2002-20032003-20042004-20052005-20062006-20072007-20082008-20092009-2010 11,24313,41415,295 17,40018, 35819, 50819, 60220, 816 Spanish18115 Korean526 Vietnamese456 Arabic429 Chinese309 Top Five Languages Represented by ELs in Alabama’s K-12 Program 2009 EL Graduation Rate72 %
Top Five Alabama Districts Based on Immigrant Population 1. Shelby 2.Mobile 3.Huntsville 4.Jefferson 5.Montgomery Top Five Alabama Districts Based on Immigrants with Limited or No Formal Schooling Population 1. Montgomery 2.Mobile 3.Cullman 4.Shelby 5.Hoover Top Five Alabama Districts Based on ELL Population 1. Shelby County 2.DeKalb County 3.Montgomery County 4.Mobile County 5.Huntsville City
P URPOSE OF T ITLE III The purpose of Title III is to ensure that limited English proficient children master English and meet the same rigorous standards for academic achievement as all children are expected to meet, and to support to the extent possible, the native language skills of such children.
O BJECTIVES OF T ITLE III To attain English proficiency To achieve at high levels in core academic subjects To develop high-quality language instruction educational programs and employ highly qualified teachers To promote parental and community participation
D EFINITION OF E NGLISH L EARNERS (EL) Between 3-21 years of age US born 46%, foreign born 54% (NCELA, 2004) Enrolled/preparing to enroll in elementary or secondary school Not born in the USA or native language is not English, including Native Americans, Native Alaskans, or those from outlying territories. Migratory, whose native language is not English
S TATE /D ISTRICT F UNDS Federal Funds Title III Funds
T ITLE III & I R EQUIREMENTS English Language Proficiency Academic Proficiency Title III Requirements Title I Requirements Increase both English Language and Academic Proficiency Annual Measurable Achievement Objectives (AMAOs) Adequate Yearly Progress (AYP)
N O C HILD L EFT B EHIND Under Title III, states must define annual measurable achievement objectives for LEP students served that relate to their development and attainment of English language proficiency while meeting challenging State academic content and achievement standards as required under Title I, section 3122 of NCLB.
A NNUAL M EASURABLE A CHIEVEMENT O BJECTIVES (AMAO S ) T ITLE III, S ECTION 3122 AMAO-A (Growth) : Making annual increases in the number or percent of children making progress in learning English (APLA) AMAO-B (Attainment) : Making annual increases in the number or percent of children attaining English proficiency (EP) each school year AMAO-C : Making Adequate Yearly Progress (AYP) as defined by the State ( 1111(b)(2)(B)) TABLE 3: ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES HAVE THREE PARTS: TITLE III Annual Measurable Achievement Objectives (AMAOs) How Progress is Measured AMAO A: Percent of ELs making Adequate Progress in Language Acquisition (APLA) ACCESS for ELLs®State English Language Proficiency Test AMAO B: Percent of ELs attaining English language proficiency ACCESS for ELLs® State ELP Test AMAO C: Meeting AYP requirements for the EL subgroup. 95% participation % Proficient in and Math
D EFINE E NGLISH P ROFICIENCY What does English language proficiency (ELP) mean? Alabama has defined ELP as a composite proficiency level of “4.8” Whom is the cohort for analysis? Alabama has determined that the cohort for analysis includes all ELL students.
G ROWTH Annual Measurable Achievement Objective A: AMAO A (Growth)
AMAO A T ARGETS 0.5 CPL (P ROGRESS ) 0.5 CPL Gain AMAO A Targets YearTargets 201042% 201144% 201246% 201348% 201450% 201553% 201655% 201757% 201859% 201961%
E XAMPLE FOR AMAO A A district with 1000 EL students and demonstrates the targets for AMAO A based on those students making at least.5 overall CPL gain based on 2009 baseline data. YearTargetsNumber making at least.5 overall CPL gain to meet target 2009-Baseline1000 201042%420 201144%440 201246%460 201448%480
A TTAINMENT Annual Measurable Achievement Objective AMAO B (Attainment)
AMAO B T ARGETS 4.8” CPL (A TTAINING P ROFICIENCY ) AMAO 2 Targets YearTargets 201011% 201113% 201214% 201316% 201417% 201519% 201621% 201722% 201824% 201925%
E XAMPLE FOR AMAO B An LEA with 200 students in a program for five years or more, and 40 have attained proficiency on the most recent test, AMAO B is 80%. Each LEA or school’s baseline is established with 2009 data. AMAO B Targets YearTargets Students attaining proficiency 2009Baseline 200 students in program for more than five years 201011% 22 201113% 26 201214% 28 201316% 32 201417% 34 201519% 38 201621% 42 201722% 44
AYP Annual Measurable Achievement Objective AMAO C (AYP)
# LEP 2008- 2009 # Immigrants 2008-2009 # LEP 2009- 2010 # Immigrants 2009-2010 Average Number Immigrant Students for 2007-08 and 2008-09Comparison Type Y or N if LEA plans to apply FY2010 SIGNIFICANT IMPACT 108579046 0Y
I MPORTANT DATES TO REMEMBER Oct.1-15, 2010 Main Collection Prepopulated or grayed out fields require no changes Update Title III/EL Coordinator contact information February 7, 2011 STI "Clean-Up" Review Immigrant & EL Numbers posted from STI Student Classification changes can only be made in STI and take several days to reach the SDE (allow up to 3 days) April 1-15, 2011 Immigrant Report Designate Title III Funding for 2011-2012 STI "Clean-Up" Review Immigrant & EL Numbers posted from STI Student Classification changes can only be made in STI and take several days to reach the SDE (allow up to 3 days) Update Title III/EL Coordinator contact information
C ONTACT I NFORMATION Heidi Goertzen– Title III/ESL Specialist email@example.com firstname.lastname@example.org Dely V. Roberts – Title III/ESL Specialist email@example.com firstname.lastname@example.org Dr. Tammy Hallman Starnes– Title III/ESL Coordinator email@example.com@alsde.edu 5348 Gordon Persons Building--50 North Ripley Street Montgomery, AL--334-242-8199
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