ESEA Title III Accountability System

1. ESEA Title III Accountability System

2. 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. 2

3. 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. 3

4. 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. 4

5. 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. 5

6. AMAO 1 Targets for LEAs This year’s target • The target for 2008-09 was 51.6%. • 82.5% of LEAs met this Growth Target. 6

7. 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. 7

8. 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. 8

9. AMAO 2 Targets for LEAs This year’s target • 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. 9

10. AMAO 3 Academic Achievement EL Subgroup must meet AYP targets in: English Language Arts • Participation rate • Percent Proficient or above Mathematics • Participation rate • Percent Proficient or above EL subgroup for AYP includes R-FEP students until they score Proficientor above 3 times on the CST in ELA. 10

11. AYP Percent Proficient Targets for Unified School Districts 11

12. AYP Percent Proficient Target for Unified School Districts 12

13. LEAs not meeting AMAOs for 2 consecutive years 136LEAs 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 13

14. 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. 14

15. 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+…. 15

16. 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

17. 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

18. More on Title Iand Title III Alignment • 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.

19. 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 • 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.)

20. 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 20

21. Additional Resources • Adequate Yearly Progress http://ayp.cde.ca.gov/reports.asp • Title III Lawhttp://www.ed.gov/policy/elsec/leg/esea02/pg39.html • EL FAQs http://www.cde.ca.gov/sp/el/er • Proposition 227 Evaluation http://www.cde.ca.gov/sp/el/er/prop227intro.asp 21