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Title III Accountability Report

Title III Accountability Report. Prepared by Taylor Nguyen English Learner Teacher on Special Assignment December 2011. The Title III Accountability Report indicates the status of each local educational agency (LEA) in meeting the three Annual Measurable Achievement Objectives (AMAOs).

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Title III Accountability Report

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  1. Title III Accountability Report Prepared by Taylor Nguyen English Learner Teacher on Special Assignment December 2011

  2. The Title III Accountability Report indicates the status of each local educational agency (LEA) in meeting the three Annual Measurable Achievement Objectives (AMAOs). Title III Accountability The Title III Accountability Report indicates the status of each local educational agency (LEA) in meeting the three Annual Measurable Achievement Objectives (AMAOs). To view the report: http://dq.cde.ca.gov/dataquest/t3/t3r.aspx?cds=43694500000000&yr=2010-11&submit1=Submit

  3. AMAO Target Measures • AMAO 1-CELDT • AMAO 2-CELDT • AMAO 3-CST, CMA, CAPA

  4. AMAO 1 - Percentage of Students Making Annual Progress in Learning English Cohort (CELDT) • Students at the Beginning, Early Intermediate, or Intermediate level are expected to gain one performance level per year. • Students at the Early Advanced or Advanced level are expected to bring all domains up to the Intermediate level (English Proficient) or above. • Students at the English Proficient level required for reclassification are expected to maintain that level.

  5. AMAO 1 - Percentage of Students Making Annual Progress in Learning English (CELDT) • Number of 2010-2011 Annual CELDT Takers 5,001 • Number with Required Prior CELDT Scores 4,995 • Percentage with Required Prior CELDT Scores 99.9% • Number in Cohort Meeting Annual Growth Target 2,798 • Percentage Meeting AMAO 1 in LEA 56.0% • 2010-2011 Target 54.6% Met Target for AMAO 1   Yes 2011-2012 Target 56%

  6. AMAO 2 - Percent of Students Attaining English Proficiency on CELDT Cohorts (CELDT) • Two sub cohorts (new in 09-10) • < 5 Years Cohort: ELs who have been in language instruction educational programs for less than 5 years. • > 5 Years Cohort (Long-term ELs): ELs who have been in language instruction educational programs for 5 years or more.

  7. AMAO 2 - Percentage of Students Attaining English Proficiency on CELDT- < 5 Years Cohort • Number of 2010-2011 Annual CELDT Takers in Cohort 4,579 • Number in Cohort Attaining English Proficient Level 1,065 • Percentage in Cohort Meeting AMAO 2 in LEA 23.3% • 2010-2011 Target18.7% Met Target for AMAO 2   Yes < 5 Years Cohort 2011-2012 Target 20.1%

  8. AMAO 2 - Percentage of Students Attaining English Proficiency on CELDT - > 5 Years Cohort • Number of 2010-2011 Annual CELDT Takers in Cohort 1,433 • Number in Cohort Attaining English Proficient Level 647 • Percentage in Cohort Meeting AMAO 2 in LEA 45.2% • 2010-2011 Target43.2% Met Target for AMAO 2   Yes > 5 Years Cohort (Long Term ELs) 2011-2012 Target 45.1%

  9. AMAO 3 - Adequate Yearly Progress for English Learner Subgroup at the LEA Level (CST, CMA,CAPA) • English-Language Arts • Met Participation Rate for English Learner Subgroup Yes • Met Percent Proficient or Above for English Learner Subgroup No • Mathematics • Met Participation Rate for English Learner Subgroup Yes • Met Percent Proficient or Above for English Learner Subgroup No Met Target for AMAO 3No Year 1

  10. English Learners AYP Percent Proficient on CST2011 English Language Arts 2012 Target = 78.4% 2011 Target = 67.6%

  11. English Learners AYP Percent Proficient on CST2011 Mathematics 2012 Target = 79.0% 2011 Target = 68.5%

  12. Consequences for not meeting AMAOs • Year 1 • Send a letter notifying all parents of English Learners within 30 days of results • Year 2 • Send a letter notifying all parents of English Learners within 30 days of results • Title III Improvement Plan Addendum • Attend technical assistance seminar • Year 3 • Send a letter notifying all parents of English Learners within 30 days of results • Develop an Action Plan • Attend 3-day forum with 3-5 members including district and site leadership

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