ESEA Title III Accountability System

JACK O’CONNELL State Superintendent of Public Instruction 22 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.

JACK O’CONNELL State Superintendent of Public Instruction 33 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.

JACK O’CONNELL State Superintendent of Public Instruction 44 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.

JACK O’CONNELL State Superintendent of Public Instruction 55 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.

JACK O’CONNELL State Superintendent of Public Instruction 66 AMAO 1 Targets for LEAs The target for was 51.6%. 82.5% of LEAs met this Growth Target. This year’s target

JACK O’CONNELL State Superintendent of Public Instruction 77 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.

JACK O’CONNELL State Superintendent of Public Instruction 88 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.

JACK O’CONNELL State Superintendent of Public Instruction 99 AMAO 2 Targets for LEAs The target for was 30.6% of the ELs in the cohort attaining the English proficient level. 80.9% of LEAs met AMAO 2. This year’s target

JACK O’CONNELL State Superintendent of Public Instruction 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 Proficient or above 3 times on the CST in ELA.

JACK O’CONNELL State Superintendent of Public Instruction 11 AYP Percent Proficient Targets for Unified School Districts

JACK O’CONNELL State Superintendent of Public Instruction 12 AYP Percent Proficient Target for Unified School Districts

JACK O’CONNELL State Superintendent of Public Instruction 13 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

JACK O’CONNELL State Superintendent of Public Instruction 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 October 15, 2009 is the deadline for notifying families.

JACK O’CONNELL State Superintendent of Public Instruction 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+….

JACK O’CONNELL State Superintendent of Public Instruction 16 Educational activities to improve English proficiency and academic achievement Personnel Responsible TimelineFunding 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

JACK O’CONNELL State Superintendent of Public Instruction 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:

JACK O’CONNELL State Superintendent of Public Instruction 18 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

JACK O’CONNELL State Superintendent of Public Instruction 19 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:

JACK O’CONNELL State Superintendent of Public Instruction 20 Additional Resources What Works Clearinghouse National Clearinghouse for English Language Acquisition Office of English Language Acquisition

JACK O’CONNELL State Superintendent of Public Instruction 21 Additional Resources Adequate Yearly Progress Title III Law EL FAQs Proposition 227 Evaluation