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- AMAO 1: Progressing in English language acquisition
- AMAO 2: Exiting or reaching English language proficiency
- AMAO 3: EL Annual Measurable Objectives (AMOs)
Wisconsin districts supporting English learners (ELs) are held to the same accountability standards for ELs as for non-ELs. Under the federal Elementary and Secondary Education Act (ESEA, reauthorized in 2001 as NCLB), districts had additional, separate accountability requirements, or Annual Measurable Achievement Objectives (AMAOs) for supporting ELs under Title III.
In December 2015 ESEA was reauthorized as the Every Student Succeeds Act (ESSA). ESSA makes key changes to accountability for districts supporting ELs. Title I will include new state-determined goals for English learner accountability, and Title III will no longer include separate accountability goals.
To support an orderly transition to ESSA’s new accountability requirements, the U.S. Department of Education is not requiring states to make AMAO determinations based on data for the 2014-15 and 2015-16 school years. The information below and the 2014-15 district AMAO reports are therefore provided for information only, and are not used for accountability purposes. AMAOs 1 and 2 were calculated as in 2013-14, but AMAO 3 is not required and was not calculated for the 2014-15 reports.
Note: AMAOs are no longer used for district accountability.
Prior to reauthorization,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 EL students learning English as a second language;
- annually assess the English language proficiency of each EL 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 107110, 115 Statute 1425).
Three specific AMAOs were established under NCLB which districts had to meet in order to demonstrate that they were appropriately supporting ELs:
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: EL Annual Measurable Objectives (AMOs)
adequate progress for the EL subgroup in meeting grade-level academic achievement standards in reading and mathematics, test participation, and graduation.
Every year, some percent of ELs in each district or consortium must show an increase in their ELP based on the ACCESS for ELLs summative ELP assessment. The AMAO 1 target is a percent of ELs who must demonstrate this score increase, and this percentage increases every year.
Specifically, the increase must be 0.4 or more in a student’s the overall composite ELP score. In 2015 43% of ELs must demonstrate this improvement, and in 2016 45% of ELs must demonstrate this improvement to meet AMAO 1.
Every year, some percent of ELs in each district or consortium must show an increase in attaining full English language proficiency by the end of each school year. The AMAO 2 target is the percent of ELs who must attain full English language proficiency in that school year, and this percentage increases every year.
Specifically, the definition WI uses for proficient is a 5.0 or better overall composite on the ACCESS for ELLs summative ELP assessment. The percent of students who must score this every year is 12.5% in 2015 and 14.0% in 2016.
Every year, some percent of ELs in each district must show an increase in meeting grade-level academic achievement standards in reading and mathematics, test participation, and graduation. This percentage increases every year, and it varies based on subject, 4 or 6 year graduation rate, etc.
For additional information, please see the OEA page on AMAO Calculations. This pages goes into much more detail on how DPI calculates AMAOs.
For an even more detailed explanation, including some of the mathematical formula used to calculate AMAOs, see the sample District Profile Report.
Districts missing AMAOs are not required to provide parental notification of AMAO status. However, a district that was implementing an improvement plan or other intervention in 2015-16 as a result of missing AMAOs for two or more consecutive years should continue with implementation. A summary of these requirements is available.
AMAO District Profile Reports can be accessed by authorized district users through the Secure Access File Exchange (SAFE).