ON TARGET WITH AMAOS 1, 2, 3

SAN BERNARDINO COUNTY SUPERINTENDENT OF SCHOOLS

September 29, 2009

Welcome

PRESENTED BY: Lizette Diaz, EL/Categorical

CoordinatorAnd

Paul Gale, Director Research and Evaluation

On Target with AMAOs 1, 2, 3

Outcomes for this session

Exploring AMAOs as defined under Title III Accountability NCLB Targets/Accountability Assessment Cohort

Understanding what AMAOs DO and DON’T tell us?

Looking at AMAOs to understand where to delve deeper and what tools to use

Wrapping our heads around AMAOs and EL Programs

District customized charts and powerpoint

What is the difference between AMAO and AMO?

AMAO is Annual Measurable Academic Objective relate to EL subgroup under Title III, there are three: AMAO 1: Progressing 1 CELDT level annually AMAO 2: CELDT-English Proficient in 5 years AMAO 3: EL meet ELA & Math AMO target

AMO or Annual Measurable Objectives are one of three indicators for Adequate Yearly Progress (AYP) under Title I:

1.Participation Rate on CST, 2. AMO (ELA & Math) and 3. API (Academic Performance Index)

AMO is Minimum % Proficient/Above on ELA & Math schoolwide and all significant demographic groups

Public Release of Title III Accountability Report

Go to http://dq.cde.ca.gov/dataquest/Use pull down menu for “Level” to choose

“District”Use the pull down menu for “Subject” to

choose “Title III Accountability”Chose YearChoose “Submit”

Title III Accountability ReportInformation Guide

2008-09 Title III Accountability Report Information Guide (new version upcoming)

Can be found at: http://www.cde.ca.gov/ta/ac/t3/documents/infoguide0809.pdf

AMAOs 1,2,3

District Level AMAO’s Do…

District Level AMAOs Do Not…

Show how well an EL program is working at specific sites, at specific grade levels, with particular EL proficiency levels or with particular teachers.

One must delve deeper into each AMAO, use multiple measures and go directly into the classroom to observe which strategies are being used and determine if these strategies are used appropriately.

• Paul Gale, PhD

Title III AMAOs For English Learners

AMAO Assessment

English Language Proficiency AMAO1: Percent Making Annual Progress in Learning English

CELDT

English Language Proficiency AMAO2: Percent Attaining English Proficiency

CELDT

Academic Achievement AMAO3: Meeting AYP Requirements for the EL Subgroup at the LEA or Consortia Level

CST,CAPA,CMA,CAHSEE

Assessments Used to Determine AMAOs

CELDT is California’s state test of English language proficiency.

Requirement of administration of CELDT within 30 calendar days upon initially enrolling whose home language not English.

Annual Assessment July 1 to October 31Initial Assessment July 1 to June 30Assess the domains of listening, speaking,

reading and writingRequired until EL student is reclassified

CELDT: California English Language

Development Test

Identification of students who are limited English Proficient

Determines the level of English Language proficiency

Assessment of progress of listening, speaking, reading and writing in English

In accordance with ELD standards by grade spans: K-2, 3-5, 6-8, and 9-12.

1

CELDT Test Overview

Let’s review CELDT and Proficiency levels of English

Learners1

CELDT and ELD

CELDT measures English Proficiency Beginning Early Intermediate Intermediate Early Advanced Advanced

ELD standards are by Proficiency Beginning Early Intermediate Intermediate Early Advanced Advanced

What are the Goals of ELD?To develop proficiency in English for each

domain: listening, speaking, reading and writing.The overarching goal of each ELD standard is a

corresponding ELA standardTo develop a foundation in the English language

as the access to other content areasTarget ELD Standards based instruction is

dependant upon the student’s English language proficiency

It focuses on the forms, functions and fluency of English Language

1

Lets take a closer look at the relationship between ELD and ELA

By ELA Standard…By ELD Standard…By Proficiency…By grade…By grade level span…

Using the West Ed Map of Standards Correlation Matrix on the next slide.

…18

Here we go…

Understanding the AMAOs

AMAO 1 Is the percent of English learners that move from one overall level to the next as measured by the CELDT

BEI

IEA

A

What is the Target Expectation for 2010?What is the Target Expectation for 2010?

AMAO 1 Targets

AMAO AMAO 1

2008-2009 51.6

2009-2010 53.1

2010-2011 54.6

2011-2012 56

2012-2013 57.5

2013-2014 59

Three ways for Els to meet the annual growth target, AMAO1

1. ELs at Beg, E. Int, Int. levels are expected to gain one performance level.

2. ELs at E. Adv. or Adv. who are not yet English Proficient on the CELDT are expected to achieve the English proficient level on the CELDT.

