**Office of English Language Acquisition**

**Washington, D.C. 20024-6510**

![](media/image1.png){width="1.8055555555555556in"
height="1.8659722222222221in"}

**Title III Biennial Report**

**State Formula Grants under Title III, Part A, English Language
Acquisition, Language Enhancement and Academic Achievement Act**

**(Public Law 107-110)**

**CFDA NUMBER: 84.365A**

**FORM APPROVED**

**OMB NO.** **1885-0553, EXP. DATE**

**DATED MATERIAL -- OPEN IMMEDIATELY**

**SUBMITTED BY THE STATE OF:**

**DUE DATE: DECEMBER 31, 2006**

**Instructions for Completing the Title III**

**Biennial Report**

By December 31, 2006, States must complete and submit to the Department
this Title III Biennial Report for the State Formula Grant Program. This
report is based on student performance data and other related
information from the two preceding years 2004-05 and 2005-06. Be sure to
**read the instructions** in this document as they have changed since
the last biennial report.

**Transmittal Instructions**

To expedite the receipt of this Title III Biennial Report, please send
your submission via the Internet as a .doc file, PDF file, .rtf, or .txt
file. Send electronic attachment submissions to: <TitleIII.Apps@ed.gov>

A State that submits **only** **a paper submission** should mail the
submission by express courier. **[Do not use surface
mail]{.underline}**. Due to the screening process of Federal mail it may
cause lengthy delays. Mail to:

Elizabeth Judd

Office of English Language Acquisition

U.S. Department of Education

550 12^th^ Street, SW

Room PCP 10-113

Washington, D.C. 20202-6510

\(202\) 245-7110

Email: Elizabeth.Judd@ed.gov

#  

# The time required to complete this information collection is estimated to average 2.50 hours (or 150 minutes) per response, including the time to review instructions, search existing data resources, gather the data needed, complete and review the information collection. If you have any comments concerning the accuracy of the time estimate(s) or suggestions for improving this form, please write to: U.S. Department of Education, Washington, D.C. 20202-6510. If you have comments or concerns regarding the status of your individual submission of this form, write directly to: OELA, U.S. Department of Education 550 12^th^ Street SW, Room PCP 10-113, Washington, D.C. 20202-6510. 

**State Response for Meeting Title III State Formula Grant**

**Biennial Reporting Requirements**

*Reporting Instructions*

States are to provide information for each section required for the
Title III Biennial Report. States should respond to the items listed
under each of the elements. If any of the information requested is not
available, please **explain** why it is not available.

***Please note the following:***

-   ***Specific instructions for each item are shown in bold type and/or
    enclosed in parentheses.***

```{=html}
<!-- -->
```
-   ***Responses are required for [all]{.underline} sections in this
    Title III Biennial Report.***

***This document is written in rich text format \[rtf\] for the purpose
of making the document format user-friendly and to reduce the chance of
table distortion (subject to change in report format response e.g.
electronic response).** Please do not use another format other than the
tables in this Office of Management and Budget [approved]{.underline}
[package]{.underline} as published in the Federal Register
\_\_\_\_\_\_\_\_\_\_\_\_. [DO NOT]{.underline} **alter any part of this
form. The page breaks will automatically provide sufficient space for
response. Provide narrative responses in the spaces as indicated. ***

**Critical Elements**

+---+---+------------------------------------------------------------------+
| * |   | Types of language instruction educational programs used by       |
| * |   | subgrantees                                                      |
| 1 |   |                                                                  |
| * |   | \[SEC. 3115 (c)(1) p. 1698, 3121(b)(1) p.1701, 3123(b)(2) p.     |
| * |   | 1704\]                                                           |
+---+---+------------------------------------------------------------------+
| # |   | Critical synthesis of data reported by Title III subgrantees     |
| # |   | \[SEC. 3121(a) p.1701, 3123(b)(1, 3) p.1704\]                    |
|   |   |                                                                  |
| 2 |   |                                                                  |
+---+---+------------------------------------------------------------------+
| * |   | Academic content assessment results of monitored LEP students    |
| * |   |                                                                  |
| 3 |   | \[SEC. 3121(a)(4) p.1701, 3123(b)(8) p1705\]                     |
| * |   |                                                                  |
| * |   |                                                                  |
+---+---+------------------------------------------------------------------+
| * |   | > Title III Subgrantee Performance and State Accountability      |
| * |   |                                                                  |
| 4 |   | \[SEC. 3122(b)(2) p. 1703, 3123(b)(1, 4) p.1704-5, 3121(b)(2) p. |
| * |   | 1701,\]                                                          |
| * |   |                                                                  |
+---+---+------------------------------------------------------------------+
| * |   | Programs and activities for immigrant children and youth         |
| * |   |                                                                  |
| 5 |   | \[SEC. 3115(e)(1)(A-G) p. 1699\]                                 |
| * |   |                                                                  |
| * |   |                                                                  |
+---+---+------------------------------------------------------------------+
| * |   | Title III programs or activities conducted by subgrantees, as    |
| * |   | described in Section 3115 (c, d & e), terminated for failure to  |
| 6 |   | reach program goals during the two preceding years \[SEC.        |
| * |   | 3123(b)(7) p.1705\]                                              |
| * |   |                                                                  |
+---+---+------------------------------------------------------------------+
| * |   | Teacher information and professional development activities      |
| * |   | conducted by the subgrantees \[SEC. 3115(c)(1)(B) p. 1698, 3116  |
| 7 |   | (c) p.1701, 3123(b)(5) p. 1705,\]                                |
| * |   |                                                                  |
| * |   |                                                                  |
+---+---+------------------------------------------------------------------+
| * |   | State level activities conducted and technical assistance        |
| * |   | provided to subgrantees                                          |
| 8 |   |                                                                  |
| * |   | \[SEC. 3111(b)(2)(A-D) p.1691-2, 3123(b)(4) p. 1705\]            |
| * |   |                                                                  |
+---+---+------------------------------------------------------------------+
| * |   | Optional                                                         |
| * |   |                                                                  |
| 9 |   |                                                                  |
| * |   |                                                                  |
| * |   |                                                                  |
+---+---+------------------------------------------------------------------+

**1. Types of language instruction educational programs used by
subgrantees** \[SEC. 3115 (c)(1) p. 1698, 3121(b)(1) p.1701, 3123(b)(2)
p. 1704\]

1.  Indicate the number of Title III subgrantees that use each type of
    language instruction educational program (as defined in Section
    3301(8)) in Table 1.1.

**Blackened cells in this form indicate information that each SEA should
collect and maintain, but which is not being collected at this time for
use in the current Biennial Report to Congress.**

**[Table 1.1 Definitions:]{.underline}**

1.  **\# of Subgrantee Using Program =** Number of subgrantees that
    reported using a specific type of language instruction educational
    program. Subgrantees may have multiple programs. If multiple
    programs are used, report each program.

2.  **Type of Program =** type of programs described in the subgrantee
    local plan (as submitted to the State or as implemented) that is
    closest to the descriptions in
    <http://www.ncela.gwu.edu/expert/glossary.html>

  ------------- --------- ------------------ --------------- ---------- ------------------
  **Table 1.1                                                           
  Summary of                                                            
  Language                                                              
  Instruction                                                           
  Educational                                                           
  Programs**                                                            

                                                                        

  **\# of                 **Type of          **Language of              **Other Language**
  Subgrantee              Program**          Instruction**              
  Using                                                                 
  Program**                                                             

  2004-05       2005-06                      **% English**   **%         
                                                             OLOI\***   

                          Dual language                                  

                          Two way immersion                              

                          Transitional                                   
                          bilingual                                     

                          Developmental                                  
                          bilingual                                     

                          Heritage language                              

                          Sheltered English                              
                          instruction                                   

                          Structured English                             
                          immersion                                     

                          Specially designed                             
                          academic                                      
                          instruction                                   
                          delivered in                                  
                          English (SDAIE)                               

                          Content-based ESL                              

                          Pull-out ESL                                   

                          Other (explain)                                
  ------------- --------- ------------------ --------------- ---------- ------------------

[State response 1.1: (]{.underline}**Provide further information as to
the variations of the types of programs listed in the table, e.g., dual
language, two-way/one-way, as implemented by subgrantees including the
"Other". In reference to the type of instructional programs, see
descriptions on NCELA's website:**
<http://www.ncela.gwu.edu/expert/glossary.html>**)**

1.  Title III language instruction educational programs must be based on
    scientific research and proven to be effective (Section 3115
    (c)(1)).

  ----------------------------------------------- -- ---- ----- -- --- ------
  1.2.1 Does the State provide written guidance           Yes          No
  for selecting a scientifically research based                        
  language instruction educational programs? (See                      
  SEC. 9101(37), Scientifically based research)                        

  ----------------------------------------------- -- ---- ----- -- --- ------

1.2.2 How does the State ensure that subgrantees implement
scientifically research based language instruction educational programs?

[State response 1.2 or 1.2.2:]{.underline} **(Provide narrative here)**

**2. Critical synthesis of data reported by Title III subgrantees**

\[SEC. 3121(a) p. 1701, 3123(b)(1, 3) p.1704\]

Included in this section are several tables that provide evidence of LEP
student progress in meeting the Title III State annual measurable
achievement objectives (AMAOs) for English language proficiency (i.e.,
AMAO/making progress; AMAO/attainment) and academic achievement
(AMAO/AYP).

  ------------------------------------- -- ------------- ------ -- ------------- -----
  **2a**                                   **2004-05**             **2005-06**   

  Total number of **ALL LEP** students                                           
  in the State for each year.                                                    
  ------------------------------------- -- ------------- ------ -- ------------- -----

Note: **ALL LEP students =** All students in K-12 (1) who were assessed
using a State selected/approved placement assessment and that meet the
LEP definition in Section 9101(25,) and (2) who were assessed by State
annual English language proficiency assessment and achieved below
"proficient," **whether or not they received services in a Title III
language instruction educational program.**

  ------------------------------------- -- ------------- ------ -- ------------- -----
  **2b**                                   **2004-05**             **2005-06**   

  Total number of LEP students in the                                            
  State who **received services in a**                                           
  **Title III language instruction                                               
  educational program** for each year.                                           
  ------------------------------------- -- ------------- ------ -- ------------- -----

2.1 Provide the results of Title III LEP students in meeting the State
English language proficiency (ELP) annual measurable achievement
objectives (AMAOs) for making progress and attainment of English
language proficiency as required in Table 2.1

**[Table 2.1 Instructions]{.underline}:**

Report **ONLY** the results from State annual English language
proficiency assessment(s) for LEP students who participate in Title III
English language instruction educational programs in grades K-12.

> **Blackened cells in this form indicate information that each SEA
> should collect and maintain, but which is not being collected at this
> time for use in the current Biennial Report to Congress.**
>
> **[Table 2.1 Definitions:]{.underline}**

1.  **MAKING PROGRESS =** as defined by the State and submitted to OELA
    in the State Consolidated Application (CSA), or as amended.

2.  **DID NOT MAKE PROGRESS =** The number and percentage of Title III
    LEP students who did not meet the State definition of "Making
    Progress."

3.  **ELP ATTAINMENT =** The number and percent of Title III LEP
    students who attained English language proficiency as defined by the
    State and submitted to OELA in the State Consolidated Application
    (CSA), or as amended. (If the State is tracking true cohorts of LEP
    students, the number of monitored former LEP students included in
    the cohorts can be cumulative from year to year.)

4.  **AMAO TARGET =** the target for the year as established by the
    State and submitted to OELA in the CSA (September 2003 submission),
    or as amended and approved, for each AMAO of "Making progress" and
    "Attainment" of English language proficiency.

5.  **AMAO RESULTS =** The number and percentage of Title III LEP
    students who met/did not meet the State definitions of "Making
    Progress" and the number and percentage of Title III LEP students
    who met the definition for "Attainment" of English language
    proficiency.

6.  **Met AMAO Target =** Designation of whether the LEP students in
    Title III language instruction educational programs did or did not
    meet the AMAO targets for the year.

+-----------------------------------------------------------------------+
| <table>                                                               |
| <colgroup>                                                            |
| <col style="width: 7%" />                                             |
| <col style="width: 11%" />                                            |
| <col style="width: 9%" />                                             |
| <col style="width: 10%" />                                            |
| <col style="width: 0%" />                                             |
| <col style="width: 11%" />                                            |
| <col style="width: 11%" />                                            |
| <col style="width: 13%" />                                            |
| <col style="width: 10%" />                                            |
| <col style="width: 3%" />                                             |
| <col style="width: 9%" />                                             |
| </colgroup>                                                           |
| <tbody>                                                               |
| <tr class="odd">                                                      |
| <td></td>                                                             |
| <td></td>                                                             |
| <td></td>                                                             |
| <td colspan="2"></td>                                                 |
| <td></td>                                                             |
| <td></td>                                                             |
| <td></td>                                                             |
| <td colspan="2"></td>                                                 |
| <td></td>                                                             |
| </tr>                                                                 |
| <tr class="even">                                                     |
| <td colspan="11" rowspan="2"><strong>Table 2.1 Title III LEP          |
| Student English Language Proficiency Results</strong></td>            |
| </tr>                                                                 |
| <tr class="odd">                                                      |
| </tr>                                                                 |
| <tr class="even">                                                     |
| <td></td>                                                             |
| <td colspan="5">2004-2005</td>                                        |
| <td colspan="5"><strong>2005-2006</strong></td>                       |
| </tr>                                                                 |
| <tr class="odd">                                                      |
| <td> </td>                                                            |
| <td><strong>AMAO TARGET</strong></td>                                 |
| <td colspan="2"><strong>AMAO RESULTS</strong></td>                    |
| <td colspan="2"><strong>Met AMAO Target</strong></td>                 |
| <td><strong>AMAO TARGET</strong></td>                                 |
| <td colspan="2"><strong>AMAO RESULTS</strong></td>                    |
| <td colspan="2"><p><strong>Met</strong></p>                           |
| <p><strong>AMAO Target</strong></p></td>                              |
| </tr>                                                                 |
| <tr class="even">                                                     |
| <td> </td>                                                            |
| <td><strong>%</strong></td>                                           |
| <td><strong>#</strong></td>                                           |
| <td><strong>%</strong></td>                                           |
| <td colspan="2"><strong>Y/N</strong></td>                             |
| <td><strong>%</strong></td>                                           |
| <td><strong>#</strong></td>                                           |
| <td><strong>%</strong></td>                                           |
| <td colspan="2"><strong>Y/N</strong></td>                             |
| </tr>                                                                 |
| <tr class="odd">                                                      |
| <td><strong>MAKING PROGRESS</strong></td>                             |
| <td></td>                                                             |
| <td></td>                                                             |
| <td></td>                                                             |
| <td colspan="2"></td>                                                 |
| <td></td>                                                             |
| <td></td>                                                             |
| <td></td>                                                             |
| <td colspan="2"></td>                                                 |
| </tr>                                                                 |
| <tr class="even">                                                     |
| <td><strong>DID NOT MAKE PROGRESS</strong></td>                       |
| <td> </td>                                                            |
| <td> </td>                                                            |
| <td> </td>                                                            |
| <td colspan="2"> </td>                                                |
| <td> </td>                                                            |
| <td><strong>SEE NOTE</strong></td>                                    |
| <td> </td>                                                            |
| <td colspan="2"> </td>                                                |
| </tr>                                                                 |
| <tr class="odd">                                                      |
| <td><strong>ELP ATTAINMENT</strong></td>                              |
| <td></td>                                                             |
| <td></td>                                                             |
| <td></td>                                                             |
| <td colspan="2"></td>                                                 |
| <td></td>                                                             |
| <td></td>                                                             |
| <td></td>                                                             |
| <td colspan="2"></td>                                                 |
| </tr>                                                                 |
| </tbody>                                                              |
| </table>                                                              |
|                                                                       |
|                                                                       |
+-----------------------------------------------------------------------+

**Check the answer to the following question.**

  --------------------------------------------------- -- --- ----- -- --- ----
  2.1.1 Are **monitored former LEP** students                Yes          No
  reflected inTable 2.1 "Attainment"/ "AMAO Results"?                     
  (**Note**: ONLY if the State is using true cohort                       
  data, i.e., the State tracked the same LEP students                     
  in the same groups for progress each year and has                       
  longitudinal data available.)                                           

  --------------------------------------------------- -- --- ----- -- --- ----

Note: [Monitored former LEP students are those who]{.underline}

-   have achieved "proficient" on the State ELP assessment;

-   have transitioned into classrooms that are not designed for LEP
    students;

-   are no longer receiving Title III services; and who

-   are being monitored for academic content achievement for 2 years
    after transition.

[State response 2.1:]{.underline} (**Provide narrative here if
needed.**)

2.1a Unduplicated count of Title III LEP students in the State.

# [Table 2.1a Definitions:]{.underline}

1.  **\# Total LEP Enrolled =** the unduplicated count of LEP students
    who enrolled in a Title III language instruction educational program
    in the State.

2.  **\# Tested/State Annual ELP =** the number of LEP students in Title
    III language instruction educational programs who took the State
    annual English language proficiency assessment.

3.  **\# Not Available for State Annual ELP =** the number of LEP
    students in Title III language instruction educational programs who
    were enrolled at the time of testing, but were not available for
    State annual English language proficiency assessment for an
    excusable reason.

4.  **Subtotal =** the sum of "Tested/State Annual ELP" and "Not
    Available for State Annual ELP."

5.  **\# LEP/One Data Point =** the number of LEP students in Title III
    language instruction educational programs who took the State annual
    English language proficiency assessment for the first time. This
    number should be part of the total number of "Tested/State Annual
    ELP" in 2 above.

