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Title III AMAOs. Annual Measurable Objectives for Improving the Achievement of LEP Students. September 2003 Submission to US Department of Education. Annual Objectives.
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Title III AMAOs Annual Measurable Objectives for Improving the Achievement of LEP Students WV Department of Education aadavis@access.k12.wv.us
September 2003 Submission to US Department of Education WV Department of Education aadavis@access.k12.wv.us
Annual Objectives • AMAO 1 specifies annual increases in the number or percentage of students making progress in learning English as demonstrated by WESTELL. • AMAO 2 specifies annual increases in the number or percentage of children attaining English proficiency as demonstrated by WESTELL. • AMAO 3 specifies annual increases in the number or percentage of children making AYP as determined by the statewide assessment. WV Department of Education aadavis@access.k12.wv.us
Guiding Principles for Development • The AMAOs must accurately measure the progress LEAs have made in increasing the proficiency of English learners • The AMAOs should define rigorous yet achievable objectives • Reliable and valid data should be used in the definition of the AMAOs • The accountability system should be kept as simple as possible and be understandable to teachers, students, and parents. WV Department of Education aadavis@access.k12.wv.us
Background • 2004 WESTELL field test administration • 569 students (grades 3-12) participated • Reports included no student ID# • 2005 WESTELL operational administration • 734 students (grades 3-12) participated • Reports included Student ID#s • K-2 Field tested WV Department of Education aadavis@access.k12.wv.us
Data Limitations • Limited by small number of matching scores (274 matching scores) • Current data includes 2004 Field test data • Does not include K-2 testing • Does not include 3 data points • Student records are not linked by Student ID#s (susceptible to human error) WV Department of Education aadavis@access.k12.wv.us
Prerequisite Definitions for setting AMAO 1 targets • Determine “cohort” • Define expected annual growth • Define English Language Proficiency • Define starting points and targets (AMAOs) for making progress WV Department of Education aadavis@access.k12.wv.us
AMAO 1 Definitions and Targets WV Department of Education aadavis@access.k12.wv.us
AMAO 1- Making Progress Definition of “cohort” Original definition was based on “length of time in program” (September 2003 Consolidated State Application) Recommended Cohort = All LEP students, K-12, who have two years of WESTELL data WV Department of Education aadavis@access.k12.wv.us
AMAO 1 Making Progress Definition of “expected annual progress” • Gaining one proficiency level annually for students who were below Level 3 the prior year • Gaining one proficiency level every two years for students who the prior year were at Level 3 (requires 3 data points) • Maintaining the current level of proficiency for students who are at Levels 4 or 5 and have no sub-skill below Level 3 WV Department of Education aadavis@access.k12.wv.us
AMAO 1- Making Progress Definition of “proficient” Original definition was “Level 5” (September 2003 Consolidated State Application) Recommended Proficient = Level 4 Composite with all sub-skills at Level 3 or above WV Department of Education aadavis@access.k12.wv.us
Prerequisite Definitions for setting AMAO 1 targets • Determine “cohort” • Define expected annual growth • Define English Language Proficiency • Define starting points and targets (AMAOs) for making progress WV Department of Education aadavis@access.k12.wv.us
AMAO 1 Targets • Starting Point = 75% • Ending Point =89% • Targets = 1.7% increase per year WV Department of Education aadavis@access.k12.wv.us
AMAO 2 Definitions and Targets WV Department of Education aadavis@access.k12.wv.us
Prerequisite Definitions for setting AMAO 2 targets • Define English Language Proficiency • Determine “cohort” • Define expected annual growth • Define starting points and targets (AMAOs) for becoming proficient WV Department of Education aadavis@access.k12.wv.us
AMAO 2- Becoming Proficient Definition of “proficient” Original definition was “Level 5” (September 2003 Consolidated State Application) Recommended Proficient = Level 4 Composite with all sub-skills at Level 3 or above WV Department of Education aadavis@access.k12.wv.us
AMAO 2 Becoming Proficient Definition of “cohort” LEP students who: Have been in U.S. schools for 4 or more years Who have two years of WESTELL data AND Are at Level 3 or above or who did not reach English proficiency the prior year OR Were below Level 3 the prior year who met the English proficient level the second year WV Department of Education aadavis@access.k12.wv.us
AMAO 2 Define expected annual growth • 68 total students in cohort • 2004 were at Level 3 • 2004 were not at Levels 4 or 5 • 2004 were at Levels 1 or 2 and were at Levels 4 or 5 above in 2005 • *Could not analyze by length of time in US schools (4 years minimum) • 5 total students became proficient (2005 were at Level 4 or above) • 7.35% of cohort became proficient • No County met the “N” size for AMAO 2 Accountability WV Department of Education aadavis@access.k12.wv.us
AMAO 2 Targets • Starting Point = 6% • Ending Point =10% • Targets = .5% increase per year WV Department of Education aadavis@access.k12.wv.us
Final Recommendations • Inadequate Data • Current AMAOs evaluated in Impact Study • Conclusions Fall 2007 • Submitted in amendment request to WV’s Consolidated State Application (March 06) • Pending approval from USDE WV Department of Education aadavis@access.k12.wv.us
