NCLB Title III Accountability:

1. NCLB Title III Accountability: Requirements and AMAO Issues

2. NCLB Title III Requirements • Establish English language proficiency standards • Conduct an annual, standard-based assessment of English Language Proficiency • Define annual measurable achievement objectives (AMAOs) for increasing % of ELLs progressing toward and attaining English proficiency; and for meeting academic achievement standards • Hold local educational agencies (LEAs) accountable for meeting the AMAOs

3. Title III Annual Measurable Achievement Objectives (AMAOs) • AMAO 1: Annual increases in the number or percentage of ELLs making progress in learning English • AMAO 2: Annual increases in the number or percentage of ELLs attaining English proficiency • AMAO 3: Annual yearly progress (AYP) for ELL subgroup in meeting grade-level academic achievement standards in ELA and math

4. Title III AMAO 1: Making Progress • NYS Definition: Advancement from one proficiency to the next each year until proficient based on overall proficiency level as measured by NYSESLAT scale scores • Unit of Analysis: Student level based on two years of matching NYSESLAT test data • Reporting Level: State and Title III district (number and percentage of Title III served ELLs making progress in learning English at the State and district level) aggregated from student level data • AMAO 1 Target (2005-06): 60% for 2005-06 and 5% increment each year thereafter (i.e. 65% for 2006-07, 70% for 2007-08, etc)

5. Title III AMAO 2: Attaining English Proficiency • Definition: Scoring at the proficient level (Level 4) on both LS and RW modality combinations of the NYSESLAT • Unit of analysis: Student level • Reporting level: State and Title III district • AMAO 2 Target (2005-06): 10% for ELLs with 1 year of service, 14% for ELLs with 2 years of service, and 84% for ELLs with 3 or more years of service

6. Title III AMAO 3: Making AYP • Definition: Meeting grade-level academic achievement standards in ELA and math based on district AYP data imported from Title I LEA NCLB AYP for ELL subgroup • Office of Information and Reporting Services will provide information AYP target and method for determining district AYP status for ELL subgroup.

7. Determining Title III District AMAO Status • Meeting Title III AMAOs means meeting all three AMAO targets: making progress in English, attaining ELP, and making AYP under Title I. • Determining AMAO 1: Number of ELLs who advanced one proficiency level divided by total number of ELLs in district with 2 years of matching NYSESLAT test data. • Determining AMAO 2: Number of ELLs who scored at proficient level on both LS and RW components on NYSESLAT divided by total number of ELLs in district. • Determining AMAO 3: Imported from Title I AYP for ELL group

8. Title III State AMAO Status

9. Title III District AMAO Status

10. Challenges in Accurate Report on Title III AMAOs • Difficulty in identifying ELLs served by Title III programs by district • Serious under reporting of Title III served ELLs in State databases • Significant number of ELLs who were scored below proficiency in 2005 and should take the NYSESLAT in 2006 are missing 2006 NYSESLAT test data. • No true longitudinal data to calculate year-to-year progress until 2007.

11. Test Accommodations for ELLs with Disability Taking NYSESLAT • Administer the test in a special location • Record the student’s answers in any manner • Read the test to students (authorized only for ELLs whose vision is impaired) (See Page 8 of NYSESLAT SAM for detail)

12. Test Accommodations (Grades 3-8 ELA Tests) • Time Extension: Principal can use any reasonable extension, such as “time-and a-half” based on their best judgment • Separate Location: Individually or in small groups • Third Reading of Listening Passages • Bilingual Dictionaries and Glossaries: These dictionaries and glossaries may provide only direct translations of words, not definitions or explanations of words.