1. ESEA Title III AMAOs Ensuring Academic Success for English Learners Dr. Shereen Tabrizi, Manager Special Populations Unit Maria Silva, EL Consultant Office of Field Services Michigan Department of Education

2. Preparation for the Webinar Please 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 http://www.michigan.gov/mde/0,1607,7-140- 6530_30334_40078---,00.html

3. 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.

4. 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.

5. 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.

6. 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.

7. 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.

8. 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%.

9. AMAO 3 Academic Achievement EL Subgroup must meet the Accountability Scorecard Targets in: Reading Participation rate Percent Proficient or above Mathematics Participation rate Percent Proficient or above Graduation Rate Target of 80% EL subgroup includes FLEP students for up to two years after exiting the EL program.

10. 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.

11. 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.

12. 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

13. 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]):

14. 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]

15. 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

16. 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

17. Who should be involved in district planning efforts? Administrators Parents Teachers Board of Education Community Members All the above

18. 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:

19. 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)

20. 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)

21. 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)

22. 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)

23. 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)

24. Plan submission A hard copy of the Title III Improvement Plan must be submitted electronically to the Title III Office at ofsspecialpops@michigan.gov by December 12, 2013.ofsspecialpops@michigan.gov 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.

25. Questions

26. Technical Assistance with the Improvement Plan, contact: Dr. Shereen Tabrizi at: TabriziS@michigan.gov Maria Silva at: SilvaM@michigan.gov