Under Title III of the No Child Left Behind Act of 2001 (NCLB), the Texas Education Agency is required to establish Annual Measurable Achievement Objectives (AMAOs) for the English language acquisition and academic achievement of limited English proficient (LEP) students. This 2013 Guide to Annual Measurable Achievement Objectives provides AMAO…

The staff of the Individualized Language Arts Diagnosis, Prescription, and Evaluation Project, a funded ESEA Title III program, has developed methods based on a diagnostic-teaching framework designed to analyze students' writing skills for grades 1-12. The program structure also provides teachers with methodology for developing and reinforcing…

One of the twelve exemplary programs summarized in the Introduction to Right to Read's "Effective Reading Programs: Summaries of 222 Selected Programs" (CS001934), this program is designed to accommodate all types of learners in the same multigraded classroom. Reading skills study each day begins with a planning circle, where each…

This program, included in "Effective Reading Programs...," was begun in 1971 and serves 1,826 children of varying socioeconomic levels in K-4. Project ALOHA is a mainland demonstration of the Hawaii English Program, a total instructional system that provides goals, materials, a management system, and inservice training. The program is…

The product of an Elementary Secondary Education Act Title III project produced by the staff and administration of the Finlayson Elementary School in Sault Ste. Marie, Michigan for American Indian students, this handbook is designed as a guide to educators engaging in open concept education. Constituting a model, this handbook incorporates the…

This program, included in "Effective Reading Programs...," was begun in 1971 and serves 145 randomly selected students in grades four, five, six, and eight. The program has two main objectives: (1) participating students will achieve higher standardized test scores in language arts and mathematics than control students and (2)…