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May 3, 2006WV Department of Education Annual Measurable Objectives for Improving the Achievement of LEP Students Title III AMAOs.

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Presentation on theme: "May 3, 2006WV Department of Education Annual Measurable Objectives for Improving the Achievement of LEP Students Title III AMAOs."— Presentation transcript:

1 May 3, 2006WV Department of Education Annual Measurable Objectives for Improving the Achievement of LEP Students Title III AMAOs

2 May 3, 2006WV Department of Education September 2003 Submission to US Department of Education

3 May 3, 2006WV Department of Education 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.

4 May 3, 2006WV Department of Education 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.

5 May 3, 2006WV Department of Education 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

6 May 3, 2006WV Department of Education 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)

7 May 3, 2006WV Department of Education Prerequisite Definitions for setting AMAO 1 targets 1.Determine cohort 2.Define expected annual growth 3.Define English Language Proficiency Define starting points and targets (AMAOs) for making progress

8 May 3, 2006WV Department of Education Definitions and Targets AMAO 1

9 May 3, 2006WV Department of Education 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

10 May 3, 2006WV Department of Education 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

11 May 3, 2006WV Department of Education 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

12 May 3, 2006WV Department of Education Prerequisite Definitions for setting AMAO 1 targets 1.Determine cohort 2.Define expected annual growth 3.Define English Language Proficiency Define starting points and targets (AMAOs) for making progress

13 May 3, 2006WV Department of Education

14 May 3, 2006WV Department of Education

15 May 3, 2006WV Department of Education AMAO 1 Targets Starting Point = 75% Ending Point =89% Targets = 1.7% increase per year

16 May 3, 2006WV Department of Education

17 May 3, 2006WV Department of Education Definitions and Targets AMAO 2

18 May 3, 2006WV Department of Education Prerequisite Definitions for setting AMAO 2 targets 1.Define English Language Proficiency 2.Determine cohort 3.Define expected annual growth Define starting points and targets (AMAOs) for becoming proficient

19 May 3, 2006WV Department of Education 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

20 May 3, 2006WV Department of Education 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

21 May 3, 2006WV Department of Education 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

22 May 3, 2006WV Department of Education AMAO 2 Targets Starting Point = 6% Ending Point =10% Targets =.5% increase per year

23 May 3, 2006WV Department of Education

24 May 3, 2006WV Department of Education Final Recommendations Inadequate Data Current AMAOs evaluated in Impact Study Conclusions Fall 2007 Submitted in amendment request to WVs Consolidated State Application (March 06) Pending approval from USDE


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