esea title iii amaos ensuring academic success for english learners dr. shereen tabrizi, manager...
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ESEA Title III AMAOs
Ensuring Academic Success for English Learners
Dr. Shereen Tabrizi, ManagerSpecial Populations Unit
Maria Silva, EL Consultant
Office of Field ServicesMichigan Department of Education
Preparation for the WebinarPlease mute your phones by pressing “mute” button or *6 on your telephone.
Include the Title III contact person on the Education Entity Master (EEM) and MEGS+ in order to receive our communications.
We will post the Title III Improvement plan document on the MDE-OFS website http://www.michigan.gov/mde/0,1607,7-140-6530_30334_40078---,00.html then scroll down to Resource Materials
Purpose of the Workshop:
Review the federal and state Title III Accountability Systems.
Discuss the consequences for LEAs not meeting AMAOs for 2 or more years.
Describe the development and submission of the Title III Improvement Plan.
Title III Requires States to:
Define two annual measurable achievement objectives (AMAOs) for increasing the development and attainment of English proficiency.
Include the Accountability Score Card Target in Reading and Mathematics for the EL subgroup.
Title III Requires States to:
Hold Title III LEAs accountable for meeting all AMAOs annually.
Provide technical assistance to LEAs not meeting AMAOs for 2 or more consecutive years.
AMAO 1- Annual Progress in Learning English
Each EL has an annual growth target based on their previous ELP assessment score.
Annual Growth Target:For 2012-13, 81% of ELs must increase their overall score by 4 or more scale score points on ELPA.
For 2013-14, the target will be determined pending WIDA administration in spring 2014.
AMAO 2 - Attain English Proficiency Definition of English proficient level on
ELP assessment:
Proficient or Advanced Overall on ELPA.
Bridging or Reaching on WIDA.
Note: English proficient on an ELP assessment is not the same as being classified FLEP.
AMAO 2 Targets for LEAs
The target for 2012-13 was 20% of ELs in the cohort attaining the English proficient level.
For 2013-14 the target is 21%.
AMAO 3 Academic AchievementEL Subgroup must meet the
Accountability Scorecard Targets in:ReadingParticipation ratePercent Proficient or above
MathematicsParticipation ratePercent Proficient or aboveGraduation Rate Target of 80%
EL subgroup includes FLEP students for up to two years after exiting the EL program.
Consequences: Title III Requirements for not meeting AMAOs for 2 consecutive years
Send letter to parents of Title III-funded LEP students (also for year 1):
Notification must be provided within 30 days of public data release (final determination of AMAO results). Sample parent notification letters in
English, Spanish and Arabic available:http://www.michigan.gov/mde/0,1607,7-140-6530_30334_40078---,00.html
.
Title III Requirements for not meeting AMAOs for 2 consecutive years
Implement the Title III improvement plan of year 1 embedded in the DIP
Receive technical support from MDE’s Title III team regarding implementation of the district’s improvement plan.
If LEA did not develop a plan in year 1, develop one using the Guidance Document.
Title III Requirements for not meeting
AMAOs for 3 consecutive years…
Send letter to parents notifying them of the results and how the district plans to improve the program delivery (same as year 2).Revise the District Improvement Plan (embedded in the DIP) using the Title III LEA Guidance Document
Title III Requirements for not meeting AMAOs for 4 or more consecutive years
If an LEA does not meet one or more of the AMAO targets for the fourth consecutive year, it will be subject to the following federal requirements:
(ESEA Section 3122 [b][4]):
Title III Requirements for not meeting AMAOs for 4 or more consecutive years, Cont’d
(A) Notify parents of ELs that LEA did not meet AMAOs & share a plan of improvement.
(B) Modify the district's curriculum, program, and method of instruction.
(C)MDE will determine if funding should continue and require the district to replace educational personnel.
ESEA Section 3122 [b][4]
Understanding Title III Year 2 or more Requirements
Complete and submit a Title III Improvement Plan
Implement the action steps of the Title III Plan
Monitor implementation of the action steps with fidelity
Improve EL achievement
Title III Improvement Plan Sequence:
Conduct data analysis
Identify reasons for not meeting AMAOs
Investigate solutions
Develop strategies to meet AMAOs
Implement, progress monitor with fidelity, and evaluate annually
Who should be involved in district planning efforts?
Administrators
Parents
Teachers
Board of Education
Community Members
All the above
Using multiple sources of data, identify and describe the possible reasons for not meeting the AMAOs:
Analysis Results:
Instructional Program Design and Strategies
Teacher Quality/Professional Development:
Parent Engagement:
Program Evaluation/Accountability:
Action Steps to Improve English Language Proficiency and Academic
Achievement
Timeline
Person Responsible
Funding Sources and
Estimated funds used
Monitoring Reports/Evidence
(Completed periodically through [insert date])
1. Instructional Design/Strategies
Describe scientifically based research strategies to improve English-Language Acquisition. (AMAO 1 and 2: ELPA & Local Assessments; AMAO # 3 MEAP/MME & local assessments)) Elementary Level:
Middle School Level: High School Level:
Program Modifications (use chart below)
Action Steps to Improve English Language Proficiency and Academic
Achievement
Timeline
Person Responsible
Funding Sources and
Estimated funds used
Monitoring Reports/Evidence
(Completed periodically through [insert date])
2. Teacher Quality/Professional Development Describe scientifically based research professional development strategies and activities including coordination efforts with other Elementary and Secondary Education Act (ESEA) programs.
Elementary School level:
Middle School Level:
High School Level:
Program Modifications (use chart below)
Action Steps to Improve English Language Proficiency and Academic
Achievement
Timeline
Person Responsible
Funding Sources and
Estimated funds used
Monitoring Reports/Evidence
(Completed periodically through [insert date])
3. Parent Engagement Describe parent engagement plans and outreach strategies including coordination efforts with other ESEA programs. Elementary School level:
Middle School Level:
High School Level:
Program Modifications (use chart below)
Action Steps to Improve English Language Proficiency and Academic
Achievement
Timeline
Person Responsible
Funding Sources and
Estimated funds used
Monitoring Reports/Evidence
(Completed periodically through [insert date])
4. Program Evaluation/Accountability Describe procedures you will use to ensure successful implementation and monitoring of the goals and strategies within this Guidance Document
Elementary School level
Middle School level
High School level
Program Modifications (use chart below)
Action Steps to Improve English Language Proficiency and Academic
Achievement
Timeline
Person Responsible
Funding Sources and
Estimated funds used
Monitoring Reports/Evidence
(Completed periodically through [insert date])
5. Title III Immigrant If applicable, identify any changes to the Title III Immigrant Education Program. Elementary School level:
Middle School Level:
High School Level:
Program Modifications (use chart below)
Plan submission
A hard copy of the Title III Improvement Plan must be submitted electronically to the Title III Office at [email protected] by December 12, 2013.
Contact the Title III Office representative if technical assistance is needed in completing the document.
You may keep a copy of the Title III Improvement Plan with all original signatures on file in the LEA office.
Questions
Technical Assistance with the Improvement Plan, contact:
Dr. Shereen Tabrizi at:
Maria Silva at: