4/27/2010
1
P nn l niP nn l niPennsylvania Pennsylvania Department of Department of
EducationEducation
Pennsylvania Training and Technical Assistance Network
EducationEducation
AMAOs for LEAs with ELLs
April 27 & April 30, 2010Annual Measurable Achievement ObjectivesWelcomePurposes: • To roll out Pennsylvania’s updated AMAO
targets and definitions and accountability• To give participants a chance to ask questions
and give input
4/27/2010
2
Presentation Contents
• PDE Vision for English language learnersAMAO P• AMAO Purposes
• Place of ACCESS for ELLs® within the Standards Aligned System and Structure of ACCESS for ELLs®
• Updated AMAO 1, II, and III targets and definitions
• AMAO determinations and accountability• Questions and input
Pennsylvania Department of Education Vision for the Education of English Language Learners
Provide for the maintenance and support of a thorough and efficient system of education which i l d th i i f lit lt ll i includes the provision of quality culturally-responsive and equitable educational programs for English language learners and assurance of their appropriate participation in all aspects of the educational system.
The Department ensures that its programs will address the needs and rights of English language learners in all its initiatives throughout the entire process of planning and implementation.
4
4/27/2010
3
To measure students’ development andTo measure students development andattainment of English proficiency whilemeeting challenging State academiccontent and student academicachievement standards required byq ysection 1111(b)(1). Title III 20 USC
6842(a)(1)
Performance targets that include:I. Making progress toward English language
proficiency as measured by the state English language proficiency (ELP) assessment (currently the ACCESS for ELLs ®)
II. Attaining English language proficiency as measured by the state English language
fi i tproficiency assessmentIII. Meeting AYP as determined for the state
academic achievement assessment (PSSA, PSSA-M, PASA) for the LEP (ELL) subgroup (plus monitored former LEP students as needed)
4/27/2010
4
Standards Aligned System (SAS)
Clear Standards
FairAssessmentsInterventions
Student
Achievement
CurriculumFramework
Instruction
Materials & Resources
www.pdesas.org
Standards Aligned System (SAS)
The ACCESS for ELLs® is part of SAS
Clear Standards
FairAssessmentsInterventions
Student
Achievement
CurriculumFramework
Instruction
Materials & Resources
www.pdesas.org
4/27/2010
5
PA Academic Achievement Standards & PA ELP Standards
PA Academic Standards: PA ELP Standards:• Are for ALL students• Are part of Curriculum
Framework• Guide content instruction
• Are for ELLs• Are part of the Curriculum
Framework for ELLs• Guide district ESL and
content curriculum and instruction
• Address content-specific objectives
• Address language proficiency objectives across functions and content areas
9
Tier Structure of ACCESS for ELLs
ENTERING
1
BEGINNING
2 3 4
BRIDGING
5 6
RE
ENTERING BEGINNINGDEVELOPING
EXPANDING BRIDGING ACHING
Tier A
Tier B
Tier CGrades 1-12
K-Adaptive
10
4/27/2010
6
The domains of testing
• ReadingW i i• Writing
• Speaking• Listening
• Scores reported separately for each domainV d• Various composite scores reported
• The overall composite score is used for AMAO calculations
How scores are communicated
Level Decimal Level
Scale scores (vertically scaled across grade levels) are converted to:
Level Decimal Level
Entering 1.0 to 1.9
Beginning 2.0 to 2.9
Developing 3.0 to 3.9
E di 4 0 4 9
12
Expanding 4.0 to 4.9
Bridging 5.0 to 5.9
Reaching 6.0
4/27/2010
7
Overall Composite Score
13
ACCESS for ELLs® REPORTS
From WIDA/MetriTech, for all students tested:• District Frequency Report• District Frequency Report• School Frequency Report• Student Roster Report• Teacher Report• Parents Report• Parents Report
From PDE, for Title III-funded LEAs :• AMAO Status Report
14
4/27/2010
8
AMAO Status Reports
• For Title III-funded LEAs (districts and consortia)consortia)
• Calculated for the entire district ELL population or for the entire consortium ELL population
• Reports for 2007-2008 and 2008-2009 will be mailed before the end of this school year
• Reports for 2009-2010 will be mailed after AYP determinations are made for 2009-2010
15
Updated AMAOs
• Definitions of “making progress” and “attaining proficiency” were revised
• Targets for percentages of ELLs in a district or consortium making progress and attaining proficiency were revised
• Work was based on research performed by Gary Cook (WIDA consortium) and by Robert Linquanti,
i PA d tusing PA data• Work was informed by Federal Notice of Final
Interpretations of Title III (October 17, 2008)• Pennsylvania stakeholders gave input on definitions
and targets 16
4/27/2010
9
AMAO 1 : Annual increases in the number or percentage of children making progress toward learning English.