+-----------------------------+----------------+---+------------------+
|                             |                |   |                  |
+-----------------------------+----------------+---+------------------+
| **Table 2.1a Title III\     |                |   |                  |
| LEP Student/Testing         |                |   |                  |
| Status**                    |                |   |                  |
+-----------------------------+----------------+---+------------------+
|                             | 2004-05        |   | 2005-06          |
+-----------------------------+----------------+---+------------------+
| \# Total LEP Enrolled       |                |   |                  |
+-----------------------------+----------------+---+------------------+
|                             |                |   |                  |
+-----------------------------+----------------+---+------------------+
| \# Tested / State Annual    |                |   |                  |
| ELP                         |                |   |                  |
+-----------------------------+----------------+---+------------------+
| \# Not Available for State  |                |   |                  |
|                             |                |   |                  |
| Annual ELP Test             |                |   |                  |
+-----------------------------+----------------+---+------------------+
| Subtotal                    |                |   |                  |
+-----------------------------+----------------+---+------------------+
|                             |                |   |                  |
+-----------------------------+----------------+---+------------------+
| \# LEP/One Data Point       |                |   |                  |
+-----------------------------+----------------+---+------------------+

2.2 Report performance of the LEP subgroup in meeting the State adequate
yearly progress (AYP) targets in math and reading/language arts in Table
2.2.

**[Table 2.2 Instructions:]{.underline}**

**Fill in the number and percentage of LEP subgroup scoring at
"Proficient & Advanced" compared to the State's AYP targets for math and
reading/language arts, for grades [tested]{.underline} in 2004-2005 and
for [all grades]{.underline} listed in 2005-2006.**

Read the table from top to bottom (1-4) and from left to right ((5-6).

Note: Blackened cells are not required for this report.

**[Table 2.2 Definitions:]{.underline}**

1.  **Grade =** the grade tested for AYP

2.  **3-HS not proficient =** the number of LEP students in all grades
    3-8 and the HS grade tested for the year who were below proficient.

3.  **Total \# Tested =** the number of students in the LEP subgroup in
    all grades tested for the year. Provide the State aggregate number
    in the column labeled "Proficient & Advanced #"

4.  **Total \# 3-HS LEP not tested =** the total number of LEP students
    not tested and/or not counted as participating for AYP in grades 3-8
    and the HS grade for the year.

5.  **Proficient & Advanced =** the number and the percent of the
    students in the LEP subgroup that achieved "proficient" and
    "advanced", in each of the content areas for the year

6.  **Target =** the AYP target established by the State for that
    subject in that year

  ------------------- ------------- -------------- -------- ------------ ------------- -------------- -------- ------------
                                                                                                                

  **Table 2.2 LEP                                                                                              
  Subgroup Content                                                                                             
  Results**                                                                                                    

  ** **                                                                                                         

  ** **               **2004-05**                                        **2005-06**                           

                      **GRADE**     **PROFICIENT &          **TARGET**   **GRADE**     **PROFICIENT &          **TARGET**
                                    ADVANCED**                                         ADVANCED**              

                                    **\#**         **%**    **%**                      **\#**         **%**    **%**

  **MATHEMATICS**     3                                                  3                                     

                      4                                                  4                                     

                      5                                                  5                                     

                      6                                                  6                                     

                      7                                                  7                                     

                      8                                                  8                                     

                      HS                                                 HS                                    

                      3-HS **NOT**                                       3-HS **NOT**                          
                      PROFICIENT                                         PROFICIENT                            

                      TOTAL \#                                           TOTAL \#                              
                      TESTED                                             TESTED                                

                      TOTAL \# 3-HS                                      TOTAL \# 3-HS                         
                      LEP **NOT**                                        LEP **NOT**                           
                      TESTED                                             TESTED                                

                                                                                                               

  **READING/ENGLISH   3                                                  3                                     
  LANGUAGE ARTS**                                                                                              

                      4                                                  4                                     

                      5                                                  5                                     

                      6                                                  6                                     

                      7                                                  7                                     

                      8                                                  8                                     

                      HS                                                 HS                                    

                      3-HS **NOT**                                       3-HS **NOT**                           
                      PROFICIENT                                         PROFICIENT                            

                      TOTAL \#                                           TOTAL \#                               
                      TESTED                                             TESTED                                

                      TOTAL \# 3-HS                                      TOTAL \# 3-HS                          
                      LEP **NOT**                                        LEP **NOT**                           
                      TESTED                                             TESTED                                
  ------------------- ------------- -------------- -------- ------------ ------------- -------------- -------- ------------

  --------------------------------------------------------------- -- --- ----- -- --- ----
  2.2a Does the State exercise the LEP flexibility afforded              Yes          No
  States by the Secretary for recent arrivals in AYP                                  
  determination?                                                                      
  (http://www.ed.gov/newsletters/extracredit/2004/02/0220.html)                       

  --------------------------------------------------------------- -- --- ----- -- --- ----

**[Table 2.2b Instructions]{.underline}:**

**Provide the total number of LEP students in grades that were not
tested for AYP. These figures reflect all students in grades K-2 and in
the high school grades not tested for AYP**.

  --------------------- ----------------------- --------------------------
                                                

  **TABLE 2.2b\                                 
  LEP Student/Non-AYP                           
  Grades**                                      

                                                

  **Grade**             **2004-05**             **2005-06**

  \# LEP K-2                                     

  \# LEP HS                                      

  \# LEP Other Grades                           
  --------------------- ----------------------- --------------------------

2.3 Content assessment in Students' Native Language

2.3a Does the State offer the State academic content tests in the
students' native language(s)?

  ------- ------------------- ------------- ------- -----------------------
          Yes                                       No

  ------- ------------------- ------------- ------- -----------------------

**(If no, go to 2.5. If [yes]{.underline}, complete Tables 2.3b and
2.4.)**

2.3b If the answer is **yes to 2.3a**, list the languages other than
English, of the academic content tests provided in the State and check
the grades for which these native language tests are available, in Table
2.3b. If more than one language is available for the grade, place a hard
return (if electronic) in the row to add more space.

State should only report tests used for AYP purposes in the tables
below.

**[Table 2.3b Definitions:]{.underline}**

1.  **Grade =** grades for which the native language version of the
    academic content test is offered

2.  **Language(s) =** name of the language in which the academic content
    test is offered

  ----------------- ----------- ----------------- ---------------- ----------- -----------------
  **Table 2.3b Test                                                            
  in Student's                                                                 
  Native Language**                                                            

                                                                               

                    **GRADE**   **LANGUAGE**                       **GRADE**   **LANGUAGE**

  **MATHEMATICS**   **3**                         **RDG/LANGUAGE   **3**        
                                                  ARTS**                       

                    **4**                                          **4**        

                    **5**                                          **5**        

                    **6**                                          **6**        

                    **7**                                          **7**        

                    **8**                                          **8**        

                    **HS**                                         **HS**       
  ----------------- ----------- ----------------- ---------------- ----------- -----------------

[State response 2.3:]{.underline} (**Provide narrative here if
needed.**)

**[Table 2.4 Instructions:]{.underline}**

**If State response to 2.3a is YES, fill in the number and percentage of
LEP subgroup scoring at "Proficient & Advanced" compared to the State's
AYP targets for math and reading/language arts, for grades
[tested]{.underline} in 2004-2005 and for [all grades]{.underline}
listed in 2005-2006.**

**This table is populated only if the state's response to 2.3a is YES.**

**[Table 2.4 Definitions:]{.underline}**

1.  **Grade =** grades in which the native language versions of the
    State academic content assessment is provided for LEP students

2.  **Proficient & Advanced =** the number and the percent of students
    of the LEP subgroup that achieved "proficient" and "advanced", for
    each year

3.  **Total Tested =** total number of ALL LEP students in all grades
    tested for each year through native language versions of the State
    academic content assessments

