1 Title III Access to Core Instructional Coach AMEEL NOOS Office of Curriculum, Instruction, and School Support Language Acquisition Branch

Title III Supplemental Federal funding Districts must use Title III funds to implement language instruction educational programs designed to help LEP students achieve standards

Why Title III Access to Core Coaches? Under the NCLB Title III Federal Funding Grant - English Learners must meet proficiency targets in both ELA and Math as measured by CST - LAUSD’s ELs have NOT met the ELA target since the inception of NCLB (2004) - The LAUSD Title III Plan calls for the use of funding to provide direct assistance to schools

4 Target AYP Targets and Percentage of Students Proficient in ELA (AMAO 3)

5 AYP Targets and Percentage of Students Proficient in Mathematics (AMAO 3) Target

What is the role of the Title III Coach?  Assist schools to improve the achievement of ELs in the content areas.  Utilize EL student data to target a grade level to collaborate in planning for instruction.  Provide direct classroom support to teachers in identified grade level focusing on ELA and Math instruction to maximize accessibility to the content for ELs.

Where are the coaches assign? PI 5+ elementary, middle and high schools throughout the district Elementary: 67 coaches Middle School: 57 coaches High School: 23 coaches

8 How were the coaches selected?  Under the auspices of the Language Acquisition Branch, coaches were interviewed and selected by a panel comprised of Central, Local District and UTLA representatives.  Local District personnel assigned coaches to school sites.

Who is your coach? Twelve years of teaching experience Taught ELA / ESL grades th grade Team Leader for the last three years BTSA support provider ELA/ ESL Department co-chair Winner of a $ Talent Sharing Initiative stipend

Moving Ahead Looking forward to a great year together!