ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES AMAOs

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Title III, Annual Measurable Achievement
Objectives (AMAO), and Implications of AMAO Data
to ELL Program Planning and Improvement
31st Annual Statewide Conference for Teachers
Serving Linguistically and Culturally Diverse
StudentsOak Brook Hills MarriottJanuary 9,
2008 Dr. Lilibeth Q. Gumia, Principal
ConsultantDivision of Data Analysis and Progress
ReportingIllinois State Board of Education

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What is Title III?

• Title III (English Language Acquisition, Language
  Enhancement, and Academic Achievement Act) of the
  No Child Left Behind Act of 2001 provides federal
  financial support to state and local educational
  agencies for language instruction of
• - Limited English Proficient Students (LEP) or
• English Language Learners (ELL)
• - Immigrant Students

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What are the major goals of Title III?

• To help ensure that limited English proficient
  (LEP) children
• Attain English proficiency
• Develop high levels of academic competence in
  English
• Meet the same challenging State academic content
  and academic achievement standards

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Who is accountable for meeting these goals?

• Title III holds
• States
• Local Education Agencies (LEA), and
• Individual Schools
• accountable for meeting these goals.

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What are the accountability requirements for SEAs
under Title III?

• SEAs, such as the ISBE, which received Title III
  funds, are required to
• Establish English language proficiency standards.
• Develop and implement English language
  proficiency assessments.
• Define annual achievement objectives for
  increasing and measuring the level of LEP
  childrens development and attainment of English
  proficiency.
• Hold LEAs/sub-grantees accountable for meeting
  annual measurable achievement objectives.

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What are the accountability requirements for
LEAs/Sub-grantees under Title III?

• Must assess, on an annual basis the progress of
  LEP children enrolled in Title III language
  instructional programs in attaining English
  proficiency in the five domains speaking,
  listening, reading, writing, and comprehension.
• Accountable for meeting annual measurable
  achievement objectives.
• Report on the progress made by LEP children in
  meeting the State academic and content and
  achievement standards for each of the two years
  after these children no longer receive services
  under Title III.

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ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES (AMAO)

• The Three AMAO Criteria
• AMAO 1 (Progress) at a minimum,
  LEAs/sub-grantees must assure annual increases in
  the number or percentage of children making
  progress in learning English
• AMAO 2 (Proficiency) at a minimum,
  LEAs/sub-grantees must assure annual increases in
  the number or percentage of children attaining
  English proficiency by the end of each school
  year and
• AMAO 3 (AYP) LEAs/sub-grantees assure the ELL
  students are making adequate yearly progress
  (AYP) on the states academic content
  assessments.
• Title III districts or sub-grantee must meet all
  three criteria to meet AMAO.

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Common Goal of Title I and Title III for LEP
(ELL) Students
Title I Requirements
Title III Requirements
English Language Proficiency Standards
Academic Content- Standards
Academic Achievement
English Language Proficiency Assessments
Academic Content Assessments
Academic Achievement- Standards
English Language Proficiency and progress
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Illinois AMAO Targets AMAO 1 (Progress)

• AMAO 1 (Progress)
• Student Level An ELL student makes progress if
  she/he makes a 6.0 proficiency level in any of
  the four domains listening, speaking, reading,
  or writing in any of the two years, 2005 or 2006
  or makes at least a 0.50 increase in her/his
  proficiency levels in any of the four domains
  listening, speaking, reading, or writing within a
  two-year period.
• District Level 85 of the districts ELL
  students must make progress on the ACCESS for
  ELLs. This objective shall apply provided that
  the number of students in the cohort is no fewer
  than 30.
• Note These targets were implemented starting in
  FY 06.

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Illinois AMAO Targets AMAO 2 (Proficiency)

• AMAO 2 (Proficiency)
• Student Level An ELL student attains a
  proficiency level of 4.0 or higher from their
  composite scores in the ACCESS for ELLs for the
  current year.
• District Level 10 of the districts ELL
  students attain a proficiency level of 4.0 or
  higher from their composite scores in the ACCESS
  for ELLs. This objective shall apply provided
  that the number of students in the cohort is no
  fewer than 30.
• Note These targets were implemented starting in
  FY 06.

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Illinois AMAO Targets AMAO 3 (AYP)

• AMAO 3 (AYP)
• The district must make Adequate Yearly Progress
  (AYP) for ELL students served by programs funded
  under Title III. Calculations are based upon
  similar formulas used for Title I Adequate Yearly
  Progress.

