Annual Measurable Achievement Objectives (AMAOs) Title III, Part A Accountability System

Transcription

1 2011 AMAOs Guide Annual Measurable Achievement Objectives (AMAOs) Title III, Part A Accountability System Texas Education Agency Department of Standards and Programs Curriculum Division 2011 by the Texas Education Agency

2 This publication can be accessed online from the Texas Education Agency s ELL Web Portal at Copyright Notice The materials are copyrighted and trademarked as the property of the Texas Education Agency (TEA) and may not be reproduced without the express written permission of TEA, except under the following conditions: 1) Texas public school districts, charter schools, and Education Service Centers may reproduce and use copies of the Materials and Related Materials for the districts and schools educational use without obtaining permission from TEA. 2) Residents of the state of Texas may reproduce and use copies of the Materials and Related Materials for individual personal use only without obtaining written permission of TEA. 3) Any portion reproduced must be reproduced in its entirety and remain unedited, unaltered and unchanged in any way. 4) No monetary charge can be made for the reproduced materials or any document containing them; however, a reasonable charge to cover only the cost of reproduction and distribution may be charged. Private entities or persons located in Texas that are not Texas public school districts, Texas Education Service Centers, or Texas charter schools or any entity, whether public or private, educational or non-educational, located outside the state of Texas MUST obtain written approval from TEA and will be required to enter into a license agreement that may involve the payment of a licensing fee or a royalty. For information contact: Office of Intellectual Property, Texas Education Agency, 1701 N. Congress Ave., Austin, TX ; phone or ; copyrights@tea.state.tx.us Guide to Annual Measurable Achievement Objectives (AMAOs) Page 2 of 15

3 Table of Contents SECTION I: The Title III, Part A Accountability System... 4 Title III Accountability Requirements... 4 Required Interventions for Not Meeting All AMAOs... 5 SECTION II: The Annual Measurable Achievement Objective (AMAO) Indicators... 6 AMAO 1 Progress... 6 AMAO 2 Attainment (1-4 years LEP Subgroup)... 8 AMAO 2 Attainment (5+ years LEP Subgroup) AMAO 3 LEP Adequate Yearly Progress (AYP) Guide to Annual Measurable Achievement Objectives (AMAOs) Page 3 of 15

4 SECTION I: The Title III, Part A Accountability System Title III Assessment and Accountability Requirements Under the Elementary and Secondary Education Act (ESEA), as reauthorized under the No Child Left Behind Act of 2001 (NCLB), local education agencies (LEAs) that receive Title III, Part A funding for English language acquisition programs are held accountable for their English language learners (ELLs) achievement in learning the English language. Each spring in Texas, our ELLs, also identified in statute as limited English proficient (LEP), are assessed using the Texas English Language Proficiency Assessment System (TELPAS). The achievement of each Title III-funded LEA s LEP student population then is measured against the state's achievement standards known as the Annual Measurable Achievement Objectives (AMAOs). Each Title III-funded LEA must meet all of the AMAOs to receive an overall AMAO status of Met. The Title III, Part A accountability system includes three AMAOs for measuring student achievement as follows: AMAO 1 Progress Measures how many of the LEA s LEP students have made progress in learning English; a LEP student s progress is demonstrated with an increase of at least one overall proficiency level, when his/her current year s TELPAS Composite Rating is compared to that of the prior year. AMAO 2 Attainment Measures how many of the LEA s LEP students have become proficient in English; a LEP student s attainment is demonstrated when the student receives a TELPAS Composite Rating of Advanced High. AMAO 3 LEP AYP Measures how many of the LEA s LEP students have made adequate yearly progress (AYP) in meeting the state s student academic achievement standards Guide to Annual Measurable Achievement Objectives (AMAOs) Page 4 of 15

