Title IIIAnnual Measurable

Achievement Objectives (AMAOs):

LEA Reports and Responsibilities

Presented by the Pennsylvania Department of Education

Bureau of Assessment and Accountability and the

Bureau of Teaching and Learning Support

• Overview of AMAOs

• Explanation of AMAO reports

• Explanation of LEA responsibilities for reporting to parents

• Overview of accountability provisions related to AMAOs

To measure student’s development and attainment of English proficiency

while meeting challenging State academic content and student

academic achievement standards required by section 1111(b)(1).

Title III 20 USC 6842 (a)(1)

Performance targets that include:

• Making progress toward English language proficiency as measured by the state English language proficiency (ELP) assessment (currently the ACCESS for ELLs ®)

• Attaining English language proficiency as measured by the ACCESS assessment

• Meeting AYP as measured by the state content assessment (PSSA/PASA)

Title III 20 USC 6842 (a)(3)(A)• (i) at minimum, annual increases in the number or

percentage of children making progress in learning English,

• (ii) At a minimum, annual increases in the number or percentage of children attaining English proficiency by the end of each school year, as determined by a valid and reliable assessment of English proficiency consistent with section 1111(b)(7) and

• (iii) Making adequate yearly progress for limitedEnglish proficient children as describedin 1111(b)(2)(B)

• AMAO Reports for the years 02-03, 03-04, 04-05, and 05-06

• A COVER letter from PDE to the LEA explaining for each year:→ what information was collected→ what information is being reported → the accountability provisions

• A parent notification letter

Major points:

For years 02-03, 03-04, & 04-05, PDE did not collect Years in Program for students or assign a unique identifier to students

no calculation of AMAO 1 or 2 LEAs are not held accountable for AMAOs

For year 05-06, PDE began collecting Years in Program for students but did not assign a unique identifier

no calculation of AMAO 1 LEAs are not held accountable for AMAOs

For year 06-07, PDE assigned a unique identifier to students AMAO 1 baseline calculation is made LEAs are held accountable for AMAO 2 & 3

For year 07-08 and for subsequent years, PDE will calculate all AMAOs and LEAs will be held accountable

Explains what AMAOs are and their purpose

Summarizes the information from the previous slide

Gives the parent a LEA contact name and phone

number

LEAs must forward this letter to all parents of currently

enrolled ELLs no later than March 1st, 2008

Translations of this letter in all NCLB languages will be

available for download through TransAct, although a

date of availability has not been established yet.

www.transact.com

45% 35%

Percent of students scoring less than 5 on the SELP

AMAO 1Percent Making

Progress in Attainment of English Language

Proficiency

Percent of students scoring 5 on the SELP

AMAO 2Percent Attaining English Language

Proficiency

45% 35%

AMAO 3

Percent reaching proficiency in the content areas of PSSA(Grades 5, 8, and 11 only)

Percent of students reaching proficiency on the PSSA Reading (only if there are 40 or more ELL

students in the cohort)

Percent of students reaching proficiency on the PSSA Math

(only if there are 40 or more ELL students in the cohort)

45% 35%

Student progress and proficiency information is based on the required state annual English language proficiency assessment, WIDA ACCESS, and the required state academic achievement assessment, PSSA. The information included in this report is used for accountability purposes and reporting to the United States Department of Education. For the school year 2002-03, the Pennsylvania Department of Education is not able to make Annual Measurable Achievement Objectives (AMAO) 1 or AMAO 2 determinations but is able to make AMAO 3 determinations. LEAs will not be held accountable for meeting the AMAOs as defined by NCLB, 20 U.S.C. § 6842 (2001) and, therefore, will not have to develop school improvement plans for English language learner progress and achievement based solely on this data. LEAs will be held accountable for meeting all AMAO targets beginning in the 2006-2007 school year.

45% 35%

2004

54% 45%

2005

• If 1 YIP group in a cohort achieves the AMAO target, then that cohort has achieved the AMAO.