1. Overall proficiency level at E. Adv. or Adv. and all domains Intermediate or above.

3. ELs at the English proficient level are expected to maintain that level.

4. Two years are compared to answer this AMAO

AMAO 2 Expectation Is the percent of English learners that reach proficiency

level as measured by the CELDT Any students who have been Els or four years must become

proficient.

+

What is the Target Expectation for 2010?What is the Target Expectation for 2010?

AMAO 2 Targets

Year AMAO 2 Target

2008-2009 30.6

2009-2010 32.2

2010-2011 33.9

2011-2012 35.6

2012-2013 37.3

2013-2014 39

AMAO 2 Cohort* may change for 09-10

All ELs who were at the Int. level overall the prior year (08-09)

ELs at the E. Adv. Or Adv. Levels overall who were not English Proficient the prior year (08-09)

ELs at the Beg. Or E. Int. level overall in the prior year (08-09) who were enrolled in U.S. schools between Jan. 1, 1988-June 30, 2004)

ELs at the Beg. Or E. Int. level overall in the prior year (08-09) who entered U.S. schools after June 30, 2004, and who met the English proficient level on the 2009 annual CELDT administration.

This is a snapshot of the year’s cohort, did they or not

AMAO 3

Is the percent proficient for the English Learner subgroup as measured by the CST for both English language arts (ELA) and Math

A significant subgroup in Ca. is considered 100 students

Do you know the Target Expectation for 2010?Do you know the Target Expectation for 2010?

AMAO 3 ELA and Math Targets 08-09 (09-10)

 

Type of LEA

English / Language Arts and Mathematics Targets for 2008-09 and (2009-10)

Participation Rate ELA

and Mathematics

ELA Percent

Proficient

MathematicsPercent

Proficient

Unified districts, county offices of education, high school districts (Grades 2-8 and 9-12)

95.0%45.0%

 (56.0%)45.5%

 (56.4%)

Elementary districts, charter elementary schools and charter middle schools

95.0%46.0%

 (56.8%)47.5%

 (58.0%)

High school districts, charter high schools (Grades 9-12)

95.0%44.5%

 (55.6%)43.5%

 (54.8%)

Title III consortia 95.0%45.0%

 (56.0%)

45.5%  (56.4%)

District Specific AMAO Chart Analysis

Using the charts, discuss what relevance this information has to your district, sites and future planning meetings?

What sites have the highest population of EL students?

What sites are struggling with AMAO 3?What program information can you derive

from this data?What are some questions that may need

further information to consider?

What is defined as English Learner on AYP?

ELs, students who are identified as EL based on results of the California defined as: English Language Development Test (CELDT) – AND

Reclassified fluent-English-proficient (RFEP) students who have not scored at the proficient level or above on the CST in ELA three times after being reclassified. These students are counted in determining numerical

significance for the EL subgroup.

Reclassified Fluent-English-Proficient on

AYP

RFEP students who have not scored proficient or above on the CST in ELA three times since reclassification are included in calculating the participation rate and AMOs for the EL subgroup.

These RFEP students are counted when determining whether the EL subgroup meets the minimum subgroup size to be numerically significant.

Cont..

o RFEP student records for grades five and higher that are blank in the section that indicates whether or not the student scored at the proficient or above level on the CST in ELA three times default to a “yes.”

o This means that an RFEP student in grade five

or higher with a blank in that data field does not count in the EL subgroup.

So what happens when…

A district fails to meet one or more of any AMAO in any given year...

Title III LEA or consortia does not meet any one or more of AMAOs in

any year, it must:

Inform the parents of all ELs in the LEA or the consortia as a whole, that the AMAOs have not been meet within 30 days of public release of Title III Accountability reports (September 15, 2009) .

The year of PI does not need to be sited in letter, districts may use the same letter regardless of the status of PI

See sample letter www.cde.ca.gov/sp/el/t3/acct.asp

LEA or consortia does not meet any of AMAOs for two consecutive years, it

must:

• Develop an improvement plan addendum that will ensure that the AMAOs are met.

• The IPA shall specifically address factors that prevented the LEA from achieving the AMAOs

LEA or consortia does not meet any of AMAOs for four consecutive years, it

must:

• The state shall require the LEA to modify its curriculum, program, and method of instruction.

• Write a Title III online Action Plan, implement and the County monitors its progress in partnership with the district.

Next Steps to Examine Program, Curriculum and Instruction for English

Learners…

ELSSA-English Learner Subgroup Self Assessment tool

APS-Academic Program SurveyImprovement Plan Adendum for Title III Year 2On-line Action Plan for Title III Year 4LEA English Learner Master PlanCPM-Ongoing Categorical Program MonitoringCELDT and CST Assessment Data