language acquisition specialist in order to ensure that all the needs of the student are being met.


For more information or questions regarding Title III services for English Learners, please contact your child’s principal or the Multicultural Services Department.