Kim Miller Oregon Department of Education

Kim MillerKim MillerOregon Department of EducationOregon Department of Education

AMAO Calculations for 2009-10

04/22/23Oregon Department of Education1

• New AMAO 1 TargetNew AMAO 1 Target• New AMAO 2 TargetNew AMAO 2 Target• New AMAO 1 Numerator and Denominator New AMAO 1 Numerator and Denominator

inclusion rulesinclusion rules• New AMAO 2 Denominator inclusion rulesNew AMAO 2 Denominator inclusion rules• Important AMAO reminderImportant AMAO reminder

04/22/23 Oregon Department of Education 2

OverviewOverview

• As part of ODE’s compliance with the final As part of ODE’s compliance with the final Notice of Interpretations (NOI) , ODE reviewed Notice of Interpretations (NOI) , ODE reviewed current practices both in Oregon and across current practices both in Oregon and across the U.S. This research has resulted in a the U.S. This research has resulted in a revision to the AMAO 1 calculation and target.revision to the AMAO 1 calculation and target.

• Districts will need to improve annually starting Districts will need to improve annually starting with the 2009-10 school year.with the 2009-10 school year.

• For 2009-10, the new target for AMAO 1 is For 2009-10, the new target for AMAO 1 is 50%50%..

• This target will increase annually.This target will increase annually.04/22/23 Oregon Department of Education 3

AMAO 1 TargetAMAO 1 Target

School Year Percent of LEP Students Showing Progress toward Attaining English Language Proficiency

2009- 2010 50% LEP students will move one proficiency level higher at the end of the school year which is 3% increase over baseline.

2010- 2011 53% LEP students will move one proficiency level higher at the end of the school year which is 3% increase from the previous year.

2011-2012 57% LEP students will move one proficiency level higher at the end of the school year which is 4% increase from the previous year.



AMAO 1 Targets AMAO 1 Targets


Previous rule:Previous rule: Student must be identified Student must be identified as LEP/ELL for two as LEP/ELL for two consecutiveconsecutive years and years and have a valid ELPA proficiency level for have a valid ELPA proficiency level for both years.both years.– This means the student had to be entered in This means the student had to be entered in

the most recent and the previous year’s LEP the most recent and the previous year’s LEP collection and have an ELPA score for both collection and have an ELPA score for both years to be included.years to be included.


AMAO 1 Numerator Inclusion RulesAMAO 1 Numerator Inclusion Rules

Previous Gain Calculation: Previous Gain Calculation: Students where Students where the current year’s ELPA proficiency level the current year’s ELPA proficiency level was greater than the previous years ELPA was greater than the previous years ELPA proficiency level (1 or more proficiency proficiency level (1 or more proficiency levels), OR if a student was exited for levels), OR if a student was exited for proficiency were considered having made proficiency were considered having made a gain a gain


AMAO 1 Numerator Inclusion RulesAMAO 1 Numerator Inclusion Rules

New rule:New rule: Student must be identified as LEP/ELL in 2009-10 Student must be identified as LEP/ELL in 2009-10

ANDAND Identified as LEP in the LEP Collection for at least one of the previous Identified as LEP in the LEP Collection for at least one of the previous

three school years (2006-07, 2007-08, 2008-09) three school years (2006-07, 2007-08, 2008-09) ANDAND

The student must have a valid ELPA test score for 2009-10 as well as The student must have a valid ELPA test score for 2009-10 as well as a valid ELPA test score in any of the previous collection years a valid ELPA test score in any of the previous collection years where they were identified as LEP (2006-07, 2007-08, or 2008-09).where they were identified as LEP (2006-07, 2007-08, or 2008-09).

–In response to the NOIs, it is required that ODE calculate a gain when we In response to the NOIs, it is required that ODE calculate a gain when we have more than one data point. ODE is defining two data points as the two have more than one data point. ODE is defining two data points as the two most recent adjacent scores. Students who have only one ELPA score most recent adjacent scores. Students who have only one ELPA score (only participated in one assessment, are permitted to be excluded from (only participated in one assessment, are permitted to be excluded from this calculation.this calculation.