5 Required Interventions for LEAs Not Meeting All AMAOs Each LEA must meet all AMAOs in order to have an overall AMAO status of Met. Under Title III, Part A, the interventions required for the LEA and the state education agency (SEA) are based on the number of consecutive years for which the LEA has not met all AMAOs. 1 st Consecutive Year 2 nd Consecutive Year 3 rd Consecutive Year 4 th Consecutive Year The LEA must: Send parent notification within Send parent notification within Send parent notification within (As determined by TEA) 30 days of notification by TEA. 30 days of notification by TEA. Develop and implement a Continuous Improvement Plan (CIP). 30 days of notification by TEA. Update CIP, as appropriate, and continue implementation. The SEA must: Provide technical assistance; Develop P.D. strategies/activities; and Incorporate strategies/methodologies. Monitor implementation of CIP; Continue P.D. strategies/activities; and Continue to incorporate strategies/methodologies. Require LEA to modify curriculum, program, or method of instruction; OR Determine whether to continue Title III funding and require that LEA replace relevant personnel Guide to Annual Measurable Achievement Objectives (AMAOs) Page 5 of 15

6 SECTION II: The Annual Measurable Achievement Objective (AMAO) Indicators AMAO 1 PROGRESS DEFINITION Progress, as defined in Texas for AMAO 1, is the percent of current English Language Learners (ELLs) in all grades (K-12) who made progress of at least one proficiency level on the Texas English Language Proficiency Assessment System (TELPAS) Composite Rating from the prior year ( ) to the current year ( ). CALCULATION METHOD Number of current ELLs* who progressed at least one proficiency level on the TELPAS Composite Rating from to Number of current ELLs* assessed with TELPAS in both to = LEA Rate for AMAO 1 Progress Standard for Met: LEA rate must be at least 47.0%. MINIMUM SIZE REQUIREMENT DATA SOURCES Minimum Size Requirement (MSR): At least 30 current ELLs assessed Performance Data: Are based on students reported by the LEA as: with TELPAS in and Enrolled in the LEA on the PEIMS fall 2010 snapshot date (110 Record); and If MSR Is Not Met: LEA may be eligible for SSA-level Result If LEA does not meet MSR and is part of a Title III Assessed in the four language domains for the 2011 TELPAS Shared Service Arrangement (SSA). administration. Special Analysis If LEA does not meet MSR, however, is not part of a Title III SSA NOTES: TEXAS ENGLISH LANGUAGE PROFICIENCY ASSESSMENT SYSTEM (TELPAS) COMPOSITE RATING The TELPAS Composite Rating provides a single measure of a student s overall level of English language proficiency determined from the student s listening, speaking, reading, and writing proficiency ratings. A weighted formula is used to generate composite ratings of Beginning, Intermediate, Advanced, and Advanced High. Additional information on TELPAS is available at the following web address: Language Domain Weight in Composite Score Listening 5.0% Speaking 5.0% Reading 75.0% Writing 15.0% *Note: Students with prior year composite rating of Advanced High are excluded from calculations for AMAO 1 and AMAO 2 (from both denominator and numerator) Guide to Annual Measurable Achievement Objectives (AMAOs) Page 6 of 15

7 How the LEA s Status Is Assigned for AMAO 1 Progress The percent of the LEA s current LEP students making progress of at least one proficiency level for TELPAS Composite Rating is at least 47%. The percent of the LEA s current LEP students making progress of at least one proficiency level for TELPAS Composite Rating is less than 47%. The LEA meets the minimum size requirement (MSR). The LEA does not meet the minimum size requirement (MSR). The LEA is a member of a Title III Shared Service Arrangement (SSA) and the combined SSA total meets the MSR. The LEA is not a member of a Title III Shared Service Arrangement (SSA) or the combined SSA total does not meet the MSR. MET NOT MET Assigned SSA-level result. Assigned by Special Analysis Guide to Annual Measurable Achievement Objectives (AMAOs) Page 7 of 15