+----+------+----------+------------+-------+-----------+------------+
| *  |      |          |            |       |           |            |
| *T |      |          |            |       |           |            |
| ab |      |          |            |       |           |            |
| le |      |          |            |       |           |            |
| 2  |      |          |            |       |           |            |
| .4 |      |          |            |       |           |            |
| Na |      |          |            |       |           |            |
| ti |      |          |            |       |           |            |
| ve |      |          |            |       |           |            |
| La |      |          |            |       |           |            |
| ng |      |          |            |       |           |            |
| ua |      |          |            |       |           |            |
| ge |      |          |            |       |           |            |
| V  |      |          |            |       |           |            |
| er |      |          |            |       |           |            |
| si |      |          |            |       |           |            |
| on |      |          |            |       |           |            |
| of |      |          |            |       |           |            |
| ** |      |          |            |       |           |            |
|    |      |          |            |       |           |            |
| *  |      |          |            |       |           |            |
| *S |      |          |            |       |           |            |
| ta |      |          |            |       |           |            |
| te |      |          |            |       |           |            |
| Ac |      |          |            |       |           |            |
| ad |      |          |            |       |           |            |
| em |      |          |            |       |           |            |
| ic |      |          |            |       |           |            |
| C  |      |          |            |       |           |            |
| on |      |          |            |       |           |            |
| te |      |          |            |       |           |            |
| nt |      |          |            |       |           |            |
| As |      |          |            |       |           |            |
| se |      |          |            |       |           |            |
| ss |      |          |            |       |           |            |
| me |      |          |            |       |           |            |
| nt |      |          |            |       |           |            |
| R  |      |          |            |       |           |            |
| es |      |          |            |       |           |            |
| ul |      |          |            |       |           |            |
| ts |      |          |            |       |           |            |
| ** |      |          |            |       |           |            |
+----+------+----------+------------+-------+-----------+------------+
|    |      |          |            |       |           |            |
+----+------+----------+------------+-------+-----------+------------+
|    | **2  |          |            | *     |           |            |
|    | 004- |          |            | *2005 |           |            |
|    | 05** |          |            | -06** |           |            |
+----+------+----------+------------+-------+-----------+------------+
|    | *    | **PR     |            | **GR  | **P       |            |
|    | *GRA | OFICIENT |            | ADE** | ROFICIENT |            |
|    | DE** | &        |            |       | &         |            |
|    |      | AD       |            |       | A         |            |
|    |      | VANCED** |            |       | DVANCED** |            |
+----+------+----------+------------+-------+-----------+------------+
|    |      | **\#**   | **%**      |       | **\#**    | **%**      |
+----+------+----------+------------+-------+-----------+------------+
| *  | 3    |          |            | 3     |           |            |
| *M |      |          |            |       |           |            |
| AT |      |          |            |       |           |            |
| HE |      |          |            |       |           |            |
| MA |      |          |            |       |           |            |
| TI |      |          |            |       |           |            |
| CS |      |          |            |       |           |            |
| ** |      |          |            |       |           |            |
+----+------+----------+------------+-------+-----------+------------+
|    | 4    |          |            | 4     |           |            |
+----+------+----------+------------+-------+-----------+------------+
|    | 5    |          |            | 5     |           |            |
+----+------+----------+------------+-------+-----------+------------+
|    | 6    |          |            | 6     |           |            |
+----+------+----------+------------+-------+-----------+------------+
|    | 7    |          |            | 7     |           |            |
+----+------+----------+------------+-------+-----------+------------+
|    | 8    |          |            | 8     |           |            |
+----+------+----------+------------+-------+-----------+------------+
|    | HS   |          |            | HS    |           |            |
+----+------+----------+------------+-------+-----------+------------+
|    | T    |          |            | TOTAL |           |            |
|    | OTAL |          |            | T     |           |            |
|    | TE   |          |            | ESTED |           |            |
|    | STED |          |            |       |           |            |
+----+------+----------+------------+-------+-----------+------------+
|    |      | **\#**   | **%**      |       | **\#**    | **%**      |
+----+------+----------+------------+-------+-----------+------------+
| *  | 3    |          |            | 3     |           |            |
| *R |      |          |            |       |           |            |
| EA |      |          |            |       |           |            |
| DI |      |          |            |       |           |            |
| NG |      |          |            |       |           |            |
| /E |      |          |            |       |           |            |
| NG |      |          |            |       |           |            |
| LI |      |          |            |       |           |            |
| SH |      |          |            |       |           |            |
| LA |      |          |            |       |           |            |
| NG |      |          |            |       |           |            |
| UA |      |          |            |       |           |            |
| GE |      |          |            |       |           |            |
| AR |      |          |            |       |           |            |
| TS |      |          |            |       |           |            |
| ** |      |          |            |       |           |            |
+----+------+----------+------------+-------+-----------+------------+
|    | 4    |          |            | 4     |           |            |
+----+------+----------+------------+-------+-----------+------------+
|    | 5    |          |            | 5     |           |            |
+----+------+----------+------------+-------+-----------+------------+
|    | 6    |          |            | 6     |           |            |
+----+------+----------+------------+-------+-----------+------------+
|    | 7    |          |            | 7     |           |            |
+----+------+----------+------------+-------+-----------+------------+
|    | 8    |          |            | 8     |           |            |
+----+------+----------+------------+-------+-----------+------------+
|    | HS   |          |            | HS    |           |            |
+----+------+----------+------------+-------+-----------+------------+
|    | T    |          |            | TOTAL |           |            |
|    | OTAL |          |            | T     |           |            |
|    | TE   |          |            | ESTED |           |            |
|    | STED |          |            |       |           |            |
+----+------+----------+------------+-------+-----------+------------+

[State response 2.4:]{.underline} (**Provide narrative here if
needed.**)

2.5 Accommodations on State academic content assessments for LEP
students

> If the State allows accommodations for academic content assessments,
> check the accommodations used by subgrnatees for LEP students in Table
> 2.5.
>
> Note: if the State has provided information regarding academic content
> assessment in the students' native language in Table 2.4, check
> "Assessment in the native language" in this table.

\`

  ------------------ ---- ---------------------------- ------------------ ---- ------------------------------
  **Table 2.5 Test                                                             
  Accommodations**                                                             

  **Accommodations                                     **Accommodations        
  to Presentation**                                    to Response**           

                                                                               

                          Assessment in the native                             Answers written directly in
                          language                                             test booklet

                          Text changes in vocabulary                           Answers dictated

                          Modification of linguistic                           Responses in native language
                          complexity                                           

                          Addition of visual supports                          

                          Use of glossaries in native                          **Accommodations to
                          language                                             Timing/Scheduling**

                          Use of glossaries in English                         Extra assessment time

                          Linguistic modification of                           Breaks during testing
                          test directions                                      

                          Additional example                                   Administration in several
                          items/tasks                                          sessions

                          Oral directions in the                               
                          native language                                      

                          Use of dictionaries                                  **Accommodations to Setting**

                          Reading aloud of questions                           Small-group or individual
                          in English                                           administration

                          Directions read aloud or                             Separate room administration
                          explained                                            

                                                                               

                                                                               Other (Explain)
  ------------------ ---- ---------------------------- ------------------ ---- ------------------------------

> Rivera, C. and C. Stansfield (2000). *An analysis of state policies
> for the inclusion and accommodation of English language learners in
> state assessment programs during 1998-1999* (Executive Summary).
> Washington, DC: Center for Equity and Excellence in Education, The
> George Washington University.

[State response 2.5:]{.underline} (**Provide narrative here if "Other"
is checked and/or provide additional information as needed.**)

3\. Academic content assessment results of monitored former LEP students
\[SEC. 3121(a)(4) p.1701, 3123(b)(8) p1705\]

Monitored former LEP students are those who

-   have achieved "proficient" on the State ELP assessment,

-   have transitioned into classrooms that are not designed for LEP
    students,

-   are no longer receiving Title III services, and who

-   are being monitored for academic content achievement for 2 years
    after transition

> Note: Monitoring of these students is required for 2 consecutive years
> and results must be reported whether or not they are in a grade
> counted for AYP.

3.1 Provide the count of [monitored former LEP students]{.underline} in
Table 3.1 below.

**[Table 3. 1 Definitions:]{.underline}**

1.  **\# year one =** number of former LEP students in their first year
    of being monitored

2.  **\# year two =** number of former LEP students in their second year
    of being monitored

3.  **Non-AYP Grades 3+ =** Grades 3 and above not tested for AYP.

4.  **Total =** The sum of the subtotal of monitored LEP students in
    grades tested for AYP and the number of former LEP students in
    grades not tested for AYP.

  -------------- ------------- ------------- ---------------- ---------------
  **Table 3.1                                                 
  Former LEP                                                  
  Student by                                                  
  Year                                                        
  Monitored**                                                 

                 **2004-05**                 **2005-06**      

  **GRADE**      **\# YEAR     **\# YEAR     **\# YEAR ONE**  **\# YEAR TWO**
                 ONE**         TWO**                          

  **3**                                                        

  **4**                                                        

  **5**                                                        

  **6**                                                        

  **7**                                                        

  **8**                                                        

  **HS**                                                       

  **Subtotal**                                                 

  **Non-AYP                                                    
  Grades 3+**                                                 

  **TOTAL**                                                    
  -------------- ------------- ------------- ---------------- ---------------

3.2 Academic achievement results of monitored former LEP students tested
for AYP by grade.

**[Table 3.2 Definitions:]{.underline}**

1.  **Subject =** academic content subject areas in which former LEP
    student achievements are monitored

2.  **Grade** = grade of the monitored former LEP students

3.  **\# monitored** = number of former LEP students being monitored for
    each year (year 1 plus year 2)

4.  **\# Proficient & Advanced =** the sum of the number of monitored
    former LEP students who achieved the "Proficient" level and the
    number of monitored LEP students who achieved the "Advanced" level
    on the State content tests

5.  **\# Below proficient =** the number of monitored former LEP
    students who did not achieve proficient level on the State academic
    content test at grade level

6.  **Total =** the total numbers for each column and each subject

  ----------------- ----------- ------------- ------------ -------------- ------------- ------------ --------------
                                                                                                      

  **Table 3.2                                                                                        
  Monitored Former                                                                                   
  LEP Student                                                                                        
  Results by                                                                                         
  Grade**                                                                                            

                                **2004-05**                               **2005-06**                

   **SUBJECT**      **GRADE**   **\#          **\#         **\# BELOW     **\#          **\#         **\# BELOW
                                MONITORED**   PROFICIENT & PROFICIENT**   MONITORED**   PROFICIENT & PROFICIENT**
                                              ADVANCED**                                ADVANCED**   

  **MATHEMATICS**   **3**                                                                            

                    **4**                                                                            

                    **5**                                                                            

                    **6**                                                                            

                    **7**                                                                            

                    **8**                                                                            

                    **HS**                                                                           

                    **TOTAL**                                                                        

                                              *** ***                                                

  **RDG/LANGUAGE    **3**                                                                            
  ARTS**                                                                                             

                    **4**                                                                            

                    **5**                                                                            

                    **6**                                                                            

                    **7**                                                                            

                    **8**                                                                            

                    **HS**                                                                           

                    **TOTAL**                                                                        
  ----------------- ----------- ------------- ------------ -------------- ------------- ------------ --------------

3.2a Does the State include the students reported in Table 3.2 in the
calculations for the LEP subgroup AYP?

  -------- ------------------- -------------- -------- ----------- -------
           Yes                                         No          

  -------- ------------------- -------------- -------- ----------- -------

3.2b Provide the number of the Year 1 and Year 2 monitored former LEP
students in grades not tested for AYP who met grade level academic
achievement standards in Math and Reading/Language Arts based on
State/local criteria.

  ----------------- ----------------- ----------------- -----------------
  **3.2b                                                
  Performance of                                        
  Monitored Former                                      
  LEP Students                                          
  /Non-AYP Grades**                                     

  **2004 -- 2005**                    **2005 - 2006**   

  **\# Achieved                       **\# Achieved     
  Grade level                         Grade level       
  Standards**                         Standards**       

  Monitored Year 1  Monitored Year 2  Monitored Year 1  Monitored Year 2

                                                        
  ----------------- ----------------- ----------------- -----------------

[State response 3.2b]{.underline}: (**Describe how the monitored former
LEP students in the State are performing at grade level or meeting grade
level standards.)**

3.2c What percentage of the monitored former LEP students were returned
to LEP services, if the State exercises such practice?

[State response 3.2c]{.underline}: (**Explain the criteria and process
of returning monitored former LEP students to LEP services.)**

3.2d If monitored former LEP students were returned to LEP services, how
does this impact the performance of the subgrantees and the State in
meeting Title III AMAO for "Attainment" of English proficiency?

3.3 What is the State's policy on monitored former LEP students when
they fail to meet state academic achievement standards? What technical
assistance does the State provide to subgrantees whose monitored former
LEP students do not meet State academic achievement standards during the
2 years while those students were being monitored?

[State response 3.3:]{.underline} **(Provide narrative here)**

> **4.** Title III Subgrantee Performance and State Accountability
>
> \[SEC. 3122(b)(2) p. 1703, 3123(b)(1, 4) p.1704-5, 3121(b)(2) p.
> 1701,\]
>
> 4.1 Provide the count for each year in Table 4.1.

