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Kim Miller Oregon Department of Education AMAO Calculations for /10/2015Oregon Department of Education1

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New AMAO 1 TargetNew AMAO 1 Target New AMAO 2 TargetNew AMAO 2 Target New AMAO 1 Numerator and Denominator inclusion rulesNew AMAO 1 Numerator and Denominator inclusion rules New AMAO 2 Denominator inclusion rulesNew AMAO 2 Denominator inclusion rules Important AMAO reminderImportant AMAO reminder 5/10/2015Oregon Department of Education2 Overview

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As part of ODE’s compliance with the final Notice of Interpretations (NOI), ODE reviewed current practices both in Oregon and across the U.S. This research has resulted in a revision to the AMAO 1 calculation and target.As part of ODE’s compliance with the final Notice of Interpretations (NOI), ODE reviewed current practices both in Oregon and across the U.S. This research has resulted in a revision to the AMAO 1 calculation and target. Districts will need to improve annually starting with the school year.Districts will need to improve annually starting with the school year. For , the new target for AMAO 1 is 50%.For , the new target for AMAO 1 is 50%. This target will increase annually.This target will increase annually. 5/10/2015 Oregon Department of Education 3 AMAO 1 Target

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School YearPercent of LEP Students Showing Progress toward Attaining English Language Proficiency % LEP students will move one proficiency level higher at the end of the school year which is 3% increase over baseline % LEP students will move one proficiency level higher at the end of the school year which is 3% increase from the previous year % LEP students will move one proficiency level higher at the end of the school year which is 4% increase from the previous year % LEP students will move one proficiency level higher at the end of the school year which is 4% increase from the previous year % LEP students will move one proficiency level higher at the end of the school year which is 5% increase from the previous year. AMAO 1 Targets 5/10/2015Oregon Department of Education4

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Previous rule: Student must be identified as LEP/ELL for two consecutive years and have a valid ELPA proficiency level for both years. –This means the student had to be entered in the most recent and the previous year’s LEP collection and have an ELPA score for both years to be included. 5/10/2015Oregon Department of Education5 AMAO 1 Numerator Inclusion Rules

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Previous Gain Calculation: Students where the current year’s ELPA proficiency level was greater than the previous years ELPA proficiency level (1 or more proficiency levels), OR if a student was exited for proficiency were considered having made a gain 5/10/2015Oregon Department of Education6 AMAO 1 Numerator Inclusion Rules

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New rule: Student must be identified as LEP/ELL in AND Identified as LEP in the LEP Collection for at least one of the previous three school years ( , , ) AND The student must have a valid ELPA test score for as well as a valid ELPA test score in any of the previous collection years where they were identified as LEP ( , , or ). The student must have a valid ELPA test score for as well as a valid ELPA test score in any of the previous collection years where they were identified as LEP ( , , or ). –In response to the NOIs, it is required that ODE calculate a gain when we have more than one data point. ODE is defining two data points as the two most recent adjacent scores. Students who have only one ELPA score (only participated in one assessment, are permitted to be excluded from this calculation. 5/10/2015Oregon Department of Education7 AMAO 1 Numerator inclusion (cont.)

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New calculation rule: In order to having made a gain, a student must either: a)Have an average of gain of 1 proficiency level per year of English language instruction since their most recent administration of ELPA; OR b)Scored a 5 on a previous ELPA and maintained a 5 on the ELPA; OR c)Be exited by the district as ‘proficient’. Students who have not made an average gain of 1 proficiency level per year of English language instruction or maintained a 5 on ELPA or exited will not be included in the amao1 numerator. 5/10/2015Oregon Department of Education8 AMAO 1 Numerator inclusion (cont.)

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Student A was identified as LEP/ELL in the LEP Collections ( , ) and has a valid ELPA proficiency level for both years.Student A was identified as LEP/ELL in the LEP Collections ( , ) and has a valid ELPA proficiency level for both years. –The calculation of gain is based on comparing the two ELPA proficiency level If the proficiency level in is higher by 1 or more; the student is included in the AMAO 1 numerator.If the proficiency level in is higher by 1 or more; the student is included in the AMAO 1 numerator. OROR If the proficiency level in is a 5 and the score in is a 5; then the student is included in the AMAO 1 numerator.If the proficiency level in is a 5 and the score in is a 5; then the student is included in the AMAO 1 numerator. OR OR If the student exits for proficiency in , regardless of gain; then the student is included in the AMAO 1 numerator.If the student exits for proficiency in , regardless of gain; then the student is included in the AMAO 1 numerator. If this student moved from 2 to 3 then the student would be included in the AMAO 1 numerator.If this student moved from 2 to 3 then the student would be included in the AMAO 1 numerator. 5/10/2015Oregon Department of Education9 Scenarios for AMAO 1 Numerator inclusion: Student A

