ESOL Department
ESL PARENT COMMUNICATION
PARENT INVOLVEMENT
Each ESL teacher is responsible for conducting Parent Involvement meetings for each semester. Parent Involvement topics are gear specifically to meet the needs of the school. Many topics help parents to take an active role in their child's education. Topics have included reading with your child, writing workshops, community resources, understanding state assessments, math strategies, and Internet resources. We appreciate your dedication and commitment to your child's education. If you have any questions, please feel free to contact your child's ESL teacher or Miriam Basso, Parent Liaison at 704-630-6089.
Annual Measurable Achievement
Objectives for NCLB Title III
North Carolina State Board Policy
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.
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 proficiency 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 mathmatics.
For the 2011-2012 School year, the Rowan-Salisbury School System failed to meet the overall status for AMAOs and has been placed in Title III Improvement Status. Although significant gains were achieved, the school distrist is required to write a Title III District Improvement Plan. The breakdown for the 2011-2012 school year achievement is:
AMAO 1 Target Goal set by the state 56.1% RSSS Achievement 55.9% NOT MET
AMAO 2 Target Goal set by the state 12.9% RSSS Achievement 17.7% MET
AMAO 3 Mathematic Grades 3-8 Participation: MET Proficiency: NOT MET High School: Participation: MET Proficiency NOT MET
Reading Grade 3-8 Participation: MET Proficiency: MET High School: Participation: MET Proficiency MET
Currently in the Rowan-Salisbury Schools there are approximately 1500 identified limited English proficient students K-12. Twenty-nine certified ESL Teachers.
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