AMAO 1 Numerator inclusion AMAO 1 Numerator inclusion (cont.)(cont.)

New calculation rule:New calculation rule: In order to having made a gain, a student must In order to having made a gain, a student must

either:either:a)a) Have an average of gain of 1 proficiency level per year of English Have an average of gain of 1 proficiency level per year of English

language instruction since their most recent administration of language instruction since their most recent administration of ELPA; ELPA; OROR

b)b) Scored a 5 on a previous ELPA and maintained a 5 on the 09-10 Scored a 5 on a previous ELPA and maintained a 5 on the 09-10 ELPA; ELPA; OROR

c)c) Be exited by the district as ‘proficient’ .Be exited by the district as ‘proficient’ .

Students who have not made an average gain of 1 proficiency level Students who have not made an average gain of 1 proficiency level per year of English language instruction or maintained a 5 on ELPA per year of English language instruction or maintained a 5 on ELPA or exited will not be included in the amao1 numerator.or exited will not be included in the amao1 numerator.


AMAO 1 Numerator inclusion AMAO 1 Numerator inclusion (cont.)(cont.)

• Student A was identified as LEP/ELL in the Student A was identified as LEP/ELL in the LEP Collections (2008-09, 2009-10) LEP Collections (2008-09, 2009-10) andand has has a valid ELPA proficiency level for both years.a valid ELPA proficiency level for both years.– The calculation of gain is based on comparing the two ELPA The calculation of gain is based on comparing the two ELPA

proficiency levelproficiency level• If the proficiency level in 2009-10 is higher by 1 or more; the student is If the proficiency level in 2009-10 is higher by 1 or more; the student is

included in the AMAO 1 numerator. included in the AMAO 1 numerator. • OROR

• If the proficiency level in 2008-09 is a 5 and the score in 2009-10 is a 5; then If the proficiency level in 2008-09 is a 5 and the score in 2009-10 is a 5; then the student is included in the AMAO 1 numerator. the student is included in the AMAO 1 numerator.

• OROR• If the student exits for proficiency in 2009-10, regardless of gain; then the If the student exits for proficiency in 2009-10, regardless of gain; then the

student is included in the AMAO 1 numerator.student is included in the AMAO 1 numerator.• If this student moved from 2 to 3 then the student would be included in the If this student moved from 2 to 3 then the student would be included in the

AMAO 1 numerator.AMAO 1 numerator.


Scenarios for AMAO 1 Numerator Scenarios for AMAO 1 Numerator inclusion: Student Ainclusion: Student A

• Student B was identified as LEP/ELL in the collections for Student B was identified as LEP/ELL in the collections for 2007-08, 2008-09, and 2009-10. 2007-08, 2008-09, and 2009-10.

• The student has a valid ELPA proficiency level for 2007-08 and The student has a valid ELPA proficiency level for 2007-08 and 2009-10, but doesn’t have an ELPA proficiency level for 2008-2009-10, but doesn’t have an ELPA proficiency level for 2008-09.09.

• This student is expected to participate in ELPA annually and has had the This student is expected to participate in ELPA annually and has had the opportunity for language instruction in Oregon; therefore this student is opportunity for language instruction in Oregon; therefore this student is expected to have a language proficiency gain equal to or greater than 2 expected to have a language proficiency gain equal to or greater than 2 proficiency levels.proficiency levels.

• The calculation for gain is based on comparing the 2009-10 ELPA score The calculation for gain is based on comparing the 2009-10 ELPA score with the 2007-08 ELPA score.with the 2007-08 ELPA score.

• If the difference is 2 or greater; then the student is included in the If the difference is 2 or greater; then the student is included in the AMAO 1 Numerator.AMAO 1 Numerator.

• If the student scored a 5 in both years or exited for proficiency; then the If the student scored a 5 in both years or exited for proficiency; then the student is also included in the AMAO 1 Numerator.student is also included in the AMAO 1 Numerator.


