Transcript Wausau School District ELL AMAOs 2014-15

Annual Measurable Achievement Outcomes
District ELL Demographics
January 9, 2015 (2nd Friday count)
Total Enrollment (EP 1-5):
Total Enrollment (EP 1-6):
- Total Special Education:
- Economically Disadvantaged:
- Number of Languages:
1081 = 13%
1,764 = 21%
171 = 16%
882 = 82%
37
Languages (EP 1-6)
Hmong 1,401 = 80%
Spanish 155 = 9%
All other languages (2% or less each)
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Afrikaans
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Albanian
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Amharic
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Arabic
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American Sign 
Language
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 Azerbaijani,
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South
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 Cantonese
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 Chinese
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(other)
Dutch
German
Filipino
French
Gujarati
Haitian
Hindu
Ibibio
Italian
Iu Mien
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Khmer
Konkani
Korean
Laotian
Mandarin
Panjabi
Persian
Polish
Portuguese
Russian
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Telugu
Thai
Ukrainian
Urdu
Vietnamese
Winnebago
Yoruba
English Proficiency Levels
EP Level 1: Beginning/Preproduction WIDA Level = Entering: The pupil understands/speaks only a few
isolated words or expressions. (Newcomer)
EP Level 2: Beginning/Production: (a) The pupil understands and speaks conversational and academic
English with hesitancy and difficulty. (b) The pupil understands parts of lessons and simple directions. (c)
The pupil is at a pre-emergent/emergent level of reading and writing in English, significantly below grade
level.
EP Level 3—Intermediate [WIDA level = Developing]: : (a) The pupil understands and speaks
conversational and academic English with decreasing hesitancy and difficulty. (b) The pupil is postemergent, developing reading comprehension and writing skills in English. (c) The pupil’s English literacy
skills allow the student to demonstrate academic knowledge in content areas with assistance.
EP Level 4—Advanced Intermediate [WIDA level = Expanding]: (a) The pupil understands and speaks
conversational English without apparent difficulty, but understands and speaks academic English with some
hesitancy. (b) The pupil continues to acquire reading and writing skills in content areas needed to achieve
grade level expectations with assistance.
EP Level 5—Advanced [WIDA level = Bridging]: (a) The pupil understands and speaks conversational and
academic English well. (b) The pupil is near proficient in reading, writing, and content area skills
needed to meet grade level expectations. Depending on literacy score and academic performance, a student
at this level may be exited from ELL programming,
EP Level 6—Formerly Limited-English Proficient/Now Fully-English Proficient: (WIDA level =
Reaching): The pupil reads, writes, speaks and comprehends English within academic classroom settings.
At this point the student is exited for ELL programming.
Annual Measurable Achievement
Outcomes– AMAOs
 The state and federal education laws hold districts
accountable for the outcomes of the Limited English
Proficient students .
 Districts’ achievement outcomes for ELLs are
measured in three categories:
 AMAO 1: Progressing in English Language Acquisition
 AMAO 2: Reaching English Language Proficiency
 AMAO 3: ELL-Annual Measurable Objectives (AMO)
AMAO 1: Progressing in English
Language Acquisition
 AMAO 1 focuses on student progress in learning
English based on ACCESS for ELLs
 2013-14 Target: 41% of ELLs gaining 0.4 or more in
composite English language proficiency score (ELP)
Current or
Two Year
Calculation
Number of
ELLs making
Progress
Number of
ELLs with
Two
Composite
Scores
Percent
Gaining 0.4
Percent
Gaining 0.4
in Upper
Confidence
Interval
Target
Met
Target
Current
Year
444
754
58.9%
62.4%
41.0%
YES
Two
Year
1027
AMAO 1
Determination
YES
1633
62.9%
65.2%
41.0%
YES
AMAO 2: Reaching English
Language Proficiency
 AMAO 2 focuses on the number of students that reach
English language proficiency. Students who achieve an
ELP composite score of 5 or above are considered
proficient.
 2013-14 Target: 11.0% of ELLs reaching English Language
Proficiency
Current or
Two Year
Calculation
Number
Reaching
Proficiency
Number
Enrolled
Percent
Reaching
Proficiency
Percent
Reaching –
Upper
Confidence
Interval
Target
Met
Target
Current
Year
339
937
36.2%
39.3%
11.0%
Yes
Two
Year
795
AMAO 2
Determination
Yes
2017
39.4%
41.6%
11.0%
Yes
AMAO 3: Annual Measurable
Objectives (AMO) for ELLs
 AMAO 3 is made of of three components:
1. ELL proficiency in reading and mathematics as measured
by the WKCE and the WAA-SwD
2. ELL test participation on the WKCE and the WAA-SwD
3. ELL high school graduation
The WSD made the targets for components 2 and 3, but
MISSED the target in component 1.
Note: 67 out of 89 districts with qualifying numbers of ELLs
missed this target for the first time.
ELL Proficiency in Reading and Mathematics
as measured by the WKCE
 AMAO 3 is calculated at each grade range (elementary,
middle and high). If the targets are met in each grade
ranges for proficiency and test participation, then the
target is met.
 Targets
Subject
2011
2012
2013
2014
2015
2016
2017
Reading
9.6%
16.3%
23.0%
29.7%
36.4%
43.1%
49.8%
Math
24.0%
30.9%
37.8%
44.7%
51.6%
58.5%
65.4%
WSD Results
Subject
Grade Current Current Current
year
Range
year
year
profiELLs
ELLs
cient
profitested
%
cient
2-Yr
ELLs
proficient
2-Yr
ELLs
tested
2-Yr
proficient %
Target
Met
Target
Reading Elem
54
333
16.2%
103
667
15.4% 29.7%
No
Reading
MS
32
283
11.3%
58
557
10.4% 29.7%
No
Reading
HS
13
88
14.8%
16
177
9.1%
29.7%
No
Math
Elem
118
333
35.4%
233
667
34.9% 44.7%
No
Math
MS
66
283
23.3%
122
557
21.9% 44.7%
No
Math
HS
11
88
12.5%
22
177
12.4% 44.7%
No
Annual Measurable Achievement Outcomes