Title III Annual Measurable Achievement Objectives

1. Title III Annual Measurable Achievement Objectives Guidelines for Developing Your AMAO Improvement Plan October 5, 2012

2. Today’s Training • Understanding AMAO Requirements. • How to analyze your district’s AMAO Data. • Overview of how to conduct a needs assessment. • Overview of Title III Improvement Plan.

3. Materials Needed In order to fully participate in this training, you will need to download AMAO Improvement materials from the Transitional Bilingual Instructional Program Database: www.wabilingual.org Under the Reports Tab, choose AMAO. You will be using four document to develop you district’s improvement plan: Detailed Excel File Data Analysis Worksheet AMAO Needs Assessment Workbook Title III Improvement Plan Templates If you have questions about how the AMAOs are calculated, you can refer to the other document in this section, Powerpoint slides from the Sept. 2012 LEP Application AMAO Session called: Understanding AMAOs (takes you to OSPI link) LEP Data Management Training - AMAO Session (PDF)

4. www.wabilingual.org District Summary for SY 2011-2012 on OSPI Report Card Detailed Excel AMAO File

5. What are AMAO’s? Refer to Understanding AMAOs. AMAO – 1 PROGRESS Percentage of LEP students in Grades 1-12 who show progress on the WELPA. AMAO -2 ATTAINMENT Percentage of LEP students in Grades K-12 scoring proficient Level 4 on WELPA and transitioning out of the Transitional Bilingual Instruction Program. AMAO – 3 ACADEMICS (AMO) Percentage of LEP students in Grades 3-8 & 10 meeting statewide assessment standards (MSP & HSPE & EOC) on reading and math.

6. How to compute AMAO-1 Moving from WLPT-II to WELPA

7. http://www.k12.wa.us/MigrantBilingual/default.aspx

8. Calculating the AMAOs. AMAO – 1 PROGRESS How to compute growth once both scales are in WELPA metric. http://www.k12.wa.us/Assessment/EL/pubdocs/WELPAProfScaleScoreRanges.pdf(PDF) OSPI>Assessment>WELPA Language Proficiency>Annual Test> WELPA 2012 Proficiency Scale Score Ranges

9. the AMAO-1 Target AMAO -1 PROGRESS Percentage of LEP students in Grades 1-12 improving their netscale score by 1 or more points. Single measure of progress: the percentage achieving gains from the previous annual WELPA. For SY 2011 – 2012 that percentage is set at 67.2%

10. AMAO-1 anchored @ 85% of districts meeting target average across 2006-07, 2007-08, 2008-09

12. Setting the AMAO-2 Target. AMAO -2 ATTAINMENT Percentage of proficient students in Grades K-12 scoring Level 4 (proficient) on WELPA and transitioning out of the Transitional Bilingual Instruction Program. Single measure of attainment: the percentage achieving a Level 4 – Transitional on the annual WELPA. For SY 2011 – 2012 that percentage is set at 7.1%

13. AMAO-2 anchored @ 85% of districts meeting target average across 2006-07, 2007-08, 2008-09

16. Pending OLEA approval! AMAO-2 WELPA anchored @ 85% of districts meeting target for 2011-12

17. Approved AMAO targets 3% increase in 5 years 4% increase in 10 years

18. Setting the AMAO-3 Target. AMAO – 3 ACADEMICS (AMO) Percentage of LEP students in Grades 3-8 & 10 meeting statewide assessment standards (MSP & HSPE & EOC) on reading and math. Different starting point for every district and school and subgroup. Based upon the percentages from SY 2010-11 baseline. For SY 2011 – 2012 that percentage differs for every school and district

19. Annual Measurable Objectives (AMO) Washington’s Elementary and Secondary Education Act (ESEA) Flexibility Request Annual Targets on State Assessments in Reading for 10th Grade for “Sample High School”