+------+------+-----------------------------------+---+--------+---+--------+
|      |      |                                   |   |        |   |        |
+------+------+-----------------------------------+---+--------+---+--------+
| **T  |      |                                   |   |        |   |        |
| able |      |                                   |   |        |   |        |
| 4.1  |      |                                   |   |        |   |        |
| T    |      |                                   |   |        |   |        |
| itle |      |                                   |   |        |   |        |
| III  |      |                                   |   |        |   |        |
| Su   |      |                                   |   |        |   |        |
| bgra |      |                                   |   |        |   |        |
| ntee |      |                                   |   |        |   |        |
| Per  |      |                                   |   |        |   |        |
| form |      |                                   |   |        |   |        |
| ance |      |                                   |   |        |   |        |
| I    |      |                                   |   |        |   |        |
| nfor |      |                                   |   |        |   |        |
| mati |      |                                   |   |        |   |        |
| on** |      |                                   |   |        |   |        |
+------+------+-----------------------------------+---+--------+---+--------+
|      |      |                                   |   |        |   |        |
+------+------+-----------------------------------+---+--------+---+--------+
|      |      |                                   |   | **200  |   | **200  |
|      |      |                                   |   | 4-05** |   | 5-06** |
+------+------+-----------------------------------+---+--------+---+--------+
| T    |      |                                   |   |        |   |        |
| otal |      |                                   |   |        |   |        |
| nu   |      |                                   |   |        |   |        |
| mber |      |                                   |   |        |   |        |
| of   |      |                                   |   |        |   |        |
| sub  |      |                                   |   |        |   |        |
| gran |      |                                   |   |        |   |        |
| tees |      |                                   |   |        |   |        |
| for  |      |                                   |   |        |   |        |
| each |      |                                   |   |        |   |        |
| year |      |                                   |   |        |   |        |
+------+------+-----------------------------------+---+--------+---+--------+
|      |      |                                   |   |        |   |        |
+------+------+-----------------------------------+---+--------+---+--------+
| **T  |      |                                   |   |        |   |        |
| otal |      |                                   |   |        |   |        |
| nu   |      |                                   |   |        |   |        |
| mber |      |                                   |   |        |   |        |
| of   |      |                                   |   |        |   |        |
| sub  |      |                                   |   |        |   |        |
| gran |      |                                   |   |        |   |        |
| tees |      |                                   |   |        |   |        |
| that |      |                                   |   |        |   |        |
| met  |      |                                   |   |        |   |        |
| all  |      |                                   |   |        |   |        |
| t    |      |                                   |   |        |   |        |
| hree |      |                                   |   |        |   |        |
| T    |      |                                   |   |        |   |        |
| itle |      |                                   |   |        |   |        |
| III  |      |                                   |   |        |   |        |
| A    |      |                                   |   |        |   |        |
| MAOs |      |                                   |   |        |   |        |
| **\* |      |                                   |   |        |   |        |
+------+------+-----------------------------------+---+--------+---+--------+
|      |      |                                   |   |        |   |        |
+------+------+-----------------------------------+---+--------+---+--------+
| **T  |      |                                   |   |        |   |        |
| otal |      |                                   |   |        |   |        |
| nu   |      |                                   |   |        |   |        |
| mber |      |                                   |   |        |   |        |
| of   |      |                                   |   |        |   |        |
| sub  |      |                                   |   |        |   |        |
| gran |      |                                   |   |        |   |        |
| tees |      |                                   |   |        |   |        |
| that |      |                                   |   |        |   |        |
| met  |      |                                   |   |        |   |        |
| 2    |      |                                   |   |        |   |        |
| A    |      |                                   |   |        |   |        |
| MAOs |      |                                   |   |        |   |        |
| on   |      |                                   |   |        |   |        |
| ly** |      |                                   |   |        |   |        |
+------+------+-----------------------------------+---+--------+---+--------+
| > Nu |      |                                   |   |        |   |        |
| mber |      |                                   |   |        |   |        |
| > of |      |                                   |   |        |   |        |
| >    |      |                                   |   |        |   |        |
|  sub |      |                                   |   |        |   |        |
| gran |      |                                   |   |        |   |        |
| tees |      |                                   |   |        |   |        |
| >    |      |                                   |   |        |   |        |
| that |      |                                   |   |        |   |        |
| >    |      |                                   |   |        |   |        |
|  met |      |                                   |   |        |   |        |
| > A  |      |                                   |   |        |   |        |
| MAOs |      |                                   |   |        |   |        |
| > of |      |                                   |   |        |   |        |
| > Ma |      |                                   |   |        |   |        |
| king |      |                                   |   |        |   |        |
| >    |      |                                   |   |        |   |        |
| Prog |      |                                   |   |        |   |        |
| ress |      |                                   |   |        |   |        |
| >    |      |                                   |   |        |   |        |
|  and |      |                                   |   |        |   |        |
| >    |      |                                   |   |        |   |        |
|  ELP |      |                                   |   |        |   |        |
| > At |      |                                   |   |        |   |        |
| tain |      |                                   |   |        |   |        |
| ment |      |                                   |   |        |   |        |
+------+------+-----------------------------------+---+--------+---+--------+
| > Nu |      |                                   |   |        |   |        |
| mber |      |                                   |   |        |   |        |
| > of |      |                                   |   |        |   |        |
| >    |      |                                   |   |        |   |        |
|  sub |      |                                   |   |        |   |        |
| gran |      |                                   |   |        |   |        |
| tees |      |                                   |   |        |   |        |
| >    |      |                                   |   |        |   |        |
| that |      |                                   |   |        |   |        |
| >    |      |                                   |   |        |   |        |
|  met |      |                                   |   |        |   |        |
| > A  |      |                                   |   |        |   |        |
| MAOs |      |                                   |   |        |   |        |
| > of |      |                                   |   |        |   |        |
| > Ma |      |                                   |   |        |   |        |
| king |      |                                   |   |        |   |        |
| >    |      |                                   |   |        |   |        |
| Prog |      |                                   |   |        |   |        |
| ress |      |                                   |   |        |   |        |
| >    |      |                                   |   |        |   |        |
|  and |      |                                   |   |        |   |        |
| >    |      |                                   |   |        |   |        |
|  AYP |      |                                   |   |        |   |        |
+------+------+-----------------------------------+---+--------+---+--------+
| > Nu |      |                                   |   |        |   |        |
| mber |      |                                   |   |        |   |        |
| > of |      |                                   |   |        |   |        |
| >    |      |                                   |   |        |   |        |
|  sub |      |                                   |   |        |   |        |
| gran |      |                                   |   |        |   |        |
| tees |      |                                   |   |        |   |        |
| >    |      |                                   |   |        |   |        |
| that |      |                                   |   |        |   |        |
| >    |      |                                   |   |        |   |        |
|  met |      |                                   |   |        |   |        |
| > A  |      |                                   |   |        |   |        |
| MAOs |      |                                   |   |        |   |        |
| > of |      |                                   |   |        |   |        |
| >    |      |                                   |   |        |   |        |
|  ELP |      |                                   |   |        |   |        |
| > At |      |                                   |   |        |   |        |
| tain |      |                                   |   |        |   |        |
| ment |      |                                   |   |        |   |        |
| >    |      |                                   |   |        |   |        |
|  and |      |                                   |   |        |   |        |
| >    |      |                                   |   |        |   |        |
|  AYP |      |                                   |   |        |   |        |
+------+------+-----------------------------------+---+--------+---+--------+
|      |      |                                   |   |        |   |        |
+------+------+-----------------------------------+---+--------+---+--------+
| **T  |      |                                   |   |        |   |        |
| otal |      |                                   |   |        |   |        |
| nu   |      |                                   |   |        |   |        |
| mber |      |                                   |   |        |   |        |
| of   |      |                                   |   |        |   |        |
| sub  |      |                                   |   |        |   |        |
| gran |      |                                   |   |        |   |        |
| tees |      |                                   |   |        |   |        |
| that |      |                                   |   |        |   |        |
| met  |      |                                   |   |        |   |        |
| 1    |      |                                   |   |        |   |        |
| AMAO |      |                                   |   |        |   |        |
| on   |      |                                   |   |        |   |        |
| ly** |      |                                   |   |        |   |        |
+------+------+-----------------------------------+---+--------+---+--------+
| > Nu |      |                                   |   |        |   |        |
| mber |      |                                   |   |        |   |        |
| > of |      |                                   |   |        |   |        |
| >    |      |                                   |   |        |   |        |
|  sub |      |                                   |   |        |   |        |
| gran |      |                                   |   |        |   |        |
| tees |      |                                   |   |        |   |        |
| >    |      |                                   |   |        |   |        |
| that |      |                                   |   |        |   |        |
| >    |      |                                   |   |        |   |        |
|  met |      |                                   |   |        |   |        |
| >    |      |                                   |   |        |   |        |
| AMAO |      |                                   |   |        |   |        |
| > of |      |                                   |   |        |   |        |
| > Ma |      |                                   |   |        |   |        |
| king |      |                                   |   |        |   |        |
| >    |      |                                   |   |        |   |        |
| Prog |      |                                   |   |        |   |        |
| ress |      |                                   |   |        |   |        |
+------+------+-----------------------------------+---+--------+---+--------+
| > Nu |      |                                   |   |        |   |        |
| mber |      |                                   |   |        |   |        |
| > of |      |                                   |   |        |   |        |
| >    |      |                                   |   |        |   |        |
|  sub |      |                                   |   |        |   |        |
| gran |      |                                   |   |        |   |        |
| tees |      |                                   |   |        |   |        |
| >    |      |                                   |   |        |   |        |
| that |      |                                   |   |        |   |        |
| >    |      |                                   |   |        |   |        |
|  met |      |                                   |   |        |   |        |
| >    |      |                                   |   |        |   |        |
| AMAO |      |                                   |   |        |   |        |
| > of |      |                                   |   |        |   |        |
| > At |      |                                   |   |        |   |        |
| tain |      |                                   |   |        |   |        |
| ment |      |                                   |   |        |   |        |
| > of |      |                                   |   |        |   |        |
| >    |      |                                   |   |        |   |        |
|  ELP |      |                                   |   |        |   |        |
+------+------+-----------------------------------+---+--------+---+--------+
| > Nu |      |                                   |   |        |   |        |
| mber |      |                                   |   |        |   |        |
| > of |      |                                   |   |        |   |        |
| >    |      |                                   |   |        |   |        |
|  sub |      |                                   |   |        |   |        |
| gran |      |                                   |   |        |   |        |
| tees |      |                                   |   |        |   |        |
| >    |      |                                   |   |        |   |        |
| that |      |                                   |   |        |   |        |
| >    |      |                                   |   |        |   |        |
|  met |      |                                   |   |        |   |        |
| >    |      |                                   |   |        |   |        |
| AMAO |      |                                   |   |        |   |        |
| >    |      |                                   |   |        |   |        |
|  AYP |      |                                   |   |        |   |        |
+------+------+-----------------------------------+---+--------+---+--------+
|      |      |                                   |   |        |   |        |
+------+------+-----------------------------------+---+--------+---+--------+
| T    |      |                                   |   |        |   |        |
| otal |      |                                   |   |        |   |        |
| nu   |      |                                   |   |        |   |        |
| mber |      |                                   |   |        |   |        |
| of   |      |                                   |   |        |   |        |
| sub  |      |                                   |   |        |   |        |
| gran |      |                                   |   |        |   |        |
| tees |      |                                   |   |        |   |        |
| that |      |                                   |   |        |   |        |
| did  |      |                                   |   |        |   |        |
| not  |      |                                   |   |        |   |        |
| meet |      |                                   |   |        |   |        |
| any  |      |                                   |   |        |   |        |
| AMAO |      |                                   |   |        |   |        |
+------+------+-----------------------------------+---+--------+---+--------+
|      |      |                                   |   |        |   |        |
+------+------+-----------------------------------+---+--------+---+--------+
| T    |      |                                   |   |        |   |        |
| otal |      |                                   |   |        |   |        |
| nu   |      |                                   |   |        |   |        |
| mber |      |                                   |   |        |   |        |
| of   |      |                                   |   |        |   |        |
| sub  |      |                                   |   |        |   |        |
| gran |      |                                   |   |        |   |        |
| tees |      |                                   |   |        |   |        |
| that |      |                                   |   |        |   |        |
| did  |      |                                   |   |        |   |        |
| not  |      |                                   |   |        |   |        |
| meet |      |                                   |   |        |   |        |
| A    |      |                                   |   |        |   |        |
| MAOs |      |                                   |   |        |   |        |
| for  |      |                                   |   |        |   |        |
| two  |      |                                   |   |        |   |        |
| con  |      |                                   |   |        |   |        |
| secu |      |                                   |   |        |   |        |
| tive |      |                                   |   |        |   |        |
| y    |      |                                   |   |        |   |        |
| ears |      |                                   |   |        |   |        |
+------+------+-----------------------------------+---+--------+---+--------+
| T    |      |                                   |   |        |   |        |
| otal |      |                                   |   |        |   |        |
| nu   |      |                                   |   |        |   |        |
| mber |      |                                   |   |        |   |        |
| of   |      |                                   |   |        |   |        |
| sub  |      |                                   |   |        |   |        |
| gran |      |                                   |   |        |   |        |
| tees |      |                                   |   |        |   |        |
| with |      |                                   |   |        |   |        |
| an   |      |                                   |   |        |   |        |
| imp  |      |                                   |   |        |   |        |
| rove |      |                                   |   |        |   |        |
| ment |      |                                   |   |        |   |        |
| plan |      |                                   |   |        |   |        |
| for  |      |                                   |   |        |   |        |
| not  |      |                                   |   |        |   |        |
| mee  |      |                                   |   |        |   |        |
| ting |      |                                   |   |        |   |        |
| T    |      |                                   |   |        |   |        |
| itle |      |                                   |   |        |   |        |
| III  |      |                                   |   |        |   |        |
| A    |      |                                   |   |        |   |        |
| MAOs |      |                                   |   |        |   |        |
+------+------+-----------------------------------+---+--------+---+--------+
| T    |      |                                   |   |        |   |        |
| otal |      |                                   |   |        |   |        |
| nu   |      |                                   |   |        |   |        |
| mber |      |                                   |   |        |   |        |
| of   |      |                                   |   |        |   |        |
| sub  |      |                                   |   |        |   |        |
| gran |      |                                   |   |        |   |        |
| tees |      |                                   |   |        |   |        |
| who  |      |                                   |   |        |   |        |
| have |      |                                   |   |        |   |        |
| not  |      |                                   |   |        |   |        |
| met  |      |                                   |   |        |   |        |
| T    |      |                                   |   |        |   |        |
| itle |      |                                   |   |        |   |        |
| III  |      |                                   |   |        |   |        |
| A    |      |                                   |   |        |   |        |
| MAOs |      |                                   |   |        |   |        |
| for  |      |                                   |   |        |   |        |
| four |      |                                   |   |        |   |        |
| con  |      |                                   |   |        |   |        |
| secu |      |                                   |   |        |   |        |
| tive |      |                                   |   |        |   |        |
| y    |      |                                   |   |        |   |        |
| ears |      |                                   |   |        |   |        |
| (b   |      |                                   |   |        |   |        |
| egin |      |                                   |   |        |   |        |
| ning |      |                                   |   |        |   |        |
| in   |      |                                   |   |        |   |        |
| 2007 |      |                                   |   |        |   |        |
| -08) |      |                                   |   |        |   |        |
+------+------+-----------------------------------+---+--------+---+--------+