8 AMAO 2 ATTAINMENT Attainment, as defined in Texas for AMAO 2, is demonstrated by receiving a composite rating of Advanced High on the TELPAS. To determine each LEA s status for AMAO 2, the state applies different standards to two subgroups of current ELLs based on the number of years for which each student has been enrolled as a limited English proficient (LEP) student. For AMAO 2, the LEA must meet standards for both of its subgroups. AMAO 2 ATTAINMENT (1-4 Years LEP) The percent of current ELLs who have been identified as LEP one through four years and have received a composite rating of Advanced High on the TELPAS. CALCULATION METHOD Number of current ELLs* (1-4 years LEP) with Advanced High composite rating on TELPAS Number of current ELLs* (1-4 years LEP) assessed on TELPAS = LEA Rate for AMAO 2 Attainment (1-4 yrs. LEP) Standard for Met: LEA rate must be at least 13.0%. MINIMUM SIZE REQUIREMENT Minimum Size Requirement (MSR): At least 30 current LEP students assessed on TELPAS in If MSR Is Not Met: LEA may be eligible for SSA-level Result If LEA does not meet MSR and is part of a Title III SSA. Special Analysis If LEA does not meet MSR and is not part of a Title III SSA; or If LEA meets MSR for number of all LEP students, but not for the subgroup. DATA SOURCES Data for Students in Each Subgroup: Are based on the number of years each student has been enrolled as LEP according to PEIMS enrollment data for through Performance Data: Are based on students reported by the LEA as: Enrolled in the LEA on the PEIMS fall 2010 snapshot date (110 Record); and Assessed in the four language domains for the 2011 TELPAS administration. NOTES: TEXAS ENGLISH LANGUAGE PROFICIENCY ASSESSMENT SYSTEM (TELPAS) COMPOSITE RATING The TELPAS Composite Rating provides a single measure of a student s overall level of English language proficiency determined from the student s listening, speaking, reading, and writing proficiency ratings. A weighted formula is used to generate composite ratings of Beginning, Intermediate, Advanced, and Advanced High. Additional information on TELPAS is available at the following web address: Language Domain Weight in Composite Score Listening 5.0% Speaking 5.0% Reading 75.0% Writing 15.0% *Note: Students with prior year composite rating of Advanced High are excluded from calculations for AMAO 1 and AMAO 2 (from both denominator and numerator) Guide to Annual Measurable Achievement Objectives (AMAOs) Page 8 of 15

9 The percent of the LEA s students with 1-4 years as LEP who received a TELPAS Composite Rating of Advanced High is at least 13.0%. MET How the LEA s AMAO Status Is Assigned for the AMAO 2 Attainment (1-4 yrs. LEP subgroup) Indicator The LEA meets the minimum size requirement (MSR) for the total of all LEP students in the LEA. The LEA has at least yrs. LEP subgroup. NOT MET The LEA has fewer than yrs. LEP subgroup. The percent of the LEA s students with 1-4 years as LEP who received a TELPAS Composite Rating of Advanced High is less than 13.0%. The LEA does not meet the minimum size requirement (MSR) for the total of all LEP students in the LEA. The LEA is a member of a Title III SSA and the SSA has a combined total fewer than yrs. LEP subgroup. Assigned using Special Analysis. The LEA is a member of a Title III SSA and the SSA has a combined total of at least yrs. LEP subgroup. Assigned SSA-level result Guide to Annual Measurable Achievement Objectives (AMAOs) Page 9 of 15

