Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 1 - PUBLIC SCHOOLS EVALUATION, RECOGNITION AND SUPERVISION › Subpart A - RECOGNITION REQUIREMENTS › Section 1.88 - Additional Accountability Requirements for Districts Serving Students of Limited English Proficiency under Title III

Current through Register Vol. 48, No. 28, July 12, 2024
This Section implements section 6842 of the Elementary and
				  Secondary Education Act (ESEA) (
				  20 USC
				  6842 ), which requires that states establish
				  "Annual Measurable Achievement Objectives" (AMAOs) for educational agencies
				  that use funds provided under Title III of the Act to serve students of limited
				  proficiency in English and hold those entities accountable for meeting those
				  objectives. Further, this Section implements section 6823 of ESEA (
				  20 USC
				  6823 ), which requires states to hold local
				  educational agencies and schools accountable for meeting all the objectives
				  described in ESEA section 6842.
a) The
				three distinct AMAOs address progress, proficiency, and adequate yearly
				progress (AYP), respectively, in connection with students taking the annual
				English language proficiency assessment prescribed by the State Board of
				Education in 23 Ill. Adm. Code 228 (Transitional Bilingual Education). These
				objectives shall apply at the district or cooperative level, as applicable,
				i.e., based on the test scores achieved by all the students served by each
				entity that receives Title III funding. In order to "meet AMAOs" for any given
				year, a district or cooperative must achieve all of the applicable objectives
				described in this subsection (a).
1)
				"Progress" relates to the percentage of a school district's or cooperative's
				students who are making progress in learning English. An individual student is
				determined to have made progress in English when his or her composite English
				proficiency level, which is derived from his or her score on a given
				administration of the English language proficiency assessment, increased in
				comparison to the previous composite English proficiency level achieved by at
				least .5 of a proficiency level or, in the second administration of the English
				language proficiency assessment, the student achieved the maximum composite
				English proficiency level attainable on the assessment. (Also see subsection
				(a)(1)(E) of this Section.) The composite English proficiency levels of
				students tested but whose parents have withdrawn them from bilingual education
				programs in accordance with 23 Ill. Adm. Code
				228.40(a)(2)
				 (Students' Participation; Records) shall not
				be counted for this purpose.
A) For the
				purpose of this subsection (a), "composite English proficiency level" means the
				level associated with the overall scale score achieved on the English language
				proficiency assessment. The overall scale score is calculated using individual
				scores achieved in each of the four domains of listening, speaking, reading and
				writing, with greater value being placed on literacy development (i.e., reading
				and writing scores are weighted).
B) The Illinois annual progress target shall
				be 54.4 percent of students showing progress for school year 2010-11, which
				shall increase to 69.6 percent by school year 2015-16.
C) The percentage of a district's or
				cooperative's students who show progress shall increase by a minimum of 3
				percent each year.
D) The
				provisions of this subsection (a)(1) shall apply provided that the number of
				students enrolled during the time in which the State-prescribed English
				language proficiency assessment is administered and being served in bilingual
				education programs is no fewer than 45 at the district or cooperative level, as
				applicable.
E) A student's
				composite English proficiency level shall be counted for this purpose only if
				he or she has participated in at least two consecutive administrations of the
				State-prescribed English language proficiency assessment, except as provided in
				this subsection (a)(1)(E).
i) For a student
				who previously was enrolled in an Illinois school district and who re-enrolled
				in an Illinois school district during the current school year, the level of
				attainment for making progress shall be determined as prescribed in subsection
				(a)(1) of this Section using the student's current composite English
				proficiency level on the State-prescribed English language proficiency
				assessment compared to the student's most recent, previous composite English
				proficiency level achieved when he or she was enrolled in an Illinois
				district.
ii) For a student
				enrolled in an Illinois school district and who, for any reason other than not
				having been enrolled in an Illinois school district at the time of testing,
				does not have composite English proficiency levels from two consecutive
				administrations of the State-prescribed English language proficiency
				assessment, the level of attainment for making progress shall be calculated by
				multiplying the number of years between the two most recent administrations of
				the State-prescribed English language proficiency assessment in which the
				student has participated by .5. For example, a student who took the test in
				school year 2010-11 and school year 2008-09 must increase his or her composite
				English proficiency level by 1.0 of a proficiency level in order to be
				considered as making progress (.5 of a proficiency level x 2 years = 1.0 of a
				proficiency level).