No Child Left Behind Title III, Section 3122 requires States to develop annual measurable achievement objectives (AMAOs) for students identified as limited English proficient (LEP) with respect to making annual progress in English, attaining English proficiency on the state identified English language proficiency (ELP) assessment, and making adequate yearly progress (AYP) in attaining academic proficiency in reading and mathematics.  Accountability for Title III is only at the local education agency (LEA) level, not at the school level.  Title III subgrantees (i.e. LEAs, charter schools, or consortia of LEAs) that receive Title III subgrants are held accountable for meeting the following three AMAOs.

 

Annual Measurable Achievement Objectives

 

AMAO 1.        Students identified as limited English proficient shall demonstrate progress (improve at least one proficiency level in at least one of the subtests of reading, writing, speaking, or listening) on the required state identified English language proficiency test.

 

 

AMAO 2.        There must be an annual increase in the percentage of students identified as limited English proficient who attain English language proficiency on the required state identified English language proficiency test.  Effective with the 2008-09 school year and beyond, students must meet the Comprehensive Objective Composite (COC) as set by the state.  The COC defines the attainment of English language proficiency by the student reaching an overall composite score of 4.8, with at least a 4.0 on the reading subtest and at least a 4.0 on the writing subtest on the state’s annual English language proficiency test.

 

 

AMAO 3.        The LEP Subgroup must annually meet AYP in academic proficiency in reading and mathematics. 

 

Calculations for determining AMAO 3 are described in the most recently approved North Carolina Consolidated State Application Accountability Workbook.

 

 

 

 

Sanctions for AMAOs Not Met

 

In accordance with Section 3122(b)(2) of No Child Left Behind, the State Board of Education shall determine whether a Title III subgrantee has failed to meet one or more of the AMAOs.

 

If the Title III subgrantee has failed to make progress toward meeting the same AMAO for two (2) consecutive years, the State Board of Education shall require the Title III subgrantee to develop an improvement plan that specifically addresses the factors that prevented the Title III subgrantee from achieving such AMAO and ensures it meets such AMAO.

 

If the Title III subgrantee has failed to meet the same AMAO for four (4) consecutive years, the State Board of Education shall require the Title III subgrantee to modify its curriculum, program, or method of instruction.