april 14, 20111 1 title iii updates shereen tabrizi, ph.d. manager, ofs special population unit, mde...
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Title III UpdatesTitle III Updates
Shereen Tabrizi, Ph.D.Shereen Tabrizi, Ph.D.Manager, OFSManager, OFSSpecial Population Unit, MDESpecial Population Unit, MDE
April 26, 2011April 26, 2011
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What’s New? Annual Measurable Achievement Objectives (AMAOs)
Amended Consolidated Plan- Title III– 100% of ELLs must be tested – LFAY rule does not apply– Include LEAs with 10 or less students when
calculating AMAO 1 and 2– AMAOs are calculated at the district level
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What’s New? AMAO # 1
Michigan will increase the targets for AMAO 1 annually starting 2010 as follows: • 2010 – 2011: 77% of students will gain 4
or more scale score points on ELPA;• 2011 – 2012: 79% of students will gain 4
or more scale score points on ELPA;• 2012 – 2013: 81% of students will gain 4
or more scale score points on ELPA.
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AMAO # 2
Michigan will increase the targets for AMAO 2 annually starting 2010 as follows:
• 2010 – 2011: 13% of students will be proficient or advanced on ELPA;
• 2011 – 2012: 16% of students will be proficient or advanced on ELPA;
• 2012 – 2013: 20% of students will be proficient or advanced on ELPA.
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AMAO # 3-AYPThe district must achieve AYP for the ELL
subgroup on the statewide assessment (Michigan Educational Assessment Program (MEAP), Michigan Merit Examination (MME), or MI-Access).
AYP measures include reading and mathWaivers apply to reading & math for ELLs who
have been in US for less than one year.
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Include a Title III Plan
All districts applying for federal funds are required to include a plan with objectives and strategies addressing the needs of ELLs;
Guided by CNA, these objectives are part of the LEA Planning Cycle and are revised annually;
Details of the plan in a separate PPT presentation.
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• All LEAs are required to define the alternative language program they provide to ELLs based on Lau v. Nichols, 414 U.S. 563 (1974);Castaneda v. Pickard, 648 F.2d 989 (SDTX) (1981); Title VI of the Civil Rights Act of 1964
Title III funds must be supplemental to services specified by Title VI ;
Desk review and on site review teams will verify such services and how federal funds are used to supplement local and state funds.
Core Services for ELLsFederal Funds are Supplemental
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Title III Carry overEstimated Title III LEP allocations for 2011/2012
have been posted:LEAs are carrying over large amounts of Title III
fundsCarry over funds should be used adequately to:
– Support the proposed plan
– avoid lapsing funds
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All eligible LEP/ELLs must be assessed on ELPA until they are proficient (NCLB Title I and III);
LEP/ELLs exited from the program by parents must be tested until they are proficient on ELPA;
Students exited by parents but assessed on ELPA will not be included in the AMAO calculations;
LEAs do not need parental consent to assess LEP/ELLs & such testing should be part of the required district and state assessments.
Assessing ELLs
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Official MSDS exit date of ELLs starts on September 30 of each year;LEP count for funding or AMAOs includes fall, winter and end of year student counts;When identified and assessed private non-public (PNP) ELLs must be coded as such on MSDS in order to get funded; ELLs from Private non public schools must be assessed but are not included in the AMAOs.
Assessing ELLs
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Once ELLs are designated FLEPs by the LEA (code 50), they do not
need to be tested on ELPA;
LEAs are required to conduct a two year follow up to monitor if FLEPs maintained progress, and are still achieving state content standards;
If FLEPs fail, LEAs may re-enter them into the Title III program or provided other type of academic support;
Ensure that ELLs have program exit and entrance dates on MSDS
Incoming ELLs from other districts need to be coded LEP on MSDS
Assessing ELLs
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Questions?Shereen Tabrizi, Manager of Special Populations [email protected]
Oralia Cooper, ELL Consultant [email protected]
Francisco Garcia, Migrant [email protected]
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President Barack Obama:A Blueprint for Reform
“Reforming our schools to deliver a world-class education is a shared responsibility – the task cannot be shouldered by our nation’s teachers and principals alone …
“We must recognize the importance of communities and families in supporting their children’s education, because a parent is a child’s first teacher. We must support families, communities, and schools working in partnership to deliver services and support that address the full range of student needs.”
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Dr. Shereen Tabrizi, Special Populations Unit [email protected]
Oralia Cooper, ELL Education Consultant [email protected]
Francisco Garcia, Migrant Education [email protected]