20. High School 100.0 100 87.2 90 74.3 80 61.5 81.2 70 60 Percent meeting standard 48.6 62.4 50 40 43.6 30 20 24.8 10 0 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 AMAO-3 = AYP Annual Yearly Progress (AYP) HIGH SCHOOL STATE UNIFORM BAR GOALS BASELINE BASED ON 3-YEAR AVERAGE 20TH PERCENTILE (2000-2002) Reading Mathematics

21. 2011-12 AMAO results targets • Statewide during school year 2011-12, • AMAO-1 74.0% of ELL students made progress • AMAO-2 11.4% achieved proficiency 67.2% 7.1% Washington state met AMAO-1 and AMAO-2, but has did not met the AMAO-3 (AYP or AMO targets for ELL students) for the last seven years. • Of the 197 school districts with students tested on the WELPA in 2012: • 84% of the districts met AMAO-1 progress target • 76% of the districts met AMAO-2 proficiency target • 59% of the districts met AMAO-3 academic targets • 36% of the districts met all three AMAO targets

22. Parent Notification Districts must notify parents within 30 days, every year that AMAOs are not met. Download translated template letters from http://www.k12.wa.us/MigrantBilingual/BilingualProgram.aspx

23. Title III Accountability Requirements Two- and Four-Year Plans • The LEA must develop an improvement plan that will ensure that the entity meets annual measurable achievement objectives. The improvement plan shall specifically address the factors that prevented the entity from achieving such objectives. • The district must consult with parents, school staff, and other stakeholders.

24. What is meant by Two-Year Plan or Four-Year Plan? • A district that has not met one or more AMAOs for two consecutive years is required to develop a “two-year” improvement plan. • A district that has not met one or more AMAOs for four or more consecutive years is required to develop a “four-year” improvement plan. • The improvement plan contains for goals, objectives, action steps for the current school year. What will you do this year to improve outcomes for ELLs?

25. Title III Accountability Requirements Year Two • Public Law 107-110, SEC. 3122. ACHIEVEMENT OBJECTIVES AND ACCOUNTABILITY • (b) ACCOUNTABILITY • (2) If a State educational agency determines, based on the annual measurable achievement objectives that an eligible entity has failed to make progress toward meeting such objectives for 2 consecutive years, the agency shall require the entity to: • Develop an improvement plan that will ensure that the entity meets such objectives. The improvement plan shall specifically address the factors that prevented the entity from achieving such objectives. • The district must consult with parents, school staff, and other stakeholders.

26. Title III Accountability Requirements Year Four • Public Law 107-110, SEC. 3122. ACHIEVEMENT OBJECTIVES AND ACCOUNTABILITY • (4) If a State educational agency determines that an eligible entity has failed to meet the annual measurable achievement objectives for 4 consecutive years, the agency shall — • Require such entity to modify the entity's: • Curriculum • Program • Method of instruction • (B)(i) Make a determination whether the entity shall continue to receive funds related to the entity's failure to meet such objectives; and • (ii) Require such entity to replace educational personnel relevant to the entity's failure to meet such objectives.

27. Title III Accountability Requirements Two- and Four-Year Plans • The plan must include the following: • Address the fundamental teaching and learning needs of • English language learners. • Incorporate scientifically-based strategies and methodologies to • improve instruction provided to English language learners. • Professional development required to support the strategies and • activities that will allow the districts to meet objectives. • Activities, outcomes and timelines. • Four-year plans only: The modifications to the LEAs curriculum, • program and method of instruction.

28. Take a deep breath! We are here to help!

30. Steps to Develop Your Title III Improvement Plan 1. Convene a work team to include district and school administrators, teachers, para-educators, parents and community members. 2. Analyze data using the “AMAOData Analysis Worksheet” to determine factors that prevented achievement of the annual measurable achievement objectives.

