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State Title III coordinator urges districts to use federal dollars before deadlines and explains Title I/III roles
Summary
Melanie Mayu, the state's Title III coordinator, reviewed legal obligations for English-learner programs, explained that many civil‑rights responsibilities are now supported through Title I, and warned districts about expiring federal funds and unspent Title III allocations.
Melanie Mayu, a state supervisor and the state Title III coordinator, told institute attendees that federal law requires school systems to identify English learners and provide language‑assistance services that enable equal access to grade‑level curriculum. She framed those duties under the Civil Rights Act of 1964 and the Equal Educational Opportunities Act of 1974, and stressed that programs must be ‘‘educationally sound in theory and practice.’'
Mayu explained how ESSA shifted many EL responsibilities into Title I and noted that Title I is now the primary vehicle for meeting EL civil‑rights obligations, while Title III remains a supplemental funding source. She encouraged districts to consider Title I set‑asides for EL services and to coordinate Title I, Title II and Title III funding strategically.
On spending, Mayu warned that federal grant funds carry limited windows and urged districts to work with federal programs and fiscal staff to avoid returning money. She said that some districts still had unspent Title III allocations (citing an example of roughly $1.1 million remaining for 2024–25 reimbursements) and explained that funds from earlier grant years will expire unless districts obligate or draw them down before the spend‑down deadlines. She also cautioned that immigrant funds reserved within Title III can be volatile and may not support long‑term staffing.
"Programs must be adequately resourced, including highly qualified teachers and support staff," Mayu said, urging district leaders to include EL program staff in budgeting and to run needs assessments before spending.
Why it matters: The guidance affects how districts plan staffing, professional development and targeted interventions. Mayu recommended district teams examine their federal fund balances before the upcoming budget and application cycles and consult federal‑programs staff about feasible, sustainable uses of expiring funds.
What she offered: Mayu said the state will provide district‑specific notices about unspent funds and that districts may form Title III consortia to reach the grant threshold for allocations when needed.