  ----------------------------------------- -- ----- ------- --- ------ ----
  4.2 Did the **[State]{.underline}** meet           YES                NO
  **[all]{.underline}** three Title III                                 
  AMAOs in 2005-2006? \*                                                

  ----------------------------------------- -- ----- ------- --- ------ ----

\*Meeting all three Title III AMAOs means meeting each State set target
for each objective: Making Progress, Attaining Proficiency and making
AYP.

[State response 4.2]{.underline}: **(Provide narrative here if
needed.)**

4.3 Describe the State plan to provide technical assistance in
developing improvement plans and other technical assistance to
subgrantees that have failed to meet Title III AMAOs for two or more
consecutive years.

[State response 4.3:]{.underline} **(Provide narrative here.)**

**5. Programs and activities for immigrant children and youth**

> \[SEC. 3115(e)(1)(A-G) p. 1699\]

5.  Complete Table 5.1

**[Table 5.1 Definitions:]{.underline}**

1.  **\# immigrants enrolled in the State** **=** the number of students
    enrolled in the elementary or secondary schools in the State who
    meet the definition of immigrant children and youth in Section
    3301(6)

2.  **\# immigrants served by Title III =** the number of immigrant
    students who participated in programs for immigrant children and
    youth funded under Section 3114(d)(1), using the funds reserved for
    immigrant education programs/activities

3.  **\# of immigrants subgrants =** the number of subgrants made in the
    State under Section 3114(d)(1), with the funds reserved for
    immigrant education programs/activities

+-----------+-----------+----------+-----------+-----------+----------+
| **Table   |           |          |           |           |          |
| 5.1       |           |          |           |           |          |
| Education |           |          |           |           |          |
| Programs  |           |          |           |           |          |
| for       |           |          |           |           |          |
| Immigrant |           |          |           |           |          |
| S         |           |          |           |           |          |
| tudents** |           |          |           |           |          |
+-----------+-----------+----------+-----------+-----------+----------+
| **20      |           |          | **20      |           |          |
| 04-2005** |           |          | 05-2006** |           |          |
+-----------+-----------+----------+-----------+-----------+----------+
| **\#      | **\#      | **\#**   | **\#      | **\#      | **\#**   |
| I         | I         |          | I         | I         |          |
| mmigrants | mmigrants | **I      | mmigrants | mmigrants | **I      |
| enrolled  | served by | mmigrant | enrolled  | served by | mmigrant |
| in the    | Title     | sub      | in the    | Title     | sub      |
| State**   | III**     | grants** | State**   | III**     | grants** |
+-----------+-----------+----------+-----------+-----------+----------+
|           |           |          |           |           |          |
+-----------+-----------+----------+-----------+-----------+----------+

[State response 5.1]{.underline}: **(Provide information on what has
changed, e.g., sudden influx of large number of immigrant children and
youth, increase/change of minority language groups, or sudden population
change in school districts that are less experienced with education
services for immigrant students in the State [during the 2 previous
years]{.underline}.)**

5.2 Provide information on the programs or activities conducted by
subgrantees for immigrant children and youth.

**[Table 5.2 Instructions]{.underline}:**

**Provide the number of subgrantees who have conducted each of the
activities in Table 5.2 for the education enhancement of immigrant
children and youth. A subgrantee may conduct more than one such
activity. This table requires the aggregated number of activities
conducted in the 2 years covered by this biennial report. The State
should provide more detailed information for each year in the narrative
if needed.**

  --------------- ---------------- -------- -------- -------- -------- -------- --------
                                                                                

  **Table 5.2                                                                   
  Subgrantee                                                                    
  Activities for                                                                
  Immigrant Youth                                                               
  and Children**                                                                

                                                                                

  **\#            **Activity                                                    
  subgrantees**   conducted**                                                   

                  family literacy,                                              
                  parent outreach,                                              
                  and training                                                  

                  support for                                                   
                  personnel,                                                    
                  including                                                     
                  teacher aides,                                                
                  to provide                                                    
                  services for                                                  
                  immigrant                                                     
                  children and                                                  
                  youth                                                         

                  provision of                                                  
                  tutorials,                                                    
                  mentoring, and                                                
                  academic career                                               
                  counseling                                                    

                  identification                                                
                  and acquisition                                               
                  of curricular                                                 
                  materials,                                                    
                  software, and                                                 
                  technologies                                                  

                  basic                                                         
                  instructional                                                 
                  services                                                      

                  other                                                         
                  instructional                                                 
                  services, such                                                
                  as programs of                                                
                  introduction to                                               
                  the educational                                               
                  system and                                                    
                  civics education                                              

                  activities                                                    
                  coordinated with                                              
                  community based                                               
                  organizations,                                                
                  institutions of                                               
                  higher                                                        
                  education,                                                    
                  private sector                                                
                  entities, or                                                  
                  other entities                                                
                  to assist                                                     
                  parents by                                                    
                  offering                                                      
                  comprehensive                                                 
                  community                                                     
                  services                                                      

                  other authorized                                              
                  activities for                                                
                  the education of                                              
                  immigrant                                                     
                  children and                                                  
                  youth (Describe)                                              
  --------------- ---------------- -------- -------- -------- -------- -------- --------

[State response 5.2:]{.underline} **(Summarize the most common
activities conducted and discuss the effectiveness of the activities in
meeting the needs of the immigrant children and youth and in achieving
the goals of this program.)**

3.  How does the State distribute the funds reserved for the education
    of immigrant children and youth to subgrantees? **(Check those that
    apply)**

  ------- -------------------------- -- ------ ---------------------------
          Annual                               Competitive

          Multi-year                           Formula
  ------- -------------------------- -- ------ ---------------------------

> [State response 5.3:]{.underline} (Provide additional information on
> the State's subgrant process, as needed)

5.  **Title III programs or activities (as described in Section 3115 (c,
    d & e)) conducted by subgrantees terminated for failure to reach
    program goals during the two preceding years,** \[SEC. 3123(b)(7)
    p.1705\]

    1.  Were any Title III language instruction educational programs OR
        programs and activities for immigrant children and youth
        terminated for failure to reach program goals during the two
        preceding years in the State?

  ------------- -------------------- ----- --------------- ----------------
                YES                                        NO

  ------------- -------------------- ----- --------------- ----------------

> (If NO, proceed to 7. If YES, provide the number in 6.1a.)

  ------- ------------------------------------------------------------- --
          Number of terminated programs or activities                   

  ------- ------------------------------------------------------------- --

6.1a

**[State response 6.1]{.underline}:** (**Provide a summary explaining
why these programs or activities did not reach program goals.**)

7\. Teacher information and professional development activities
conducted by subgrantees \[SEC. 3115(c)(1)(B) p. 1698, SEC. 3116(c)
p.1701, 3123(b)(5) p. 1705\]

7.1 Provide the number of teachers in the State who are working in the
Title III language instruction educational programs as defined in SEC.
3301(8) and reported in Table 1.1.

**Note:** Section 3301(8) - The term 'Language instruction educational
program' means an instruction course -- (A) in which a limited English
proficient child is placed for the purpose of developing and attaining
English proficiency, while meeting challenging State academic content
and student academic achievement standards, as required by section
1111(b)(1); and (B) that may make instructional use of both English and
a child's native language to enable the child to develop and attain
English proficiency, and may include the participation of English
proficient children if such course is designed to enable all
participating children to become proficient in English and a second
language.)

  ----- -----------------------------------------------------------------
        Total number of certified/licensed teachers
        **[currently]{.underline}** working in Title III language
        instruction educational programs in the State.

        Total estimated number of [**additional**]{.underline}
        certified/licensed teachers that the State will need for the
        Title III language instruction educational programs in the next 5
        years \*
  ----- -----------------------------------------------------------------

> \*This number should be the total [additional]{.underline} teacher
> needed for the next five years. **[Do not]{.underline}** include the
> number of teachers [currently]{.underline} working in Title III
> English language instruction educational programs.