Definition of growth: • Gain of ≥ 0.6 ACCESS for ELLs® composite
level for an individual student• Note: Calculation of AMAO 1 requires test scores from
two years (PA Secure IDs must match). Scores for children taking the ACCESS test for the first time, including most Kindergarten students, are not included in AMAO 1. Note also: Students with test scores from two years who attain proficiency in the second year are always counted as having made progress.
17
AMAO 1 : Annual increases in the number or percentage of children making progress toward learning English
School Year Target percent of ELLs in LEA* 2007-2008 target of 49%2008-2009 target of 51%2009-2010 target of 53%2010-2011 target of 55%2011-2012 target of 57%2012 2013 target of 59%2012-2013 target of 59%2013-2014 target of 61%2014-2015 target of 64%2015-2016 target of 67% (Final target)
*Confidence intervals are applied. 18
4/27/2010
10
AMAO 2: Annual increases in the number or percentage of children attaining English proficiency
Definition of attainment: G d 1 12Grades 1-12
ACCESS for ELLs® composite score ≥ 4.5. Scores from both Tier B and Tier C forms of the test are acceptable.
Kindergarten (Note: In 2008-2009, K ACCESS composite scores for the first ti p t d th f ll f 1 0 t 6 0 )time were reported across the full range of 1.0 to 6.0.)
ACCESS for ELLs® composite score of ≥ 4.5 (Accountability Level, not Instructional Level)
19
AMAO 2: Annual increases in the number or percentage of children attaining English proficiency
Growth targets:School Year Target % of ELLs in LEA
attaining English proficiency*attaining English proficiency*2007-2008 target of 14%2008-2009 target of 16%2009-2010 target of 18%2010-2011 target of 20%2011-2012 target of 22%2011 2012 target of 22%2012-2013 target of 24%2013-2014 target of 26%2014-2015 target of 28%2015-2016 target of 30% (Final target)
*Confidence intervals are applied.20
4/27/2010
11
Attainment and Exit
PA’s definition of attainment of English l fi i d AMAO 2 i language proficiency under AMAO 2 is set at an ACCESS for ELLs® composite score of ≥ 4.5 (grades 1-12, on a Tier B or Tier C test).
PA’s re irement for e itin a st dent from PA’s requirement for exiting a student from ESL services is an ACCESS for ELLs®
composite score of ≥ 5.0 on a Tier C test.
AMAO 3: Adequate yearly progress for LEP children.
The method for calculating AMAO 3 for Title III subgrantees is consistent with that used under Title I for AYP. The methods vary from year to year. Check the PDE website for current information in the PA Accountability Workbook.
AMAO 3 for Consortia is calculated on the aggregated consortium ELL population that has participated in the PSSA for the year in which the ACCESS for ELLs test was administered.
Former ELLs who have exited and are in their first or second year of monitoring are also eligible to be included in AMAO 3 calculations, consistent with AYP calculations. The need to include monitored students is determined automatically as AYP is calculated. 22
4/27/2010
12
AMAO 3: AYP targets
The targets shown for Math and Reading are % of students expected to achievescores of “proficient” or “advanced” on the statewide achievement tests (thePSSA, PSSA-M, or the PASA).
Year Math Reading Participation
2007-2008 45% 54% 95%
2008-2009 56% 63% 95%
2009-2010 56% 63% 95%
23
2010-2011 67% 72% 95%
2011-2012 78% 81% 95%
2012-2013 89% 91% 95%
2013-2014 100% 100% 95%
Minimum group size for AMAOs
A minimum group size of 40 ELLs in asubgrantee is applied to AMAO 1 and AMAO 2for public reporting purposes, but not foraccountability purposes. In other words, if a subgrantee has fewer than
40 ELLs, AMAO 1 and AMAO 2 calculations will be made and the subgrantee will be held accountable, but PDE will not report the results publicly.
24
4/27/2010
13
Minimum group size for AMAOs
AMAO 3 for consortia is calculated using the aggregated ELL population per grade span of the member districts—those ELLs who participate in the PSSA—using AYP rules and PSSA ELLs who participate in the PSSA—using AYP rules and PSSA data.
A district or consortium not meeting the minimum group size in any grade span will receive a report of “Not Applicable” for AMAO 3.
Districts or consortia receiving a report of “not applicable” for AMAO 3 are still eligible to satisfy the overall AMAO for AMAO 3 are still eligible to satisfy the overall AMAO requirements by making both AMAO 1 and AMAO 2.
