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Target Practice with AMAOs 1 , 2 , 3

Target Practice with AMAOs 1 , 2 , 3. AMAOs 1,2,3. District level targets for EL under Title III Accountability They show how all of the EL in a cohort are achieving in either: AMAO 1: Making at least one year’s growth on CELDT

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Target Practice with AMAOs 1 , 2 , 3

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  1. Target Practice with AMAOs 1, 2, 3

  2. AMAOs 1,2,3 • District level targets for EL under Title III Accountability • They show how all of the EL in a cohort are achieving in 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.

  3. 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.

  4. District Level AMAOs Do Not… • Show how well an EL program is working at specific sites, at specific grade levels, with particular EL levels or with particular teachers. • One must delve deeper into each AMAO and go directly into the classroom to observe which strategies are being used and determine if these strategies are used appropriately. • Paul Gale, PhD

  5. 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, 07-08 is most recent report Choose “Submit”

  6. AMAO 1 Expectations • 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 Do you know the Target Expectation for 2009?

  7. AMAO 1 • Column 1a: Enter the number of all EL students taking the pre- & post- CELDT from the CDE report. • Column 1b: Enter the actual spring 2007 % of EL students who achieved this AMAO. • Column 1c: Enter the number of EL students who achieved this AMAO in spring 2007. • Lynne Aoki, Region 10 T3Y4 Consultant

  8. AMAO 2 • Column 2a: Enter the AMAO 1 target % percentage that must make yearly progress. • Column 2b: Calculate the number of students this % percentage represents. Multiply the number of students in column 1a times the % percentage in column 2a. • Lynne Aoki, Region 10 T3Y4 Consultant

  9. Calculating the GAP • Column 3a: Subtract column 2b from column 1c. • If negative, then the district made AMAO 1 target • If positive, this is the amount of EL students that must make one PL gain. • Calculate the % percentage by dividing column 3a by 1a. • Break it down further by simple distribution • Lynne Aoki, Region 10 T3Y4 Consultant

  10. Divide and Conquer • Column 4: Enter the number of schools in your district • Column 5: Divide the results of 3a by the number of schools in column 4. • Lynne Aoki, Region 10 T3Y4 Consultant

  11. Example AMAO 1

  12. 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. + Do you know the Target Expectation for 2009?

  13. AMAO 2 • Column 1a: Enter the Total EL cohort from your calculations above. • Column 1b: Enter the actual spring 2008% of EL students who achieved the AMAO 2. • Column 1c: Calculate the number of EL students who achieved this AMAO 2 in spring 2008 by multiplying Column 1a by Column 1b. • Lynne Aoki, Region 10 T3Y4 Consultant

  14. AMAO 2 • Column 2a: Enter the AMAO 2 target % percentage needing to make yearly progress. • Column 2b: Calculate the number of students this % percentage represents. • Multiply the number of students in column 1a times the % percentage in column 2a • Lynne Aoki, Region 10 T3Y4 Consultant

  15. Calculating the GAP • Column 3a: Subtract column 2b from Column 1c. If the result is negative, then the district has met its AMAO 2 target for this period. If the result is positive, this is the amount of EL students that need to move to level 4 or 5 in order to achieve its AMAO 2 target. • Break it down further by simple distribution • Lynne Aoki, Region 10 T3Y4 Consultant

  16. AMAO 2

  17. 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 2009?

  18. Talk to your neighbor… • Discuss what relevance this information has to your district, sites and future planning meetings with administrators?

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