10 AMAO 2 ATTAINMENT (5+ Years LEP) The percent of current ELLs who have been identified as LEP five or more years and have received a composite rating of Advanced High on the TELPAS. CALCULATION METHOD Number of current ELLs* (5+ years LEP) with Advanced High composite rating on TELPAS Number of current ELLs* (5+ years LEP) assessed on TELPAS MINIMUM SIZE REQUIREMENT Minimum Size Requirement (MSR): At least 30 current LEP students assessed on TELPAS in If MSR Is Not Met: LEA may be eligible for SSA-level Result If LEA does not meet MSR and is part of a Title III SSA. Special Analysis If LEA does not meet MSR and is not part of a Title III SSA; or If LEA meets MSR for number of all LEP students, but not for the subgroup. = LEA Rate for AMAO 2 Attainment (5+ yrs. LEP) DATA SOURCES NOTES: TEXAS ENGLISH LANGUAGE PROFICIENCY ASSESSMENT SYSTEM (TELPAS) COMPOSITE RATING The TELPAS Composite Rating provides a single measure of a student s overall level of English language proficiency determined from the student s listening, speaking, reading, and writing proficiency ratings. A weighted formula is used to generate composite ratings of Beginning, Intermediate, Advanced, and Advanced High. Additional information on TELPAS is available at the following web address: Standard for Met: LEA rate must be at least 25.0%. Data for Students in Each Subgroup: Are based on the number of years each student has been enrolled as LEP according to PEIMS enrollment data for through Performance Data: Are based on students reported by the LEA as: Enrolled in the LEA on the PEIMS fall 2010 snapshot date (110 Record); and Assessed in the four language domains for the 2011 TELPAS administration. Language Domain Weight in Composite Score Listening 5.0% Speaking 5.0% Reading 75.0% Writing 15.0% *Note: Students with prior year composite rating of Advanced High are excluded from calculations for AMAO 1 and AMAO 2 (from both denominator and numerator) Guide to Annual Measurable Achievement Objectives (AMAOs) Page 10 of 15

11 The percent of the LEA s students with 5 years or more as LEP who received a TELPAS Composite Rating of Advanced High is at least 25.0%. MET How the LEA s AMAO Status Is Assigned for the AMAO 2 Attainment (5+ yrs. LEP subgroup) Indicator The LEA meets the minimum size requirement (MSR) for the total of all LEP students in the LEA. The LEA has at least yrs. LEP subgroup. NOT MET The LEA has fewer than yrs. LEP subgroup. The percent of the LEA s students with 5 years or more as LEP who received a TELPAS Composite Rating of Advanced High is less than 25.0%. The LEA does not meet the minimum size requirement (MSR) for the total of all LEP students in the LEA. The LEA is not a member of a Title III SSA or the SSA has a combined total fewer than yrs. LEP subgroup. Assigned using Special Analysis. The LEA is a member of a Title III SSA and the SSA has a combined total of at least yrs. LEP subgroup. Assigned SSA-level result Guide to Annual Measurable Achievement Objectives (AMAOs) Page 11 of 15

12 AMAO 3 LEP AYP This indicator measures the Adequate Yearly Progress (AYP) of students with limited English proficiency (LEP). The LEA must meet AYP for its LEP student group, based on at least the first two indicators listed below, but possibly all three, as used in evaluating school districts for AYP: Reading/English Language Arts Mathematics One Other Indicator Graduation Rate or Attendance Rate (if applicable) Although student groups are not required to meet the Graduation Rate or Attendance Rate standard, they may be required to either meet the standard or show improvement on the Graduation Rate or Attendance Rate to meet the performance improvement/safe harbor standard. For each indicator that applies to the LEP student group, the group must meet for both performance and participation. The performance standard is based on test results for students enrolled for the full academic year. The participation standard is based on participation in the assessment program of all students enrolled on the day of testing. AYP INDICATORS (as applicable to LEP student group for AMAO 3) Reading/English Language Arts Meet for all students in the LEP student group for both performance and participation. Performance Meet:: - Standard = 80% counted as proficient on test for students enrolled the full academic year subject to the federal cap** OR - Improvement/Safe Harbor = 10% decrease in percent not proficient on test and meet the standard or meet the improvement requirement for the relevant other measure (Graduation Rate or Attendance Rate) Participation Meet:: - Standard = 95% participation in the assessment program for students enrolled on the date of testing OR - Average Participation Rate = 95% participation based on combined and assessment data Assessments (Grades 3-8 and 10, summed across grades): TAKS TAKS (Accommodated) TAKS M TAKS Alt TELPAS Reading (if applicable) LAT 2011 Guide to Annual Measurable Achievement Objectives (AMAOs) Page 12 of 15