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Student B was identified as LEP/ELL in the collections for , , and Student B was identified as LEP/ELL in the collections for , , and The student has a valid ELPA proficiency level for and , but doesn’t have an ELPA proficiency level for The student has a valid ELPA proficiency level for and , but doesn’t have an ELPA proficiency level for This student is expected to participate in ELPA annually and has had the opportunity for language instruction in Oregon; therefore this student is expected to have a language proficiency gain equal to or greater than 2 proficiency levels.This student is expected to participate in ELPA annually and has had the opportunity for language instruction in Oregon; therefore this student is expected to have a language proficiency gain equal to or greater than 2 proficiency levels. The calculation for gain is based on comparing the ELPA score with the ELPA score.The calculation for gain is based on comparing the ELPA score with the ELPA score. If the difference is 2 or greater; then the student is included in the AMAO 1 Numerator.If the difference is 2 or greater; then the student is included in the AMAO 1 Numerator. If the student scored a 5 in both years or exited for proficiency; then the student is also included in the AMAO 1 Numerator.If the student scored a 5 in both years or exited for proficiency; then the student is also included in the AMAO 1 Numerator. 5/10/2015Oregon Department of Education10 Scenario: Student B

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Student C was identified as LEP/ELL in the collections for , , , and Student C was identified as LEP/ELL in the collections for , , , and The student has a valid ELPA proficiency level for and , but doesn’t have corresponding ELPA proficiency levels for and The student has a valid ELPA proficiency level for and , but doesn’t have corresponding ELPA proficiency levels for and This student is expected to participate in ELPA annually and has had the opportunity for language instruction in Oregon; therefore this student is expected to have a language proficiency gain equal to or greater than 3 proficiency levels.This student is expected to participate in ELPA annually and has had the opportunity for language instruction in Oregon; therefore this student is expected to have a language proficiency gain equal to or greater than 3 proficiency levels. The calculation for gain is based on comparing the ELPA score with the ELPA score.The calculation for gain is based on comparing the ELPA score with the ELPA score. If the difference is 3 or greater; then the student is included in the AMAO 1 Numerator.If the difference is 3 or greater; then the student is included in the AMAO 1 Numerator. If the student received a proficiency level of 5 in both years or exited for proficiency; then the student is also included in the AMAO 1 Numerator.If the student received a proficiency level of 5 in both years or exited for proficiency; then the student is also included in the AMAO 1 Numerator. 5/10/2015Oregon Department of Education11 Scenario: Student C

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Student D was identified in the and LEP Collection as LEP/ELL and has valid ELPA proficiency levels for both years.Student D was identified in the and LEP Collection as LEP/ELL and has valid ELPA proficiency levels for both years. –This student was not included in Oregon for and therefore may not have had access to English language instruction. –The calculation for gain compares the ELPA score with the If the difference is equal to or greater than 1 proficiency level; then the student is included in the AMAO 1 numerator.If the difference is equal to or greater than 1 proficiency level; then the student is included in the AMAO 1 numerator. If the student scored a 5 both years or exited for proficiency in ; then the student is also included in the AMAO 1 numerator.If the student scored a 5 both years or exited for proficiency in ; then the student is also included in the AMAO 1 numerator. 5/10/2015Oregon Department of Education12 Scenario: Student D

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Student E was identified in the and LEP Collection as LEP/ELL and has valid ELPA scores for both years.Student E was identified in the and LEP Collection as LEP/ELL and has valid ELPA scores for both years. –This student was not identified as LEP/ELL in Oregon for or and therefore may not have had access to language instruction. –The calculation for gain compares the ELPA score with the If the difference is equal to or greater than 1 proficiency level; then the student is included in the AMAO 1 numerator.If the difference is equal to or greater than 1 proficiency level; then the student is included in the AMAO 1 numerator. If the student scored a 5 both years or exited for proficiency in ; then the student is also included in the AMAO 1 numerator.If the student scored a 5 both years or exited for proficiency in ; then the student is also included in the AMAO 1 numerator. 5/10/2015Oregon Department of Education13 Scenario: Student E

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If a LEP/ELL student has an IEP that exempts the student from all domains of ELPA, then the student is not included in the AMAO 1 numerator or the AMAO 1 denominator. 5/10/2015Oregon Department of Education14 IEP Students Inclusion Rule

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Questions on AMAO 1 Numerator inclusion rules 5/10/2015Oregon Department of Education15

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To be included in the AMAO 1 Denominator for a student must:To be included in the AMAO 1 Denominator for a student must: –Be identified as LEP/ELL in the LEP Collection AND –Be identified as LEP/ELL in any of the following LEP Collections ( , , or ). OR –Exit as proficient in For example a student new to the program in , who scores as proficient and exits the same school year as entering the ELD program.’For example a student new to the program in , who scores as proficient and exits the same school year as entering the ELD program.’ –This exit applies only to students who have only one ELPA score and are only in the LEP Collection. AMAO 1 Denominator inclusion rules 5/10/2015Oregon Department of Education16

