April 14, Title III Updates Shereen Tabrizi, Ph.D. Manager, OFS Special Population Unit, MDE April 26, 2011

April 14,

3 What’s New? Annual Measurable Achievement Objectives (AMAOs) Amended Consolidated Plan- Title III – 100% of ELLs must be tested – LFAY rule does not apply – Include LEAs with 10 or less students when calculating AMAO 1 and 2 – AMAOs are calculated at the district level

April 14, What’s New? AMAO # 1 Michigan will increase the targets for AMAO 1 annually starting 2010 as follows: 2010 – 2011: 77% of students will gain 4 or more scale score points on ELPA; 2011 – 2012: 79% of students will gain 4 or more scale score points on ELPA; 2012 – 2013: 81% of students will gain 4 or more scale score points on ELPA.

April 14, AMAO # 2 Michigan will increase the targets for AMAO 2 annually starting 2010 as follows: 2010 – 2011: 13% of students will be proficient or advanced on ELPA; 2011 – 2012: 16% of students will be proficient or advanced on ELPA; 2012 – 2013: 20% of students will be proficient or advanced on ELPA.

April 14, AMAO # 3-AYP The district must achieve AYP for the ELL subgroup on the statewide assessment (Michigan Educational Assessment Program (MEAP), Michigan Merit Examination (MME), or MI-Access). AYP measures include reading and math Waivers apply to reading & math for ELLs who have been in US for less than one year.

April 14, Include a Title III Plan All districts applying for federal funds are required to include a plan with objectives and strategies addressing the needs of ELLs; Guided by CNA, these objectives are part of the LEA Planning Cycle and are revised annually; Details of the plan in a separate PPT presentation.

April 14, All LEAs are required to define the alternative language program they provide to ELLs based on Lau v. Nichols, 414 U.S. 563 (1974);Castaneda v. Pickard, 648 F.2d 989 (SDTX) (1981); Title VI of the Civil Rights Act of 1964 Title III funds must be supplemental to services specified by Title VI ; Desk review and on site review teams will verify such services and how federal funds are used to supplement local and state funds. Core Services for ELLs Federal Funds are Supplemental

April 14, Title III Carry over Estimated Title III LEP allocations for 2011/2012 have been posted: LEAs are carrying over large amounts of Title III funds Carry over funds should be used adequately to: – Support the proposed plan – avoid lapsing funds

April 14,  All eligible LEP/ELLs must be assessed on ELPA until they are proficient (NCLB Title I and III);  LEP/ELLs exited from the program by parents must be tested until they are proficient on ELPA;  Students exited by parents but assessed on ELPA will not be included in the AMAO calculations;  LEAs do not need parental consent to assess LEP/ELLs & such testing should be part of the required district and state assessments. Assessing ELLs

April 14,  Official MSDS exit date of ELLs starts on September 30 of each year;  LEP count for funding or AMAOs includes fall, winter and end of year student counts;  When identified and assessed private non- public (PNP) ELLs must be coded as such on MSDS in order to get funded;  ELLs from Private non public schools must be assessed but are not included in the AMAOs. Assessing ELLs

April 14, Once ELLs are designated FLEPs by the LEA (code 50), they do not need to be tested on ELPA; LEAs are required to conduct a two year follow up to monitor if FLEPs maintained progress, and are still achieving state content standards; If FLEPs fail, LEAs may re-enter them into the Title III program or provided other type of academic support; Ensure that ELLs have program exit and entrance dates on MSDS Incoming ELLs from other districts need to be coded LEP on MSDS Assessing ELLs

April 14, Questions? Shereen Tabrizi, Manager of Special Populations Unit Oralia Cooper, ELL Consultant Francisco Garcia, Migrant Consultant

April 14, President Barack Obama: A Blueprint for Reform “Reforming our schools to deliver a world-class education is a shared responsibility – the task cannot be shouldered by our nation’s teachers and principals alone … “We must recognize the importance of communities and families in supporting their children’s education, because a parent is a child’s first teacher. We must support families, communities, and schools working in partnership to deliver services and support that address the full range of student needs.”

April 14, Dr. Shereen Tabrizi, Special Populations Unit Manager Oralia Cooper, ELL Education Consultant Francisco Garcia, Migrant Education Consultant