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State officials urge Title I–Title III coordination; clarify funding timing and parent‑engagement expectations
Summary
Melanie Mayeux, supervisor of Federal Support and Grantee Relations and State Director for Migrant Education, told district leaders they should jointly plan Title I and Title III uses and begin mapping federal funds to local EL needs now.
Melanie Mayeux, supervisor of Federal Support and Grantee Relations and State Director for Migrant Education at the Louisiana Department of Education, reviewed federal funding roles for English‑learner services and urged district leaders to coordinate Title I and Title III during planning.
Why it matters: Districts use a mix of federal, state and local funds to deliver core instruction, EL programs and supplemental services. Mayeux said district budget teams should jointly plan Title I and Title III uses so services for English learners are aligned and not duplicated.
Funding timeline and status: Mayeux explained the fiscal calendar and typical timing for federal allocations. She noted federal fiscal years run Oct. 1–Sept. 30 and said department allocations are usually posted in July. “We’re going to keep doing what they’re doing until they tell us to stop,” Mayeux told attendees when asked about rumors of program elimination, advising districts not to act on unverified rumors but to prepare for contingencies.
Guidance on layering funds: Mayeux outlined common scenarios: core instruction is paid by state and local funds; Title I funds can be used for supplemental EL services in Title I schools (an EL set‑aside is permitted); Title III funds are supplemental and may be used for EL instruction, supplemental PD, and family engagement. She encouraged districts to document how Title I and Title III funds align to the needs identified in local EL plans.
Parent engagement and language access: Department presenters reiterated that districts must provide meaningful communication to parents in a language they can understand and recommended routine, documented outreach to EL families. The presenters suggested multiple strategies — translated materials for majority languages, language‑line services, family orientations and community‑based meetings — and acknowledged current barriers districts face in building trust with some families.
Other funding streams: Mayeux also reminded attendees that Title II (teacher and leader development), Title IV (well‑rounded education and technology), Title V (rural education) and migrant funding can be used to support EL goals when the uses are properly described and coordinated in local applications.
Next steps: Mayeux advised districts to treat funding planning and needs assessment as the first step in program design: identify the EL learning gap, then map available federal and state funds to the work. She told districts to confer with departmental staff about allowable uses and to prepare their Title applications with explicit descriptions of how funds will be layered and monitored.
Sources: Remarks and Q&A in the English Learners Institute session on funding and program coordination by Melanie Mayeux and Department colleagues.
