Title+III

MA DESE ELL Resources: http://www.doe.mass.edu/ell/resources.html

Title III Resources: http://www.doe.mass.edu/ell/titleIII.html Malden Public Schools:

http://www2.ed.gov/policy/elsec/leg/esea02/pg41.html Grants and Subgrants for English Language Acquisition

English Language Learners 2013 Annual Measurable Achievement Objectives (AMAO) Title III of the No Child Left Behind Act of 2001 requires that AMAOs be established for students in grades K-12, in three categories: (1) progress toward acquiring English language proficiency; (2) attainment of English language proficiency; and (3) Progress and Performance Index (PPI) of the ELL/former ELL subgroup in both English Language Arts and Mathematics. All ELLs are to be assessed annually for English language proficiency and academic performance in the content areas.  AMAO 1: Progress Target The state target for 2013 is that sixty-three percent (63%) of ELL students in each district will make progress toward acquiring English language proficiency. Statewide, sixty-one percent (61%) of ELL students made progress in 2013. Additional information on how progress was calculated is included in the  Guide to Understanding the 2013 Annual Measurable Achievement Objectives (AMAO) Reports ("the Guide").  AMAO 2: Attainment Target Attainment of English language proficiency is defined as scoring a composite Level 5.0 or above on the new ACCESS for ELLs assessment. Individual district 2013 English language proficiency attainment targets were determined for each district based on its students' number of years in Massachusetts. Statewide, 19% of ELLs attained English proficiency. The attainment target for the State was 17%. Additional information on how attainment was calculated is included in the Guide.  AMAO 3: Cumulative PPI The PPI incorporates MCAS scores in English Language Arts (ELA), Mathematics, and Science and Technology/Engineering; growth in ELA and Math; graduation rates; and dropout rates. Districts must also meet the 95% MCAS participation rate on ELA, Math and Science for the ELL/former ELL subgroup. The statewide performance target for AMAO 3 is a cumulative PPI of 75 for the ELL/former ELL subgroup for all districts. The State attained a Cumulative PPI of 59 in 2013. Additional information on PPI determinations is included in the Guide.  MA DESE Office of English Language Acquisition Contact info:    Title III subgrants support the efforts of LEAs to assist limited English proficient students to learn English and meet challenging State academic content and student academic achievement standards. LEAs must use Title III subgrants to carry out activities that use approaches and methodologies that are based on scientifically based research on teaching limited English proficient children and immigrant children for the following purposes: **What must an LEA include in its application?** The statute requires an LEA to submit an application to the SEA that describes:
 *  TITLE III Guideline at a glance: **
 *  What are the purposes of Title III sub grants to LEAs? **
 * 1) <span style="font-family: georgia,palatino,times,'times new roman',serif; font-size: 0.95em;">Developing and implementing new language instruction educational programs and academic content instructional programs for limited English proficient students in early childhood, elementary and secondary programs.
 * 2) <span style="font-family: georgia,palatino,times,'times new roman',serif; font-size: 0.95em;">Expanding or enhancing existing language instruction educational programs and academic content instruction programs.
 * 3) <span style="font-family: georgia,palatino,times,'times new roman',serif; font-size: 0.95em;">Implementing schoolwide programs within individual schools to restructure, reform, and upgrade all programs, activities and operations related to language instruction educational programs and academic content instruction for limited English proficient students.
 * 4) <span style="font-family: georgia,palatino,times,'times new roman',serif; font-size: 0.95em;">Implementing in a local educational agency systemwide programs designed to restructure, reform, and upgrade all programs, activities, and operations related to the education of limited English proficient students.
 * 1) <span style="font-family: georgia,palatino,times,'times new roman',serif; font-size: 0.95em;">The programs and activities that will be developed, implemented and administered;
 * 2) <span style="font-family: georgia,palatino,times,'times new roman',serif; font-size: 0.95em;">How the LEA will use the funds to meet all the annual measurable achievement objectives;
 * 3) <span style="font-family: georgia,palatino,times,'times new roman',serif; font-size: 0.95em;">How the LEA will hold elementary schools and secondary schools accountable for:
 * (A) meeting the annual measurable achievement objectives;
 * (B) making adequate yearly progress for LEP students; and
 * (C) annually measuring the English proficiency of LEP students so that children served by the programs develop proficiency in English while meeting State academic content and student academic achievement standards;
 * 1) <span style="font-family: georgia,palatino,times,'times new roman',serif; font-size: 0.95em;">How the LEA will promote parental and community participation in programs for LEP students;
 * 2) <span style="font-family: georgia,palatino,times,'times new roman',serif; font-size: 0.95em;">How language instruction educational programs will ensure that LEP students develop English proficiency.