ESEA Title III Accountability

System

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Title III Requires States to:

• Define two annual measurable achievement objectives (AMAOs) for increasing the development and attainment of English proficiency.

• Include a third AMAO related to meeting Title I AYP for the EL subgroup at the LEA level.

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Title III Requires States to:

• Hold Title III LEAs and Consortia accountable for meeting all AMAOs.

• Provide technical assistance to LEAs not meeting AMAOs for 2 consecutive years and 4 consecutive years.

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Title III Accountability

• Is at the LEA level only.– Districts– County Offices of Education– Direct funded charters– Consortia

• Accountability reports are prepared only for LEAs and Consortia that are Title III funded.

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AMAO 1- Annual Progress in Learning English

• Each EL has an annual growth target based on their previous CELDT score.

Annual Growth Target:• ELs at Beginning, Early Intermediate, and

Intermediate must gain one proficiency level.• ELs at Early Advanced and Advanced must reach

the English proficient level (bring all skills up to Intermediate level).

• ELs at English Proficient level are expected to maintain that level.

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AMAO 1 Targets for LEAs

• The target for 2008-09 was 51.6%.• 82.5% of LEAs met this Growth Target.

This year’s target

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AMAO 2 - Attain English proficiency

Definition of English proficient level on CELDT– Early Advanced or Advanced Overall– Skill area scores (L, S, R, W) at the

Intermediate level or above

English proficient on CELDT is not the same as being reclassified R-FEP.

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AMAO 2 Cohort includes ELs who were:

• Intermediate the prior year• Early Advanced and Advanced the prior

year who were not English Proficient • Beginning and Early Intermediate the

prior year who have been in US schools more than 4 years

LEAs get credit for Beg. and Early Int. who have been in US schools for less than 4 years if they reach English Proficiency in the current year.

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AMAO 2 Targets for LEAs

• The target for 2008-09 was 30.6% of the ELs in the cohort attaining the English proficient level. • 80.9% of LEAs met AMAO 2.

Targets for AMAO 2

0

10

20

30

40

50

Percent of ELs Required to attain English Language Proficiency on

CELDT

Series1 30 30.7 31.4 27.2 28.9 30.6 32.2 33.9 35.6 37.3 39

2003-04

2004-05

2005-06

2006-07

2007-08

2008-09

2009-10

2010-11

2011-12

2012-13

2013-14

This year’s target

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AMAO 3 Academic Achievement

EL Subgroup must meet AYP targets in:English Language ArtsParticipation ratePercent Proficient or above

MathematicsParticipation ratePercent Proficient or above

EL subgroup for AYP includes R-FEP students until they score Proficient or above 3 times on the CST in ELA.

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AYP Percent Proficient Targets for Unified School Districts

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AYP Percent Proficient Target for Unified School Districts

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LEAs not meeting AMAOs for 2 consecutive years

136 LEAs did not meet one or more AMAO for 2 consecutive years for the EL subgroup.

• 127 School Districts, County Offices of Education, and Independent Charters

• 9 Consortia

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Title III Requirements for not meeting AMAOs for 2

consecutive years • LEA or Consortia must notify parents

of ELs that LEA did not meet AMAOs. Notification must be provided

within 30 days of public data release. Sample parent notification letters in

English and other languages on web at www.cde.ca.gov/sp/el/t3/acct.asp .

October 15, 2009 is the deadline for notifying families.

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Requirements Continued:

Develop an Improvement Plan Addendum (IPA) that identifies the strategies and activities the LEA will implement to ensure that AMAOs are met, for districts in PI Year 1-2 January 15, 2010 for Year 3, March 18, 2010, 3+….

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Educational activities to improve English proficiency and academic achievement

 Personnel Responsible

Timeline Funding Source

2. Describe scientifically-based strategies to improve ELD

3. Describe scientifically-based strategies to improve R/LA

4. Describe scientifically-based strategies to improve mathematics

5. Describe scientifically-based professional development strategies including coordination efforts with other ESEA programs

6. Describe parent involvement and outreach strategies .

7. If applicable, identify any changes to the Title III Immigrant Program.

1. Conduct an analysis of data. Identify and describe the factors that prevented the local educational agency (LEA) from achieving the Annual Measurable Achievement Objectives (AMAOs) (Five page maximum for this item).

 

The IPA Outline

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Title I (PI) and Title III Overlap LEAs

PI LEAs in Year 3 that are also in Title III Year 2 improvement status are subject to combined accountability requirements. Aligned Title I and Title III planning and reporting requirements are fully described in word documents.

Complete instructions for every combination of Title I Program Improvement and Title III Accountability can be found at:

http://www.cde.ca.gov/ta/ac/ti/leapireq.asp

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•Title I Accountability (Program Improvement) has unique requirements under ESEA in Year 1 and Year 3.

•Title III Accountability has unique requirements under ESEA in Year 2 .

•There are specific requirements for each of these programs every year.

•There are 5 possible combinations of Title I and Title III Year 2 alignment.

More on Title I and Title III Alignment

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PI LEAs that are also in Title III improvement status are subject to combined accountability requirements. Aligned Title I and Title III planning and reporting requirements are described below.

Program Improvement Year 1 and Title III by Year

  PI Year 1 and Title III Year 1 (DOC; 59KB; 2pp.)

   PI Year 1 Second Year and Title III Year 1 (DOC; 53KB; 1p.)

   PI Year 1 and Title III Year 2 (DOC; 68KB; 2pp.)

• PI Year 1 Second Year and Title III Year 2 (DOC; 64KB; 2pp.)

The CDE has created documents that describe the requirements for all combinations of Title I

PI and Title III. Below is a sample of the documents available at:

http://www.cde.ca.gov/ta/ac/ti/leapireq.asp

JACK O’CONNELLState Superintendent of Public Instruction

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Additional Resources

• What Works Clearinghouse http://ies.ed.gov/ncee/wwc/• National Clearinghouse for English Language

Acquisition http://www.ncela.gwu.edu• Office of English Language Acquisition http://www.ed.gov/about/offices/list/oela/index.html

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Additional Resources

• Adequate Yearly Progress http://ayp.cde.ca.gov/reports.asp

• Title III Law http://www.ed.gov/policy/elsec/leg/esea02/pg39.html

• EL FAQs http://www.cde.ca.gov/sp/el/er

• Proposition 227 Evaluationhttp://www.cde.ca.gov/sp/el/er/prop227intro.asp