13 Mathematics Meet for all students in the LEP student group for both performance and participation. Performance Meet:: - Standard = 75% counted as proficient on test for students enrolled the full academic year subject to the federal cap** OR - Improvement/Safe Harbor = 10% decrease in percent not proficient on test and meet the standard or meet the improvement requirement for the relevant other measure (Graduation Rate or Attendance Rate) Participation Meet:: - Standard = 95% participation in the assessment program for students enrolled on the date of testing OR - Average Participation Rate = 95% participation based on combined and assessment data Assessments (Grades 3-8 and 10, summed across grades): TAKS TAKS (Accommodated) TAKS M TAKS Alt LAT Other Indicator Though the LEP student group is not required to meet the Graduation Rate or Attendance Rate standards, it may be required to meet the standard or meet the improvement requirement on the Graduation Rate or Attendance Rate as part of performance improvement/safe harbor for Reading/English Language Arts or Mathematics. (See 2011 AYP Manual for more details.) 2011 Guide to Annual Measurable Achievement Objectives (AMAOs) Page 13 of 15

14 MINIMUM SIZE REQUIREMENT Performance Test results for 50 or more students in the student group (summed across Grades 3 8 and 10) for the subject, and the student group must comprise at least 10 percent of all test takers in the subject OR Test results for 200 or more students in the student group, even if that group represents less than 10 percent of all test takers in the subject. For the LEP student group, minimum size is evaluated based on students currently identified as LEP in only. If the LEP student group meets the minimum size requirement based on current-year identification, the performance evaluated will include additional students who were identified as LEP in the prior two years as described above. If a student is identified as a current year LEP student on the TAKS answer documents for either Reading/English Language Arts or Mathematics, the student is considered current year LEP for both subjects. If the student is tested on TELPAS Reading, the student is considered current year LEP for both subjects. If the student is not tested on TELPAS Reading and the LEP field is blank on the TAKS answer documents, the student is assumed to be non-lep. Participation 50 or more students in the group enrolled on the test date (summed across Grades 3 8 and 10) for the subject, and the student group must comprise at least 10 percent of all students enrolled on the test date OR 200 or more students in the group enrolled on the test date, even if that group represents less than 10 percent of all students enrolled on the test date. Only students identified as LEP in are included in the LEP group for participation. If a student is identified as a current year LEP student on the TAKS answer documents for either Reading/English Language Arts or Mathematics, the student is included in the LEP group for both subjects. If a TELPAS test document is submitted for any TELPAS component, the student is included in the LEP student group for both subjects. If a TELPAS test document is not submitted and the LEP field is blank on the TAKS answer documents, the student is assumed to be non-lep. NOTES: The performance level assignments for this indicator are based on districts preliminary 2011 AYP status prior to appeals and will not be changed due to any resulting appeals being granted. For more information on Adequate Yearly Progress, please refer to the 2011 Adequate Yearly Progress (AYP) Guide available at the following web address: Guide to Annual Measurable Achievement Objectives (AMAOs) Page 14 of 15

15 AYP Label = Meets AYP: Indicates that AYP standards were met on all indicators for which the LEA is evaluated. IF the district met the 2011 AYP standard for its LEP student population, then How the LEA s AMAO Status Is Assigned for the AMAO 3 LEP AYP Indicator AYP Label = Missed AYP [reason] Indicates that AYP standards were not met on one or more indicator components, as well as which of those components were not met. IF the district did not meet the 2011 AYP standard for its LEP student population, then AYP Label = Not Evaluated AYP: Indicates that the LEA was not evaluated for AYP for one of a number of possible reasons. (Refer to 2011 AYP Guide for more information.) If the district was not assigned an AYP status for its LEP student population, then MET NOT MET NOT ASSIGNED 2011 Guide to Annual Measurable Achievement Objectives (AMAOs) Page 15 of 15