Scenario: Student BScenario: Student B

• Student C was identified as LEP/ELL in the collections Student C was identified as LEP/ELL in the collections for 2006 -07, 2007-08, 2008-09, and 2009-10. for 2006 -07, 2007-08, 2008-09, and 2009-10. • The student has a valid ELPA proficiency level for 2006-07 The student has a valid ELPA proficiency level for 2006-07

and 2009-10, but doesn’t have corresponding ELPA and 2009-10, but doesn’t have corresponding ELPA proficiency levels for 2007-08 and 2008-09. proficiency levels for 2007-08 and 2008-09.

• This student is expected to participate in ELPA annually and has This student is expected to participate in ELPA annually and has had the opportunity for language instruction in Oregon; therefore had the opportunity for language instruction in Oregon; therefore this student is expected to have a language proficiency gain equal this student is expected to have a language proficiency gain equal to or greater than 3 proficiency levels.to or greater than 3 proficiency levels.

• The calculation for gain is based on comparing the 2009-10 ELPA The calculation for gain is based on comparing the 2009-10 ELPA score with the 2006-07 ELPA score.score with the 2006-07 ELPA score.

• If the difference is 3 or greater; then the student is included in the If the difference is 3 or greater; then the student is included in the AMAO 1 Numerator.AMAO 1 Numerator.

• If the student received a proficiency level of 5 in both years or If the student received a proficiency level of 5 in both years or exited for proficiency; then the student is also included in the AMAO exited for proficiency; then the student is also included in the AMAO 1 Numerator.1 Numerator.


Scenario: Student CScenario: Student C

• Student D was identified in the 2007-08 and Student D was identified in the 2007-08 and 2009-10 LEP Collection as LEP/ELL and has 2009-10 LEP Collection as LEP/ELL and has valid ELPA proficiency levels for both yearsvalid ELPA proficiency levels for both years. .

– This student was not included in Oregon for 2008-09 and This student was not included in Oregon for 2008-09 and therefore may not have had access to English language therefore may not have had access to English language instruction.instruction.

– The calculation for gain compares the 2009-2010 ELPA The calculation for gain compares the 2009-2010 ELPA score with the 2007-08. score with the 2007-08.

• If the difference is equal to or greater than 1 proficiency level; If the difference is equal to or greater than 1 proficiency level; then the student is included in the AMAO 1 numerator.then the student is included in the AMAO 1 numerator.

• If the student scored a 5 both years or exited for proficiency in If the student scored a 5 both years or exited for proficiency in 2009-10; then the student is also included in the AMAO 1 2009-10; then the student is also included in the AMAO 1 numerator.numerator.


Scenario: Student DScenario: Student D

• Student E was identified in the 2006-07 Student E was identified in the 2006-07 and 2009-10 LEP Collection as LEP/ELL and 2009-10 LEP Collection as LEP/ELL and has valid ELPA scores for both years. and has valid ELPA scores for both years. – This student was not identified as LEP/ELL in Oregon for This student was not identified as LEP/ELL in Oregon for

2007-08 or 2008-09 and therefore may not have had access 2007-08 or 2008-09 and therefore may not have had access to language instruction.to language instruction.

– The calculation for gain compares the 2009-2010 ELPA score The calculation for gain compares the 2009-2010 ELPA score with the 2006-07. with the 2006-07.

• If the difference is equal to or greater than 1 proficiency level; then If the difference is equal to or greater than 1 proficiency level; then the student is included in the AMAO 1 numerator.the student is included in the AMAO 1 numerator.

• If the student scored a 5 both years or exited for proficiency in If the student scored a 5 both years or exited for proficiency in 2009-10; then the student is also included in the AMAO 1 numerator.2009-10; then the student is also included in the AMAO 1 numerator.


Scenario: Student EScenario: Student E

If a LEP/ELL student has an IEP that exempts If a LEP/ELL student has an IEP that exempts the student from the student from allall domains of ELPA, then domains of ELPA, then the student is not included in the AMAO 1 the student is not included in the AMAO 1 numerator or the AMAO 1 denominator.numerator or the AMAO 1 denominator.