[State response 7.1:]{.underline} **(Provide narrative here if
needed.)**

7.2 Does the State require special certification/licensure/endorsement
for **teachers** who teach in language instruction educational programs
(SEC. 3301(8))?

  ------ ---------------------------- ------- -------- -------------------
         Yes                                           No

  ------ ---------------------------- ------- -------- -------------------

> If **yes**, describe the eligibility requirements for teachers to
> teach in language instruction educational programs in the State.
>
> If **no**, does the State plan to develop eligibility requirements for
> teachers to teach in language instruction educational programs?

7.2a Does the State have specific qualification requirements in addition
to those cited in Section 1119(3)(g) for **paraprofessionals** who
assist teachers in Title III language instruction educational programs?

  ------ ------------------------- ------- -------- ------------------------
         Yes                                        No

  ------ ------------------------- ------- -------- ------------------------

[State response 7.2:]{.underline} **(Provide narrative here if
necessary)**

7.3 How is teacher language fluency determined for English and any other
language of instruction used in Title III language instruction
educational programs? (SEC. 3116(c))

**[Table 7.3 Instructions]{.underline}:**

**Fill in the [number]{.underline} of subgrantees that use each of the
following methods. This table requires the aggregated data for the 2
years covered by this biennial report. The State should provide
additional information for each year in the narrative response if
needed.**

  -------------- ----------------------------------------------------------
  **\# of        **Table 7.3 Methods of Determining Language Fluency**
  Subgrantee**   

                 State required English fluency exam for oral and written
                 skills

                 State required exam for fluency in another language for
                 oral and written skills

                 State certification/recertification/licensing requirement

                 LEA required English fluency exam for oral and written
                 communication skills

                 LEA required fluency exam for another language for oral
                 and written skills

                 LEA testing/interview during hiring

                 LEA endorsed, based on professional development and other
                 training

                 LEA determined other evidence of language fluency
                 (**explain**)

                 Other (**explain**)
  -------------- ----------------------------------------------------------

[State response 7.3:]{.underline} **(Provide narrative here if
needed.)**

4.  Provide information on the subgrantees that conducted professional
    development activities that met Title III requirements (SEC. 3115
    (c)(2 A-D) in Table 7.4.

**[Table 7 Instructions:]{.underline}**

**Report professional development activities that are funded under Title
III and/or related to Title III required activities ONLY.**

**[Table 7.4 Definitions]{.underline}:**

1.  **Professional Development Activity =** subgrantee activities for
    professional development required under Title III \[SEC.
    3115(c)(2)(A-D)\]

2.  **\# subgrantees =** the number of subgrantees who conducted each
    type of professional development activity. A subgrantee may conduct
    more than one professional development activity.

3.  **Total Number of Participants =** the total number of teachers,
    administrators and other personnel who participated in each type of
    the professional development (PD) activities

  ------------------------------------------- --------------- -------------- -----
  **Table 7.4 Subgrantee Professional                                        
  Development Activities**                                                   

                                                                             

  **Type of PD Activity**                     **\#                           
                                              Subgrantees**                  

                                                                             

  Instructional strategies for LEP students                                   

  Understanding and implementation of                                         
  assessment of LEP students                                                 

  Understanding and implementation of ELP                                     
  standards and academic content standards                                   
  for LEP students                                                           

  Alignment of the curriculum in language                                     
  instruction educational programs to ELP                                    
  standards                                                                  

  Subject matter knowledge for teachers                                       

  Other (Explain)                                                            

  **Participant Information**                 \# Subgrantees  Total Number   
                                                              of             
                                                              Participants   

  PD provided to content classroom teachers                                  

  PD provided to LEP classroom teachers                                      

  PD provided to principals                                                  

  PD provided to administrators/other than                                   
  principals                                                                 

  PD provided to other school                                                
  personnel/non-administrative                                               

  PD provided to community based                                             
  organizational personnel                                                   
  ------------------------------------------- --------------- -------------- -----

7.4 State Response: (**Explain what the State did to ensure that PD
activities conducted by subgrantees meet the Title III requirements
under Section 3115 (c)(2)(A-D), including how the PD activities were
based on scientific research and were effective in enhancing teacher
knowledge and skills in teaching LEP students**.)

8.  **State level activities conducted and technical assistance provided
    to subgrantees** \[SEC. 3111(b)(2)(A-D) p.1691-2, 3123(b)(4) p.
    1705\]

8.1 During the two preceding years, what technical assistance was
provided by the **State** to subgrantees?

> **(Check all that apply**)

+-----------------------------------------------------------------------+
| The State provided technical assistance to subgrantees in:            |
|                                                                       |
|   ---- -------------------------------------------------------------  |
|        1\. Identifying and implementing English language              |
|        instructional programs and curricula based on scientific       |
|        research                                                       |
|                                                                       |
|        2\. Helping LEP students to meet academic content and student  |
|        academic achievement standards expected of all students        |
|                                                                       |
|        3\. Identifying or developing and implementing measures of     |
|        English language proficiency                                   |
|                                                                       |
|        4\. Promoting parental and community participation in          |
|        programs that serve LEP children                               |
|   ---- -------------------------------------------------------------  |
+-----------------------------------------------------------------------+

[State response 8.1]{.underline}: **(Describe how the State evaluates
the effectiveness of State level technical assistance (TA), including
how TA has improved sungrantees' performance in assisting LEP students
to achieve English proficiency and academic standards.)**

8.  Other **State** activities conducted during the two preceding years,
    and the effectiveness of such activities.

**Check all that apply.**

1)  **Professional development and other activities to assist personnel
    in meeting certification requirements**

+-----------------------------------------------------------------------+
|   ---- -------------------------------------------------------------  |
|        Increased the number of certified/licensed/endorsed teachers   |
|        for language instruction educational programs in the State     |
|                                                                       |
|        Increased the number of teachers trained in teaching LEP       |
|        students by course credits or professional development points  |
|        towards certification/endorsement                              |
|                                                                       |
|        Increased teacher knowledge and ability in using State ELP     |
|        standards and assessment                                       |
|   ---- -------------------------------------------------------------  |
+-----------------------------------------------------------------------+

2)  Planning, evaluation, administration, and interagency coordination
    related to subgrants

  ---- ------------------------------------------------------------------
       Planning: facilitated comprehensive services for LEP students

       Planning: facilitated utilizing all resources of professional
       development training for the most needed area of teaching LEP
       students

       Evaluation: informed improvement of Title III program
       implementation

       Interagency coordination: facilitated establishing State level
       standards, guidelines for instructional and other educational
       services for LEP students

       Consolidating Title III SEA administrative funds: provided
       additional resources for Title III program
       implementation/administration

       Other (Explain)
  ---- ------------------------------------------------------------------

3)  Recognition of subgrantees that exceeded AMAOs

4)  Other state level authorized activities

[State response 8.2:]{.underline} **(Describe how the State evaluates
the effectiveness of State level activities conducted, including how
these activities have improved sungrantees' performance in assisting LEP
students in achieving English proficiency and academic standards.)**

1\.

2\.

3\.

4\.

8.3 Compliance with parental notification and parental participation
requirements under Section 3302. Describe how the **State** ensured that
subgrantees:

1.  complied with parental notification provisions for identification
    and placement. Ensured that parents were informed on all the
    requirements specified in SEC. 3302(a)(1-8) p. 1732)

2.  complied with parental notification when the LEA failed to meet
    Title III annual measurable achievement objectives each year within
    prescribed time frame (SEC. 3302(b) p. 1732)

3.  provided parental notifications in an understandable and uniform
    format, and, to the extent practical, in a language that the parent
    could understand. \[SEC. 3302(c) p. 1732-3\]

4.  fulfilled the parental participation and outreach provisions. \[SEC.
    3302(e) p. 1732-3\]

[State response 8.3]{.underline}: **(Address each of the items above.)**

1\.

2\.

3\.

4\.

**9. OPTIONAL**

RESPONSES TO THE FOLLOWING QUESTIONS ARE NOT REQUIRED, BUT WOULD BE
HELPFUL TO THE DEPARTMENT IN UNDERSTANDING SERVICES TO LEP STUDENTS IN
THE STATE.

9.1 Do LEAs provide information to the State on mobility rates (Mobility
rate has been collected by NCES. It is defined in the Common Core of
Data collection and in the national education data dictionary) for all
students?

  ----- ----------------------- ------ ------- ---------------------------
        Yes                                    No

  ----- ----------------------- ------ ------- ---------------------------

**(If yes, Please provide that rate.)**

9.2 Does the State calculate a State LEP mobility rate?

  ----- ----------------------- ------ ------- ---------------------------
        Yes                                    No

  ----- ----------------------- ------ ------- ---------------------------

**(If yes, please provide that rate.)**

9.3 Does the State calculate the difference between the LEP subgroup AYP
status with or without the inclusion of monitored former LEP students'
achievement results?

  ----- ------------------------ ------ ------- --------------------------
        Yes                                     No

  ----- ------------------------ ------ ------- --------------------------

**If yes, what is the difference?**