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A student identified as 3-H (ineligible) on the LEP Collection, regardless of being identified as LEP/ELL on any previous LEP Collection is not included in the AMAO 1 Denominator.A student identified as 3-H (ineligible) on the LEP Collection, regardless of being identified as LEP/ELL on any previous LEP Collection is not included in the AMAO 1 Denominator. AMAO 1 Denominator inclusion rules (cont.) 5/10/2015Oregon Department of Education17

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a student identified as LEP/ELL on the LEP Collection, but is not included in any previous LEP Collection as being identified as LEP, they are not included in the AMAO 1 Denominator, unless the student exited for proficiency in a student identified as LEP/ELL on the LEP Collection, but is not included in any previous LEP Collection as being identified as LEP, they are not included in the AMAO 1 Denominator, unless the student exited for proficiency in AMAO 1 Denominator inclusion rules (cont.) 5/10/2015Oregon Department of Education18

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Questions on AMAO 1 Denominator inclusion rules 5/10/2015Oregon Department of Education19

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In keeping with the Notice of Interpretations (NOI) for Title III, ODE has revised the calculations for AMAO 2.In keeping with the Notice of Interpretations (NOI) for Title III, ODE has revised the calculations for AMAO 2. AMAO 2 will have two separate calculationsAMAO 2 will have two separate calculations AMAO 2 A - 14% of the total ELL population achieve proficiencyAMAO 2 A - 14% of the total ELL population achieve proficiency AMAO 2 B - 22% of the ELL population being identified for five or more years achieve proficiency.AMAO 2 B - 22% of the ELL population being identified for five or more years achieve proficiency. Districts will need to meet both AMAO 2A and AMAO 2B targets to meet AMAO 2Districts will need to meet both AMAO 2A and AMAO 2B targets to meet AMAO 2 These targets are based on the new inclusion policies for the AMAO 2 denominator.These targets are based on the new inclusion policies for the AMAO 2 denominator. 5/10/2015 Oregon Department of Education 20 AMAO 2 Targets

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School YearPercent of all LEP Students Attaining English Language Proficiency % of LEP students will attain proficiency at the end of the school year which is 1.5% increase over baseline/ % LEP students will attain proficiency at the end of the school year which is 1.5% increase from the previous year % LEP students will attain proficiency at the end of the school year which is 1.5% increase from the previous year % LEP students will attain proficiency at the end of the school year which is 2% increase from the previous year % LEP students will attain proficiency at the end of the school year which is a 2% increase from the previous year. AMAO 2 A Targets 5/10/2015Oregon Department of Education21

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To be included in the AMAO 2A Denominator a student must:To be included in the AMAO 2A Denominator a student must: Be identified as a LEP/ELL student in the LEP Collection. AMAO 2 is a calculation that includes all ELL students in the state. AMAO 2A Denominator inclusion rules 5/10/2015Oregon Department of Education22

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To be included in the AMAO 2A numerator a student must:To be included in the AMAO 2A numerator a student must: – be identified as an LEP/ELL student in the LEP Collection. AND AND –have a valid LEP Exit Date during the school year. AMAO 2A Numerator inclusion rules 5/10/2015Oregon Department of Education23

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School Year Percent of LEP Students Having Five or More Years in an ELD Program Attaining English Language Proficiency % % of LEP students will attain proficiency at the end of the school year which is 2% increase over baseline % of LEP students will attain proficiency at the end of the school year which is 2% increase from the previous year % of LEP students will attain proficiency at the end of the school year which is 2.5% increase from the previous year % of LEP students will attain proficiency at the end of the school year which is 2.5% increase from the previous year % of LEP students will attain proficiency at the end of the school year which is 3% increase from the previous year AMAO 2 B Targets 5/10/2015Oregon Department of Education24

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To be included in the AMAO 2B Denominator a student must:To be included in the AMAO 2B Denominator a student must: Be identified as a LEP/ELL student for five or more years and be in the LEP Collection. AMAO 2B includes only ELL students who have been identified for 5 or more years. AMAO 2B Denominator inclusion rules 5/10/2015Oregon Department of Education25

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To be included in the AMAO 2B numerator a student must:To be included in the AMAO 2B numerator a student must: – be identified as an LEP/ELL student for five or more years and be in the LEP Collection. AND AND –have a valid LEP Exit Date during the school year. AMAO 2B Numerator Inclusion Rules 5/10/2015Oregon Department of Education26

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Questions on AMAO 2 inclusion rules 5/10/2015Oregon Department of Education27

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Districts need to send AMAO parent notification letters within 30 days of receiving notice of the district’s AMAO rating. –ODE will require districts to provide ODE with a copy of the AMAO letter sent to parents, beginning with the AMAOs. You will receive specific instructions as to how to submit this letter with the district preview of AMAOs. More information on this requirement will be provided. Important AMAO Reminder 5/10/2015Oregon Department of Education28

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Questions on AMAO calculations for /10/2015Oregon Department of Education29

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Kim Miller – Education SpecialistKim Miller – Education Specialist –(503) Carmen West – Education SpecialistCarmen West – Education Specialist –(503) Contact Information 5/10/2015Oregon Department of Education30

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5/10/2015Oregon Department of Education31

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