1 / 30

Alabama AMAOs: AMAO Criteria and Targets

Alabama AMAOs: AMAO Criteria and Targets. Alabama English Learners. Top Five Languages Represented by ELs in Alabama’s K-12 Program. Top Five Alabama Districts Based on Immigrant Population Shelby Mobile Huntsville Jefferson Montgomery

erasmus-hutchinson
Download Presentation

Alabama AMAOs: AMAO Criteria and Targets

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Alabama AMAOs: AMAO Criteria and Targets

  2. Alabama English Learners

  3. Top Five Languages Represented by ELs in Alabama’s K-12 Program

  4. Top Five Alabama Districts Based on Immigrant Population • Shelby • Mobile • Huntsville • Jefferson • Montgomery • Top Five Alabama Districts Based on Immigrants with Limited or No Formal Schooling Population • Montgomery • Mobile • Cullman • Shelby • Hoover • Top Five Alabama Districts Based on ELL Population • Shelby County • DeKalb County • Montgomery County • Mobile County • Huntsville City

  5. Title III Accountability

  6. Purpose of Title III • The purpose of Title III is to ensure that limited English proficient children master English and meet the same rigorous standards for academic achievement as all children are expected to meet, and to support to the extent possible, the native language skills of such children.

  7. Objectives of Title III • To attain English proficiency • To achieve at high levels in core academic subjects • To develop high-quality language instruction educational programs and employ highly qualified teachers • To promote parental and community participation

  8. Definition of English Learners (EL) • Between 3-21 years of age • US born 46%, foreign born 54% (NCELA, 2004) • Enrolled/preparing to enroll in elementary or secondary school • Not born in the USA or native language is not English, including Native Americans, Native Alaskans, or those from outlying territories. • Migratory, whose native language is not English

  9. State/District Funds FederalFunds Title III Funds

  10. Alabama amaos

  11. Annual Measurable Achievement Objectives (AMAOs) Title III, Section 3122 • AMAO-A (Growth): Making annual increases in the number or percent of children making progress in learning English (APLA) • AMAO-B (Attainment): Making annual increases in the number or percent of children attaining English proficiency (EP) each school year • AMAO-C: Making Adequate Yearly Progress (AYP) as defined by the State (1111(b)(2)(B))

  12. Define English Proficiency • What does English language proficiency (ELP) mean? • Alabama has defined ELP as a composite proficiency level of “4.8” • Whom is the cohort for analysis? • Alabama has determined that the cohort for analysis includes all ELL students.

  13. Growth Annual Measurable Achievement Objective A: AMAO A (Growth)

  14. AMAO A Targets0.5 CPL (Progress)

  15. Example for AMAO A • A district with 1000 EL students and demonstrates the targets for AMAO A based on those students making at least .5 overall CPL gain based on 2009 baseline data.

  16. Attainment Annual Measurable Achievement Objective AMAO B (Attainment)

  17. AMAO B Targets 4.8” CPL (Attaining Proficiency)

  18. Example for AMAO B • An LEA with 200 students in a program for five years or more, and 40 have attained proficiency on the most recent test, AMAO B is 80%. Each LEA or school’s baseline is established with 2009 data.

  19. AYP Annual Measurable Achievement Objective AMAO C (AYP)

  20. Data Points, Matchbacks, and Exit Criteria

  21. Model of Support

  22. WIDA, Core Instruction and Consolidated Monitoring

  23. Immigrant calculations

  24. Oct.1-15, 2010 • Main Collection • February 7, 2011 • April 1-15, 2011 • Immigrant Report Important dates to remember • Prepopulated or grayed out fields require no changes • Update Title III/EL Coordinator contact information • STI "Clean-Up" Review • Immigrant & EL Numbers posted from STI • Student Classification changes can only be made in STI and take several days to reach the SDE (allow up to 3 days) • Designate Title III Funding for 2011-2012 • STI "Clean-Up" Review • Immigrant & EL Numbers posted from STI • Student Classification changes can only be made in STI and take several days to reach the SDE (allow up to 3 days) • Update Title III/EL Coordinator contact information

  25. Questions

  26. Contact Information • Heidi Goertzen– Title III/ESL Specialist hgoertzen@alsde.edu • Dely V. Roberts – Title III/ESL Specialist droberts@alsde.edu • Dr. Tammy Hallman Starnes– Title III/ESL Coordinator tstarnes@alsde.edu 5348 Gordon Persons Building--50 North Ripley Street Montgomery, AL--334-242-8199

More Related