25
Application of Accountability Provisions for Consortia:
• Pennsylvania holds all eligible entities accountable f hi t f AMAO i d ith for achievement of AMAOs in accordance with section 3122(b) of Title III.
• LEAs that do not meet the minimum subgrantee threshold and enter into a consortium to receive funds under Title III are not held individually accountable.
• The consortium is held accountable as a single entity and the consortium lead is held responsible for all accountability provisions under section 3122(b).
26
4/27/2010
14
Accountability Status
Subgrantees are required to undergoImprovement Planning when AMAOs have notbeen met for at two consecutive years or more. The Pennsylvania Department of Education
will be in contact with subgrantees who fall i t thi t t d l di t i t into this category to develop district or consortium improvement plans.
27
TITLE III ACCOUNTABILITY
Title III Part A, Sec. 3122 (b) stipulatesthe following sanctions when districts or consortia do not meet the Annual Measurement Achievement Objectives (AMAOs):
28
4/27/2010
15
TITLE III ACCOUNTABILITYIMPROVEMENT PLAN • If the State Educational Agency (SEA) determines,
based on AMAOs, that an eligible entity has failed to based on AMAOs, that an eligible entity has failed to make progress toward meeting such objectives for two consecutive years, the agency shall require the entity to develop an improvement plan that will ensure the entity meets such objectives.
• The improvement plan shall specifically address the p p p yfactors that prevented the entity from achieving such objectives.
• Eligible entity refers to Local Educational Agencies (LEAs) districts or consortia, that receive Title III funds.
29
Technical Assistance
During the development of the improvementplan and throughout its implementation, the SEAshall—• provide technical assistance to the eligible
entity; • provide technical assistance, if applicable, to
schools served by such entity under subpart 1 that need assistance to enable the schools to meet the AMAOs;
30
4/27/2010
16
Technical Assistance
• develop, in consultation with the eligible entity, professional development strategies and activities, based on scientifically based research that the based on scientifically- based research, that the agency will use to meet such objectives;
• require each entity to utilize such strategies and activities; and
• develop, in consultation with the entity, a plan to incorporate strategies and methodologies based on incorporate strategies and methodologies, based on scientifically- based research to improve the specific program or method of instruction provided to LEP/ELLs.
31
ACCOUNTABILITY
If the SEA determines that an eligible entity has failedto meet AMAOs described in subsection (a) for 4consecutive years, the agency shall—• require such entity to modify the curriculum,
program, and method of instruction, or • (i) make a determination whether the entity shall
continue to receive funds related to the entity’s yfailure to meet such objectives; and (ii) require such entity to replace educational personnel relevant to the entity’s failure to meet such objectives.
32
4/27/2010
17
Parent notification of LEA failure to meet AMAOs
• A separate parent notification is required when a A separate parent notification is required when a LEA fails to meet AMAOs in any fiscal year.
• Parents must be notified not later than 30 days after the failure is officially reported to the LEA.
• The notice must be provided in an understandable format and, to the extent practicable, in a language h d dthe parent can understand.
Title III 20 USC 7012 (b)(c)
Participants
• Questions
• Input
4/27/2010
18
Contact Information www.education.state.pa.us
Bureau of Teaching & Learning Support
Division of Student Interventions and Instructional Supports
Stephanie Stauffer, Bilingual/ESL Education Advisor and Title III Director
Division of School and District Planning andC i I p
Commonwealth of PennsylvaniaEdward G. Rendell, Governor
Pennsylvania Department of EducationGerald L. Zahorchak, D.Ed., Secretary
Diane Castelbuono Deputy SecretaryContinuous Improvement
Becky McHugh, Chief(717) 783-9260
Diane Castelbuono, Deputy SecretaryOffice of Elementary and Secondary Education
Dr. Edward Vollbrecht, DirectorBureau of Teaching and Learning Support
Dr. Michele Sellito, Assistant DirectorBureau of Teaching and Learning Support
35
Contact Information: PaTTAN (www.pattan.net)
& ESL Technical Assistance Facilitators
Ana Sainz de la PeñaEducational [email protected]
ESL Technical Assistance Facilitators:
Connie Cochran, IUs 1-11,15, 27, 28 [email protected]
Commonwealth of PennsylvaniaEdward G. Rendell, Governor
Pennsylvania Department of EducationGerald L. Zahorchak, D.Ed., Secretary
Diane Castelbuono Deputy SecretaryHeidi Faust, IUs 17-21, 29
[email protected] Zucker, IUs 12, 13, 22-26
Diane Castelbuono, Deputy SecretaryOffice of Elementary and Secondary Education
John J. Tommasini, DirectorBureau of Special Education
Patricia Hozella, Assistant DirectorBureau of Special Education
36
