NCLB – Title III Language Instruction for Limited English Proficient and Immigrant Students
Title III of the No Child Left Behind Act (NCLB) requires states to establish performance standards in English language proficiency in the domains of listening, speaking, reading, and writing and to develop and administer English language proficiency assessments to measure whether students meet these standards. In addition, accountability systems are created to evaluate school progress in achieving annual increases in the number of students attaining English proficiency as well as increases in the number of students making progress in learning English. Annual Measurable Achievement Objectives (AMAOs) have been established and must be met by districts in order to be recognized as having met the AMAO under Title III of NCLB.
- In Arizona, districts must meet three AMAOs in four separate grade spans.
- Percent of LEP (Limited English Proficient) students making progress toward reclassified Fluent English Proficient (FEP).
- Progress from performance level to performance level on the Arizona English Language Learner Assessment (AZELLA)
- There are five Proficiency Levels
- Pre Emergent
- Emergent
- Basic
- Intermediate
- Proficient
- Moving from Emergent to Basic or from Basic to Intermediate are examples of making progress toward reclassified FEP.
- Percent of LEP students meeting the standards for reclassification to FEP as measured by the AZELLA
- In the NCLB – AYP (Adequate Yearly Progress) determination for the district, did the English Language Learner (ELL) sub group meet the Annual Measurable Objective (AMO)?
- A district is determined to have met the AMAOs if all of the three defined annual measurable objectives are met in each of the four grade level spans (See Table 1). A “No” in any one of the combinations of objective and grade span will yield a district’s determination as not meeting the AMAO. Table 2 shows the targets the must be met in terms of the percent of students that must show progress to fluency and reclassified as fluent to meet two of the three stated AMAOs. The Annual Measurable Objectives (AMO) are related to Adequate Yearly Progress (AYP) which is another accountability system under NCLB to determine progress of schools and districts. To view AMOs click here.
ELL student performance across the four grade level bands: K-2, 3-5, 6-8, and 9-10
Grade Range |
Percent Making Progress |
Percent Reclassified |
Met AYP
AMOs for ELL |
K – 5 |
Y/N |
Y/N |
Y/N |
6 – 8 |
Y/N |
Y/N |
Y/N |
9 - 12 |
Y/N |
Y/N |
Y/N |
AMAO targets through the year 2011
| Academic Year |
Percent Making Progress Target |
Percent Reclassified Target |
2007-2008 |
14% |
14% |
2008-2009 |
15% |
15% |
2009-2010 |
16% |
16% |
2010-2011 |
17% |
17% |
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Dysart Unified School District
Dysart Education Center
15802 North Parkview Place
Surprise, AZ 85374
Phone: 623-876-7000
        
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High Schools 
