Title III Annual Measurable Achievement Objectives AMAOs

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Title IIIAnnual Measurable Achievement
Objectives (AMAOs)

• Presented by
• Shula Nedley, Ph.D.
• Bureau Director
• Assessment and Accountability
• Barbara Mowrey
• ESL/Bilingual Education Advisor
• Title III Director
• Pennsylvania Department of Education

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Annual Measurable Achievement Objectives (AMAOs)

• What is the purpose of AMAOs?
• What are AMAOs?
• How are AMAOs structured?
• How do LEAs meet AMAOs?

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WHAT IS THE PURPOSE OF AMAOs?

• To measure students 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)

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WHAT ARE AMAOs?

• Performance Targets that include
• Making progress toward English language
  proficiency as measured by the state English
  language proficiency (ELP) assessment.
• Attaining English language proficiency as
  measured by the ELP assessment.
• Meeting AYP as measured by the state content
  assessment (PSSA/PASA).

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Structure of AMAO Targets

• Cohorts by grade level for the annual state ELP
  assessment
• Meeting state targets for the annual state ELP
  assessment
• Attaining proficiency (next screen)
• Making progress (next screen)
• Meeting state AYP targets
• 45 LEP proficient or above in Mathematics
• 54 LEP proficient or above in Reading
• N greater or equal to 40

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Annual Measurable Achievement Objectives

• Grades K-5 Cohort

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Annual Measurable Achievement Objectives

• Grades 6-8 Cohort

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Annual Measurable Achievement Objectives

• Grades 9-12 Cohort

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HOW DO LEAs MEET AMAOs?

• Ensure every identified ELL in ESL instruction
  take the annual state ELP assessment.
  Exited/Monitored students DO NOT take the
  assessment.
• Ensure that every identified ELL participate in
  the PSSA, excluding noted exemptions, and are
  coded correctly on the demographic page.

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Parent Notification

• Parents must be notified of
• The LEAs failure to meet the annual measurable
  achievement objectives no later than 30 days
  after this failure occurs.
• The identification for, and participation in, a
  language instructional program
• within 30 days of the start of school and
• within two weeks for students identified after
  the start of school
• www.transact.com

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Content of Language Program Instructional
Notification

• Reason for identification and placement.
• Childs level of English proficiency, how such
  level was assessed and status of the academic
  achievement.
• Method of instruction used in the program.
• How the program will meet the educational
  strengths and needs of the child.
• How the program will specifically help the child
  learn English and meet academic achievement
  standards for grade promotion and graduation.

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Content of Notification

• Specific exit requirements, the expected rate of
  transition into all-English classrooms and, if
  funds are used at the secondary level, the
  expected rate of graduation.
• How children with a disability and those with an
  individualized education plan will have their LEP
  needs met.

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Content of Notification

• Parental rights detailing written guidance on
• Parents right to immediately remove their child
  from the Title III program upon their request.
• Parents right to decline enrollment in the Title
  III program or choose another program or method
  of instruction, if available.
• LEAs assistance to parents in selecting among
  various programs and methods of instruction.

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Accountability

• Failure to meet annual achievement objectives for
  two consecutive years
• Develop and implement an Improvement Plan.
• PDE provides technical assistance.
• PDE assists the LEA with developing professional
  development.
• Failure to meet annual achievement objectives for
  four consecutive years
• Modify curriculum, program and method of
  instruction.
• Replace education personnel.
• PDE decides to continue/discontinue Title III
  funds.

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What are the next steps?