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- Districts and Consortiums Required to participate in AMAOs
- AMAO 1 ELs progress in learning English
- AMAO 2 Reaching English language proficiency
- AMAO 3 Annual Measurable Objectives (AMO)
- Detailed Calculation Information
AMAOs are no longer used for district accountability due to the transition to new accountability measures under the Every Student Succeeds Act (ESSA). The old AMAOs have three components:
- AMAO 1 Progressing in English language acquisition: annual increases in the number or percentage English learners (ELs) making progress in learning English.
- AMAO 2 Reaching English language proficiency: annual increases in the number or percentage of Els attaining English language proficiency by the end of each school year.
- AMAO 3 Annual Measurable Objectives (AMO): adequate progress for the EL subgroup in meeting grade level academic achievement standards in reading and mathematics, test participation, and graduation.
Every year determined whether districts or consortia met these three AMAOs for supporting ELs.
The targets for AMAOs are requested by DPI from the US Department of Education as part of our ESEA flexibility waiver.
At least 20 ELs must be in the district or consortium group for AMAOs to be calculated for that district or consortium group. What grouping is used is based on how the schools in that group apply for Title III funds.
Only ELs in grades 1-12 count for AMAO accountability, as federal law does not mandate the inclusion of K or PreK students in the accountability systems.
The target growth rate for students’ annual increase in English Language Proficiency (ELP) is 0.4. This is calculated from the yeartoyear change in students’ overall composite ELP on the ACCESS for ELLs annual summative ELP assessment.
For students taking the Alternate ACCESS for ELLs, the growth target is 1 scale score point.
As these targets are growthovertime targets, only students with at least two ACCESS for ELLs overall composite scores are included in the AMAO 1 calculation. These scores do NOT need to be consecutive, but one must be from this year’s administration of the ACCESS for ELLs or Alternate ACCESS for ELLs assessments.
All ELs who meet the above requirements are included in the AMAO 1 calculation, regardless of ELP level.
AMAO 1 is met if the percentage of ELLs making progress meets the target in the current year or across the past two years. This percentage increases every year, as follows:
Every year, an increasing percent of ELs must reach full English Language Proficiency, defined as an overall composite ELP of 5.0 or greater. AMAO 2 is calculated for both the current year and across the past two years. If the percentage of ELs achieving English language proficiency meets the target using either calculation, then AMAO 2 is met.
Students taking the Alternate ACCESS for ELLs cannot score proficient, but are still included in the calculations for AMAO 2. As these students, by definition, only make up about 1% of ELs, they do not significantly impact the overall calculation.
AMAO 2 is calculated for both the current year of testing, as well as the previous two years of testing.
The number of ELs scoring proficient on the ACCESS for ELLs in the current year is divided by the number of ELs enrolled in the current year, and this percentage is used for the AMAO 2 calculation.
Then, the number of ELs scoring proficient on the ACCESS for ELLs in this and the last year is divided by the number of ELs enrolled in this and the last year, and this percentage is used for the AMAO 2 calculation.
If either group of students meets the percent proficient requirement for that year, the AMAO has been met.
AMAO 3 was not calculated for the 2014-15 reports because it applies annual measurable objectives (AMOs) based on tests no longer administered in Wisconsin.
AMAO 3 was made up of three components:
- EL proficiency in reading and mathematics as measured by the state content assessments
- EL test participation in reading and mathematics on the state content assessments
- EL high school graduation rates
For a full treatment of how to calculate AMAOs, please see the sample District Profile Report. It includes the specific mechanics for selecting cohorts for comparison, and information on how to choose single or multiyear data sets for AMAO calculations.