Districts - Looking for your AMAO District Profile Report?
What Are Annual Measurable Achievement Objectives (AMAOs)?
Title III of the federal Elementary and Secondary Education Act (NCLB) requires states to:
- establish English language proficiency (ELP) standards aligned to state academic content standards, yet suitable for ELL students learning English as a second language;
- annually assess the English language proficiency of each ELL student using a valid and reliable assessment of English-language proficiency aligned to ELP standards;
- define AMAOs to measure and report on progress toward and attainment of English proficiency and academic achievement standards; and
- hold local education agencies accountable for meeting increasing AMAO targets for English language proficiency over time (NCLB 2002, Public Law 107-110, 115 Statute 1425).
Three specific AMAOs have been established under the law:
| AMAO 1: |
Progressing in English language acquisition
annual increases in the number or percentage of students making progress in learning English |
AMAO 2: |
Exiting or reaching English language proficiency
annual increases in the number or percentage of students attaining English language proficiency by the end of each school year |
| AMAO 3: |
ELL-Adequate Yearly Progress (AYP)
AYP for the ELL subgroup (under Title I) in meeting grade-level academic achievement standards in English Language Arts (Reading) and Mathematics |
Districts must meet the Title III AMAOs annually since the baseline year, 2002-03.
Annual Measurable Achievement Objectives (AMAOs)for English Language Learners (ELLs)
The following AMAOs set challenging yet reasonable goals for educating ELLs.
AMAO 1:
Making progress in learning English |
| based on ACCESS for ELLs® composite scores |
| School Year |
Target Progress Rate
(Percent At or Above 0.4 Gain Criterion) |
| 2010-11 |
35% |
| 2011-12 |
37% |
| 2012-13 |
39% |
| 2013-14 |
41% |
| 2014-15 |
43% |
| 2015-16 |
45% |
| 2016-17 |
47% |
| 2017-18 |
49% |
| 2018-19 |
51% |
| 2019-20 |
53% |
| 2020-21 |
55% |
AMAO 2:
Attaining English language proficiency |
| based on number of ACCESS for ELLs® composite scores of 5.0 or above divided by all ELLs enrolled in the district |
| School Year |
Proficiency Rate Required |
|
|
| 2009-10 |
5.0% |
| 2010-11 |
6.5% |
| 2011-12 |
8.0% |
| 2012-13 |
9.5% |
| 2013-14 |
11.0% |
| 2014-15 |
12.5% |
| 2015-16 |
14.0% |
| 2016-17 |
15.5% |
| 2017-18 |
17.0% |
| 2018-19 |
18.5% |
| 2019-20 |
20.0% |
AMAO 3:
Adequate Yearly Progress-ELL |
| based on WSAS: WKCE and WAA-SwD |
|
Proficient and Advanced |
| School Year |
Reading |
Mathematics |
| 2009-10 |
74.0% |
58.0% |
| 2010-11 |
80.5% |
68.5% |
| 2011-12 |
87.0% |
79.0% |
| 2012-13 |
93.5% |
89.5% |
| 2013-14 |
100% |
100% |
Districts - Looking for your AMAO District Profile Report?
AMAO District Profile Reports can be found in Secure Access File Exchange (SAFE), part of the Longitudinal Data System (LDS). These reports are available only to district personnel who are authorized to used LDS Secure Tools. More information can be found through the following resources:
For questions about this information, contact oeamail@dpi.wi.gov
Last updated on 5/16/2011 6:55:15 AM
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