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MAKING AYP FOR THE LEP SUBGROUP

• Must have participation rate of 95 in both
  reading and mathematics. (Participation)
• In 2007, 55 of LEP students must meet or exceed
  standards in Reading and in Mathematics
  (Performance).
• The AMAO-AYP is waived for school districts
  that have fewer than 45 students with valid
  scores in an LEP subgroup.

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Illinois AMAO Measures or Assessments Used for
AMAO Calculations
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Illinois Title III Districts or Sub-Grantees
The number of ELL students served by Title III
districts increased by approximately 19 from
2004 to 2007.
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Chart 1. AMAO Performance of Title III Districts
2004 through 2007
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Chart 2. Percent of Students at 4.0 Proficiency
Level or Higher On Each Domain
35 of Grades 1-12 ELL students attained 4.0
proficiency level or higher from their composite
scores.
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Chart 3. Percent of Students at 5.0 Proficiency
Level or Higher On Each Domain
8.1 of Grades 1-12 ELL students attained 5.0
proficiency level or higher from their composite
scores.
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Chart 4. Percent of Students Making at Least a
0.5 Increase in their Proficiency
Levels in 2007 from 2006 On Each Domain
Data elsewhere showed that 66 of all grades 1-12
ELL students made at least a 0.5 increase in
their composite proficiency levels in 2007 from
2006.
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Chart 5. Percent of Students Making at Least a
1.0 Increase in their Proficiency
Levels in 2007 from 2006 On Each
Domain
Data elsewhere showed that 42 of all grades 1-12
ELL students made at least a 1.0 increase in
their composite proficiency levels in 2007 from
2006.
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Chart 6. Percent of ELL Students Making at Least
a 1.0 Increase in their Composite
Proficiency Level in 2007 Given
their 2006 Composite Proficiency
Level
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What does the data tell us?

• It appears that ELL instruction and curriculum
  need to focus on improving the English language
  proficiencies of
• All students in writing, particularly that of
  grades 1-2 and 6-8
• High school students in listening and speaking
• Grades 6-8 in reading

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What does the data tell us?

• Except in writing, grades 1-2 students made
  higher proficiency gains than other grades.
• All students are making higher progress in
  reading than in other domains.

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What does the data tell us?

• Students at lower grades (1-5) in lower
  proficiency levels (L1-L3) tend to make faster
  gains than students at higher grades (6-12).

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Chart 7. Four-Year LEA or Sub-Grantee
AMAO Tracking
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Meeting AMAOs

• AMAO status is applied to an entire LEA or
  sub-grantee.
• The State will provide notification to LEAs or
  sub-grantees of their AMAO status and take
  additional corrective action(s) to ensure that
  AMAOs are met.
• 2007 is the fourth year for AMAO calculations and
  determinations in Illinois.

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Meeting AMAOs

• LEAs or sub-grantees that fail to meet AMAOs must
  notify parents of students participating in
  Title III funded programs of its failure to meet
  AMAOs within 30 days of receipt of notification
  from the state. (Title III Public Law 107-110
  SEC. 3302).
• Templates are available for high incidence
  languages at http//www.isbe.net/bilingual/htmls/t
  itleIII.htm

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NCLB Sanctions and Possible Courses of Action

• If an LEA or sub-grantee fails to meet AMAOs for
  two (2) consecutive years
• The SEA must provide technical assistance to that
  LEA or sub-grantee
• The LEA or sub-grantee must develop a District
  Improvement Plan (DIP) to ensure that AMAOs are
  met in the future.
• Specifically address in the improvement plan the
  factors that prevented the LEA or sub-grantee
  from achieving the AMAOs.

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NCLB Sanctions and possible courses of action

• If an LEA fails to meet AMAOs for four (4)
  consecutive years
• 1. The State must require the LEA or
  sub-grantee to modify its curriculum, program, or
  methods of instruction or
• 2. The State must make a determination on
  whether the LEA or sub-grantee shall continue to
  receive Title III funds, and require the LEA or
  sub-grantee to replace educational personnel
  associated with the LEAs or sub-grantees
  failure to meet such objectives (Title III Public
  Law 107-110 SEC. 3122 (b) (1-4)).

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Resources

• ISBE at www.isbe.net
• ISBE English Language Learning
• www.isbe.net/bilingual
• NCLB contact at nclb_at_isbe.net
• NCLB info at www.isbe.net/nclb
• AYP info at www.isbe.net/ayp
• SES provider info at www.isbe.net/nclb/pdfs/sespro
  vider
• USDE information at www.ed.gov