IEP Students Inclusion RuleIEP Students Inclusion Rule

Questions on AMAO 1 Numerator Questions on AMAO 1 Numerator inclusion rulesinclusion rules


• To be included in the AMAO 1 Denominator for To be included in the AMAO 1 Denominator for 2009-10 a student must:2009-10 a student must:– Be identified as LEP/ELL in the 2009-10 LEP Be identified as LEP/ELL in the 2009-10 LEP

CollectionCollectionANDAND– Be identified as LEP/ELL in any of the following LEP Be identified as LEP/ELL in any of the following LEP

Collections (2006-07, 2007-08, or 2008-09).Collections (2006-07, 2007-08, or 2008-09).OROR– Exit as proficient in 2009-10. Exit as proficient in 2009-10.

• For example a student new to the program in 2009-10, For example a student new to the program in 2009-10, who scores as proficient and exits the same school year as who scores as proficient and exits the same school year as entering the ELD program.’entering the ELD program.’

– This exit applies only to students who have only one ELPA This exit applies only to students who have only one ELPA score and are only in the 09-10 LEP Collection.score and are only in the 09-10 LEP Collection.

AMAO 1 Denominator inclusion AMAO 1 Denominator inclusion rulesrules


• A student identified as 3-H (ineligible) on A student identified as 3-H (ineligible) on the 2009-10 LEP Collection, regardless of the 2009-10 LEP Collection, regardless of being identified as LEP/ELL on any being identified as LEP/ELL on any previous LEP Collection previous LEP Collection is notis not includedincluded in in the AMAO 1 Denominator.the AMAO 1 Denominator.

AMAO 1 Denominator inclusion AMAO 1 Denominator inclusion rules (cont.)rules (cont.)


• a student identified as LEP/ELL on the a student identified as LEP/ELL on the 2009-10 LEP Collection, but is not included 2009-10 LEP Collection, but is not included in any previous LEP Collection as being in any previous LEP Collection as being identified as LEP, they identified as LEP, they are not includedare not included in the AMAO 1 Denominatorin the AMAO 1 Denominator, , unless the unless the student exited for proficiency in 2009-10.student exited for proficiency in 2009-10.

AMAO 1 Denominator inclusion AMAO 1 Denominator inclusion rules (cont.)rules (cont.)


Questions on AMAO 1 Questions on AMAO 1 Denominator inclusion rulesDenominator inclusion rules


• In keeping with the Notice of Interpretations (NOI) In keeping with the Notice of Interpretations (NOI) for Title III, ODE has revised the calculations for for Title III, ODE has revised the calculations for AMAO 2.AMAO 2.

• AMAO 2 will have two separate calculationsAMAO 2 will have two separate calculations• AMAO 2 A - AMAO 2 A - 14% 14% of the total ELL population achieve of the total ELL population achieve

proficiencyproficiency• AMAO 2 B - AMAO 2 B - 22% 22% of the ELL population being identified for of the ELL population being identified for

five or more years achieve proficiency.five or more years achieve proficiency.

• Districts will need to meet both AMAO 2A and AMAO Districts will need to meet both AMAO 2A and AMAO 2B targets to meet AMAO 22B targets to meet AMAO 2

• These targets are based on the new inclusion These targets are based on the new inclusion policies for the AMAO 2 denominator.policies for the AMAO 2 denominator.


AMAO 2 TargetsAMAO 2 Targets

School Year Percent of all LEP Students Attaining English Language Proficiency

2009- 2010 14% of LEP students will attain proficiency at the end of the school year which is 1.5% increase over baseline/

2010- 2011 15.5 % LEP students will attain proficiency at the end of the school year which is 1.5% increase from the previous year.

2011-2012 17.0% LEP students will attain proficiency at the end of the school year which is 1.5% increase from the previous year.

2012-2013 19% LEP students will attain proficiency at the end of the school year which is 2% increase from the previous year.

2013-2014 21% LEP students will attain proficiency at the end of the school year which is a 2% increase from the previous year.

