Title III Accountability Requirements Under No Child Left Behind NCLB

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Title III Accountability Requirements Under No
Child Left Behind (NCLB)

• Superintendents Report to the Board of Education
• January 13, 2005

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O'CONNELL RELEASES FIRST TITLE III ACCOUNTABILITY
REPORTS
On December 7, 2004, State Superintendent of
Public Instruction Jack O'Connell released the
first annual results of the Title III
Accountability Reports.

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The reports are a requirement of a new provision
within Title III of the federal No Child Left
Behind law that provides supplemental funding for
local educational agencies to implement programs
to help English learners and immigrant students
learn English and meet the state's academic
standards.
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Title III, the English Language Acquisition,
Language Enhancement, and Academic Achievement Act

• provides supplemental funding to LEAs to
  implement programs designed to help limited
  English proficient (LEP) and immigrant students
  attain English proficiency and meet the states
  academic and content standards.

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Title III requires that each state

• Establish English language proficiency
  standards,
• Conduct an annual assessment of English language
  proficiency,
• Define annual measurable achievement objectives
  (AMAOs) for increasing the level of LEP students
  development and attainment of English
  proficiency,
• Hold LEAs accountable for meeting the AMAOs.
  (Section 3122)

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Title IIl Requirements for Annual Assessment of
English Language Proficiency

• Each state is required to conduct an annual
  assessment of the English language proficiency of
  their English learners based on the states
  English language development (ELD) standards.

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• California meets this requirement with the
  California English Language Development Test
  (CELDT) based on Californias ELD standards.
• CELDT is administered to all English Language
  Learners each Fall before October 31.
• It takes approximately 2 hours to administer.

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• Students language proficiency must be
  measured in the four domains of
• speaking,
• reading,
• writing, and
• listening.

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The CELDT contains five proficiency levels -
beginning, - early intermediate, -
intermediate, - early advanced, and - advanced.

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Individual student reports are sent to parents by
each school site.
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Progress of ELL students in learning English was
reported

• For the school year 2003-04, a majority of
  California education agencies are meeting their
  targets to teach the English language to English
  learners.
• English Language Learners in HLPUSD Exceeded
  Expectations.

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Annual Measurable Achievement Objectives (AMAOs)

• States are required to define two English
  language proficiency AMAOs for English learners.
  California has three.

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AMAO 1 requires increases in the percentages of
students learning English
The first AMAO requires annual gains in the
percentage of students making progress in
learning English are required, as measured on the
CELDT.
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A History of Percent of ELL Students Each Spring
in HLPUSD
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The annual growth target is for students to gain
one proficiency level per year until they reach
the level where they are considered English
language proficient on the CELDT (Early Advanced
Overall with no subskill below Intermediate).
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The state established AMAO targets for LEAs from
2003-04 to 2013-14.

• In 2003-2004, 51 percent of students within each
  District were expected to meet the annual growth
  target of gaining one proficiency level or
  attaining or remaining at the level of English
  language proficiency.

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2003-2004 HLPUSD Results
AMAO 1 - Percent of Students Making Annual
Progress in Learning English Number of 2003
Annual CELDT Takers 6,082 Number/Percent with
Required Prior CELDT Scores 5,909 / 97.2 Number
in Cohort Meeting Annual Growth Target 3,977
Percent Meeting AMAO 1 in LEA 67.3
2003-2004 Target 51.0 Met Target for AMAO
1 Yes
HLPUSD Exceeds Expectations by 16.3
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Heres how HLPUSD Students scored in relationship
to 11-year targets
HLPUSD 67.3
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 AMAO 2 Gains in the percentage of students
attaining English proficiency 

• The second AMAO requires annual increases in the
  percentage of students attaining English
  proficiency

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• In May 2003, the SBE adopted the definition of
  English language proficiency that will be used in
  AMAO 2 as Early Advanced Overall, with all skill
  areas at the intermediate level or above.

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2003-2004 HLPUSD Results
AMAO 2 - Percent of Students Attaining English
Proficiency on CELDT Number of 2003 Annual
CELDT Takers in Cohort 3,651 Number in Cohort
Attaining English Proficient Level 1,625
Percent Meeting AMAO 2 in LEA 44.5
2003-2004 Target 30.0 Met Target for AMAO
2 Yes
HLPUSD Exceeds Expectations by 14.5
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Heres how HLPUSD Students scored in relationship
to 11-year targets
HLPUSD 44.5
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AMAO 3 requires AYP on State Assessments

• The third AMAO measures the percentage of
  students meeting Adequate Yearly Progress (AYP)
  requirements for the English learner subgroup in
  English-language arts and mathematics, as
  assessed through three state tests.
• Those tests include the California Standards
  Test, California Alternate Performance
  Assessment, and the California High School Exit
  Examination.

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2003-2004 HLPUSD Results
AMAO 3 - Adequate Yearly Progress for English
Learner Subgroup at the LEA Level
English-Language Arts Met Participation Rate for
English Learner Subgroup Yes Met Percent
Proficient or Above for English Learner
Subgroup Yes Math Met Participation Rate for
English Learner Subgroup Yes Met Percent
Proficient or Above for English Learner
Subgroup Yes
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Results are computed only at the District level,
not at the school level, however, good teaching
at the school level creates these results.
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Successful Practices Good Teaching Matters

• Classroom Instructional Delivery
• 2.5-3 hrs. language arts instruction daily,
  incorporating language arts and ELD
• Small group instruction based on interim test
  data analysis
• individual learning objectives are selected for
  6th-12th grade ELL students at beginning through
  intermediate levels
• Accurate documentation of student progress using
  ELD monitoring tools
• Alignment of ELD and reading instruction
• Elements of Good First Teaching in Reading

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Successful Practices Good Teaching Matters

• Professional Development
• Implementation of High Point as a reading
  intervention program at grades 4-8 at 16 schools
• California Reading and Literature Project on
  Preview of Academic Vocabulary when using
  Houghton Mifflin 30 teachers
• Implementation of Holt language arts series in
  high school
• Reading First grant implementation 9 schools
• GLAD institutes at K-5 and 6-12
• Training to build leadership in 35 ELD
  facilitators
• Active involvement of administrators in
  professional development activities

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Successful Practices Parents Matter

• Parent involvement
• DELAC at District and ELAC at school sites 50
  parents attending
• Upcoming PESA training for parents
• Over 150 Migrant Education parents trained
  through Migrant Regional and local PAC
• Active participation in data analysis and
  development of school level plans

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Current HLPUSD Instructional Practices Yield
Results that Exceed State Expectations

• HLPUSD English Language Learners are making
  exceptional progress on learning English and
  reaching proficiency in English.

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Many thanks to the Board of Education for their
Leadership, support of teamwork with
administration, and focus on results.