Transcript AMAO 1,2,3 Targets for 2009

Welcome
ON TARGET WITH AMAOS 1, 2,
3
SAN BER N AR D I N O CO UN TY SU PER I N TEN DEN T O F
SCH O O LS
Septemb er 2 9, 2 009
On Target with AMAOs 1, 2, 3
P R E S E N T E D B Y:
Lizette Diaz, EL/Categorical
Coordinator
And
Paul Gale, Director Research and
Evaluation
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 Year
 Choose “Submit”
Title III Accountability Report
Information 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/infogui
de0809.pdf
AMAOs 1,2,3
 District level targets for EL under Title III
Accountability
 They show how ELs in a cohort are achieving
either:
AMAO 1: Making at least one year’s growth on CELDT
 AMAO 2: Becoming English Proficient within a
reasonable amount of time
 AMAO 3: Being competitive with peers by meeting
academic expectations on CST in ELA and Math

•
Paul Gale, Ph.D.
District Level AMAO’s
Do…
 Tap into a district’s vision of English Learner
programming.
 Highlight overall programming emphasis and
whether it is effective:



With student’s initial language growth
With getting EL students proficient
With getting EL students to be academically successful
• Paul Gale, Ph.D.
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 31
Initial Assessment July 1 to June 30
Assess the domains of listening, speaking, reading
and writing
Required until EL student is reclassified
CELDT: California English Language
Development
Test
1
 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.
CELDT Test Overview
Let’s review CELDT and Proficiency
levels of English
Learners
1
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?
1
 To develop proficiency in English for each domain:
listening, speaking, reading and writing.
 The overarching goal of each ELD standard is a
corresponding ELA standard
 To develop a foundation in the English language as
the access to other content areas
 Target ELD Standards based instruction is dependant
upon the student’s English language proficiency
 It focuses on the forms, functions and fluency of
English Language
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
A
EA
I
EI
B
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
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.
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?
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
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
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
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?
AMAO 3 ELA and Math Targets
08-09 (09-10)
English / Language Arts and Mathematics
Targets for 2008-09 and (2009-10)
Type of LEA
Participation
Rate ELA and
Mathematics
ELA Percent
Proficient
Mathematics
Percent
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. 47.5% (58.0%
8%)
)
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

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

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 Survey
Improvement Plan Adendum for Title III Year 2
On-line Action Plan for Title III Year 4
LEA English Learner Master Plan
CPM-Ongoing Categorical Program Monitoring
CELDT and CST Assessment Data