AMAO 2 A TargetsAMAO 2 A Targets


• To be included in the AMAO 2A To be included in the AMAO 2A Denominator a student must:Denominator a student must:

Be identified as a LEP/ELL student Be identified as a LEP/ELL student in the 2009-10 LEP Collectionin the 2009-10 LEP Collection..

AMAO 2 is a calculation that includes all ELL AMAO 2 is a calculation that includes all ELL students in the state. students in the state.

AMAO 2A Denominator AMAO 2A Denominator inclusion rulesinclusion rules


• To be included in the AMAO 2A numerator To be included in the AMAO 2A numerator a student must:a student must:

– be identified as an LEP/ELL student in the be identified as an LEP/ELL student in the 2009-10 LEP Collection.2009-10 LEP Collection.

ANDAND

– have a valid LEP Exit Date during the 2009-10 have a valid LEP Exit Date during the 2009-10 school year.school year.

AMAO 2A Numerator AMAO 2A Numerator inclusion rulesinclusion rules


School Year Percent of LEP Students Having Five or More Years in an ELD Program Attaining English Language Proficiency

2009- 2010 22% % of LEP students will attain proficiency at the end of the school year which is 2% increase over baseline.

2010- 2011 24.0% of LEP students will attain proficiency at the end of the school year which is 2% increase from the previous year.

2011-2012 26.5% of LEP students will attain proficiency at the end of the school year which is 2.5% increase from the previous year.

2012-2013 29.0% of LEP students will attain proficiency at the end of the school year which is 2.5% increase from the previous year.

2013-2014 32.0% of LEP students will attain proficiency at the end of the school year which is 3% increase from the previous year

AMAO 2 B TargetsAMAO 2 B Targets


• To be included in the AMAO 2B To be included in the AMAO 2B Denominator a student must:Denominator a student must:

Be identified as a LEP/ELL student Be identified as a LEP/ELL student for five or more years and be in the for five or more years and be in the 2009-10 LEP Collection2009-10 LEP Collection..

AMAO 2B includes only ELL students who have AMAO 2B includes only ELL students who have been identified for 5 or more years. been identified for 5 or more years.

AMAO 2B Denominator inclusion AMAO 2B Denominator inclusion rulesrules


• To be included in the AMAO 2To be included in the AMAO 2BB numerator a numerator a student must:student must:

– be identified as an LEP/ELL student for five or be identified as an LEP/ELL student for five or more years and be in the 2009-10 LEP Collection.more years and be in the 2009-10 LEP Collection.

ANDAND

– have a valid LEP Exit Date during the 2009-10 have a valid LEP Exit Date during the 2009-10 school year.school year.

AMAO 2B Numerator Inclusion AMAO 2B Numerator Inclusion RulesRules


Questions on AMAO 2 inclusion Questions on AMAO 2 inclusion rulesrules


Districts need to send AMAO parent notification Districts need to send AMAO parent notification letters within 30 days of receiving notice of letters within 30 days of receiving notice of the district’s AMAO rating.the district’s AMAO rating.

– ODE will require districts to provide ODE with a copy ODE will require districts to provide ODE with a copy of the AMAO letter sent to parents, beginning with of the AMAO letter sent to parents, beginning with the 2009-10 AMAOs. You will receive specific the 2009-10 AMAOs. You will receive specific instructions as to how to submit this letter with the instructions as to how to submit this letter with the district preview of AMAOs. More information on this district preview of AMAOs. More information on this requirement will be provided.requirement will be provided.

Important AMAO ReminderImportant AMAO Reminder


Questions on AMAO calculations Questions on AMAO calculations for 2009-10for 2009-10


• Kim Miller – Education SpecialistKim Miller – Education Specialist– (503) 947-5712(503) 947-5712– [email protected]

• Carmen West – Education SpecialistCarmen West – Education Specialist– (503) 947-5669(503) 947-5669– [email protected]

Contact InformationContact Information


mailto:[email protected]

mailto:[email protected]

Kim Miller Oregon Department of Education

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