Policy Identification
Priority:  Globally Competitive Students
Category:  Testing
Policy ID Number:  GCS-A-012

Policy Title: Annual Measurable Achievement Objectives for NCLB Title III (Limited English Proficient)

Other Historical Information: 08/25/2003,11/03/2005,05/01/2008, 09/03/2009, 06/03/2010,09/02/2010, 01/06/2011

No Child Left Behind (NCLB) 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 meeting Annual Measurable Objectives (AMO) in attaining academic proficiency in English language arts 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. The following AMAOs are based on the Notice of Final Interpretations for Title III of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the NCLB dated October 17, 2008.

Annual Measurable Achievement Objectives

AMAO 1. Students identified as limited English proficient shall demonstrate progress by achieving one or more of the following in terms of the overall composite proficiency score on the annual English language proficiency test: 1) increase to the next English language proficiency level; 2) increase the previous score by 0.5; or 3) reach the Comprehensive Objective Composite (COC).

English Language Proficiency Targets	Percent of Limited English Proficient Students Making Progress

2010–2011	55.1
2011–2012	56.1
2012–2013	57.1
2013–2014	58.1
2014–2015	59.1
2015–2016	60.0
2016–2017	61.0
2017–2018	62.0
2018–2019	63.0

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. Students must meet the Comprehensive Objective Composite (COC) as set by the state in the 2008-09 school year. The COC defines the attainment of English language proficiency by the student reaching an overall composite score of 4.8 or above, 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 for kindergarten and Tiers B and C in grades 1-12.

English Language Proficiency Targets	Percent of all LEP Students Attaining English Language Proficiency
2009–2010	11.8
2010–2011	12.4
2011–2012	12.9
2012–2013	13.5
2013–2014	14.0
2014–2015	14.6
2015–2016	15.1
2016–2017	15.7
2017–2018	16.2
2018–2019	16.8

AMAO 3. The LEP Subgroup must annually meet AMO targets for academic proficiency in English language arts and mathematics.

Calculations for determining AMAO 3 are described in the most recently approved North Carolina Consolidated State Application Accountability Workbook. See URL http://www.ncpublicschools.org/nclb/federal/consolidated/.

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 language acquisition subgrantee has failed to meet the AMAOs.

If the Title III subgrantee has failed to make progress toward meeting the AMAOs 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 AMAOs 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.