• If 1 cohort achieves an AMAO target, then the LEA has achieved that AMAO.

• LEAs MUST achieve all 3 AMAOs

AMAO Met for Cohort?

80%54%100%20%46%0%After 5 years of ESL Instruction

85%54%90%15%46%10%After 4 years of ESL Instruction

88%51%80%12%49%20%After 3 years of ESL Instruction

70%49%64%30%51%36%After 2 years of ESL Instruction

51%38%49%49%62%51%After 1 year of ESL Instruction

45%16%38%55%84%62%Entry Year

LEA RESULTSTATERESULT

STATETARGET

LEA RESULT

STATERESULT

STATE TARGETK-5 Cohort

Percent of students scoring 5 on the SELPPercent of students scoring less than 5 on

the SELP

AMAO 2

Percent Attaining English Language Proficiency

AMAO 1Percent Making Progress

in Attainment of English Language Proficiency

AMAO Met for Cohort?

80%54%100%20%46%0%After 5 years of ESL Instruction

85%54%90%15%46%10%After 4 years of ESL Instruction

88%51%80%12%49%20%After 3 years of ESL Instruction

70%49%64%30%51%36%After 2 years of ESL Instruction

51%38%49%49%62%51%After 1 year of ESL Instruction

45%16%38%55%84%62%Entry Year

LEA RESULTSTATERESULT

STATETARGET

LEA RESULT

STATERESULT

STATE TARGETK-5 Cohort

Percent of students scoring 5 on the SELPPercent of students scoring less than 5 on

the SELP

AMAO 2

Percent Attaining English Language Proficiency

AMAO 1Percent Making Progress

in Attainment of English Language Proficiency

100%0%

YESYES YESYES

YES YES

YES NO

NO YESYES YES

42% 56%

57% 49%

49% 41%

ABC Area SD

Meets AMAOs

YES

An LEA that fails to make progress towardmeeting the AMAOs for 2 consecutive years,will be required to:

1. Develop an improvement plan. 2. The improvement plan must address the

factors that prevented the LEA from meeting the AMAOs.

3. The improvement plan may be a part of an existing improvement plan if such a plan exists.

What is the state’s role to assist LEAs identified for an improvement plan?

THE STATE SHALL:• Provide technical assistance to the LEA.• Provide technical assistance, if applicable, to

the schools served by the LEA that need assistance to meet AMAOs.

• Develop, in consultation with the LEA, professional development strategies and activities that the LEA will use to meet AMAOs.

THE STATE SHALL:• Require the LEA to use the strategies and

activities.• Develop, in consultation with the LEA, a plan to

incorporate strategies and methodologies to improve the specific program or method of instruction.

What is the state’s role to assist LEAs identified for an improvement plan?

(cont.)

What if the LEA does not meet AMAOs for 4 consecutive years?

THE STATE SHALL:• Require the LEA to modify the curriculum,

program and method of instruction. OR• Make a determination on the continuation of

funding. AND• Require the LEA to replace educational

personnel.

Title III 20 USC 6842(b)(4)(A)(B)(i)(ii)

Parent notification of LEA failure to meet AMAOs

• A separate parent notification is needed when a LEA fails to meet AMAOs in any fiscal year.

• Parents must be notified not later than 30 days after the failure occurs.

• The notice must be provided in an understandable format and, to the extent practicable, in a language the parent can understand.

Title III 20 USC 7012 (b)(c)

LEAs will receive an AMAO report mailing containing:

separate reports for the year 02-03, 03-04, 04-05, 05-06 and 06-07

a cover letter explaining the data on the reports and the accountability for AMAOs

a parent notification letter, which must be filled out and forwarded to parents of all currently enrolled ELLs before March 1st, 2008

LEAs will be held accountable for AMAO 2 and 3 for the 06-07 school year

LEAs will be held accountable for all AMAOs beginning in the 07-08 school year