31. Steps to Develop Your Title III Improvement Plan 3. Complete “AMAO Needs Assessment Workbook” to evaluate the district’s current programs to include: • Program Characteristics • Instruction • Specialized and Supplemental Curriculum • Staff Quality • Professional Development to Meet the Needs of ELL Students • Parent and Community Involvement • Student Assessments • Program Evaluation

32. Steps to Develop Your Title III Improvement Plan Upon completion of the Needs Assessment, develop your Improvement Plan, using OSPI’s “Title III Improvement Plan Templates.” Submit Improvement Plan to OSPI for approval through iGrants Form Package 232 by October 27, 2012.

33. AMAO Data Analysis AMAO Needs Assessment Title III Improvement Plan

34. Analyze Your District’s Data

35. AMAO Results posted online http://reportcard.ospi.k12.wa.us/WLPTCurrent.aspx?year=2011-12

36. AMAO 2011-12 Results

37. AMAO 2011-12 Results

38. AMAO 2011-12 Results

39. Analyze Your District’s Data Detailed Excel File AMAO Data Analysis Worksheet

40. Analyze Your District’s Data Detailed Excel File Part 1: Annual Measurable Achievement Objectives (AMAOs) Part 2: English proficiency by language domains Part 3: Academic performance on statewide assessment (MSP/HSPE) Part 4: Reading and Math MSP/HSPE/EOC targets for Limited English cell by districts and school from 2012 to 2017. (Also available in Washington Assessment Management System (WAMS)

41. Understanding your AMAO results for SY 2011-2012 AMAO Results Language Domains MSP/HSPE Results

42. Understanding your AMAO results for SY 2011-2012 AMAO Detail Results State-wide (total) (grade) Consortium (total) (grade) District-wide (total) (grade) School-wide (total) (grade) Other Consortium Districts totals

44. Evaluating your district’s ELL program AMAO Data Analysis Worksheet

45. How to read AMAO results Part 1: Annual Measurable Achievement Objectives (AMAO) 1. Which AMAO Targets were not met? a. Scan across the district total values to locate which AMAOs fail to meet targets. For grades reporting “NR”, use the percentage column to see if these grades have less than the targeted values (67.2% & 7.1%). Highlight or Circle. b. Indicate below which AMAOs the district did not meet overall and for which grades at the district level. For AMAO-3 indicate subject and grades that did not meet. (The first shaded/highlighted row below is an example).

46. 1. Which AMAO Targets were not met? a. Scan across the district total values (1st blue row) to locate which AMAOs fail to meet targets. Use the percentage column for grades reporting “NR” to see if they have less than the targeted values (67.2% & 7.1%). Highlight or Circle. List the grades in the worksheet not meeting standard. Do not include grades with less than 10 matched students. Data Analysis Worksheet No 2 3 4 6

47. 1. Which AMAO Targets were not met? b. Indicate below which AMAOs the district did not meet, and for which grades at the district level. For AMAO-3 list subject and grades that did not meet. List the grades in the worksheet not meeting standard. Do not include grades with less than 10 matched students. No No 2 3 4 6 K 1 2 3 4

48. 1. Which AMAO Targets were not met? b. Indicate below which AMAOs the district did not meet, and for which grades at the district level. For AMAO-3 list subject and grades that did not meet. (First shaded row is an example). “NR” indicates the entity met due to N<20. Treat “NR” as meeting AMAO-3. No No No No No 2 3 4 6 K 1 2 3 4

49. 1. Which AMAO Targets were not met? b. Indicate below which AMAOs the district did not meet, and for which grades at the district level. For AMAO-3 list subject and grades that did not meet. (First shaded row is an example). List the grades in the worksheet not meeting standard. Do not include grades with less than 10 matched students. AMO Preview No No No No No 3 6 8 2 3 4 6 6 8 K 1 2 3 4

50. 2. AMAO 1: Grades and Schools Even if the district met the 67.2% AMAO-1 improvement target, identify specific schools or grades needing improvement. a. Scan down the AMAO1 percentage column to locate the percentages that have less than 67.2% of students making targeted improvement. Highlight or Circle.