December 12, 2013

Bernice Moro, Ph.D.

Resource Specialist

NYS/NYC RBERN @ Fordham University

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Using the NYSESLAT Data to Target Instruction for English Language Learners

To analyze NYSESLAT data results to understand the abilities ELLs bring to the classroom, and plan instruction

using the guiding principles of language acquisition

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Purpose of Presentation

An AMAO is a performance objective that Title III LEAs must

meet each year for their ELLs

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What are AMAOs?

AMAO 1: Progressing in English Language Acquisition Annual increases in the percentage of ELLs making

progress in learning English AMAO 2: Exiting or Reaching English Language Proficiency

Annual increases in the number or percentage of ELLs attaining language proficiency AMAO 3: Adequate Yearly Progress (AYP) AYP for the ELL subgroup in meeting grade-level academic achievement standards in ELA & Math

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Title III AMAO Definitions

Percentage of LEP/ELLs making progress in English is

determined in 1 of 3 ways: 1. Advance 1 proficiency level on the NYSESLAT from 1 year

to the next 2. Make a total scale score gain of 43 points on the

NYSESLAT for LEP/ELLs who maintain the same proficiency level for 2 consecutive years

3. Score at the Intermediate level or above on the

NYSESLAT for LEP/ELLs with 1 data point

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AMAO 1: Making Progress

Percentage of LEP/ELLs attaining English language proficiency is defined as:

Earning a scale score in the proficient range and a proficient raw score for each of the

four modalities:

Listening, Speaking, Reading and Writing

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AMAO 2: Becoming Proficient

ELL Subgroup must make AYP in meeting grade-level academic achievement standards in ELA and mathematics based on a Performance Index formula established under NCLB Title I

Former ELLs are included in the calculation of AYP

for two years

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AMAO 3: AYP for ELLs

School Year AMAO 1 Targets AMAO 2 Targets

2006-2007 58.9% 9.9%

2007-2008 60.0% 10.5%

2008-2009 61.0% 11.1%

2009-2010 62.1% 11.8%

2010-2011 63.2% 12.4%

2011-2012 64.2% 13.1%

2012-2013 65.3% 13.7%

2013-2014 66.4% 14.3%

2014-2015 67.4% 15.0%

2015-2016 68.5% 15.6%

2016-2017 69.6% 16.3% 8

Modified NYS Title III AMAO Targets 8

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Scale Scores & Raw Scores for Modalities

For Title III accountability purposes,

all Title III LEAs must meet

all 3 AMAO targets each year to be

considered making AMAO!

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AMAO Accountability

Which students advanced one proficiency level or more?

Which students became proficient?

Who are your ELLs who are likely to become proficient?

What are the characteristics among ELLs who remained on the same proficiency level?

How many more ELLs are needed to make AMAO targets 1 & 2?

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Significance of AMAOs at the School Level

Look at the following

ATS RLAT chart

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Grade Level

DOB

LAB-R Year

LAB-R Decision

LAB-R Raw Score

Three Years of NYSESLAT Results by Raw Scores for each modality: Listening, Speaking, Reading and Writing

Proficiency Level Decision

Total Raw Scores

Note: No Scale Scores in this report

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NYC DOE ATS RLAT REPORT

Generate the NYSESLAT RLAT ATS Report

Compare the Total NYSESLAT Proficiency Levels for 2013 and 2012 for each student

If you see a progression from one level to another, the student has met AMAO 1

If a student scored at the Intermediate level after taking the NYSESLAT one time, the student has met AMAO 1

If the student remains at the same level, then you must check to see if the student has improved by at least 43 scale score points

(NOTE: as of this time this information is NOT available)

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How to Determine if Your School is Meeting AMAO 1 Manually

How many students made progress?

Which students will reach proficiency on the next NYSESLAT

administration?

How will you modify instruction?

How many students failed to make progress? What modality?

In which modalities will you need to focus on? Listening, Speaking,

Reading and/or Writing?

How many students need to make progress in order to reach AMAO 1

target of 66.4% for 2013-2014 and 67.4% for 2014-2015?

How many students need to reach proficiency in order to reach

AMAO 2 target of 14.3% for 2013-2014 and 15% for 2014-2015?

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Let’s Take a Close Look at the NYSESLAT Data

Calculates automatically if the students made progress in AMAO 1 and reached proficiency in AMAO 2

Makes projection trends until 2016-17

Allows you to see which students made progress using the 3 criteria of AMAO 1

Allows you to see which students scored proficient and disaggregate the data by grade level, home language, and years of service

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NOT IN OPERATION THIS YEAR!

NYC DOE AMAO 1 & 2 Estimator

Think about the factors in your school which will impact on your AMAO targets:

Can you identify some of these factors?

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Reflecting on your ELLs

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Challenges in Meeting AMAOs

• Proficient

• Advanced

• Intermediate

• Beginners

Differentiating instruction for each level!

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Meeting the Classroom Challenges

Beginners

– Differentiate instruction for newly arrived beginners versus beginners who have been here more than a year

– Restructure test preparations session for newly arrived beginners

and design a program that follows stages of language acquisition – Integrate language structures and vocabulary into daily program – Emphasize and focus instruction on speaking opportunities for

students

– Provide native language support in order to facilitate the transfer

of skills to English

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Meeting the Classroom Challenges

Intermediate Schedule time to plan instruction between ESL and content area

teachers

Content Areas teachers of ELLs should be familiar with ESL methodologies

Continue to provide support in listening and speaking while increasing time in reading and writing

Continue vocabulary instruction and language structures

Grammar model lessons should be integrated into the writing program for ELLs

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Meeting the Classroom Challenges

Advanced

Students can be mainstreamed into the regular program during literacy periods, while at the same time be provided with ESL instruction

Continue intensive academic vocabulary instruction in the content areas

Increase opportunities for oral discussion and defending and arguing an issue (debate)

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Proficient

Identify and continue to support former ELLs:

ESL instruction AIS After School Program Transitional needs Testing accommodations

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Meeting the Classroom Challenges 24

Content- the information and skills that students need to learn

Process-how students make sense of the content being taught

Product-how students demonstrate what they have learned

Carefully Selected Materials

Language support (using the native language when necessary)

Language functions (specific purposes that we use language for: compare and

contrast, sequence, retell, persuade, summarize, predicting)

Language Objectives (listening, speaking, reading, writing & thinking)

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Differentiating & Planning 25

Ensure high expectations for all ELLs

Become knowledgeable about second language acquisition

Engage in regular informal observations focusing on learning results of ELLs

Schedule time with all teachers who work with ELLs to collaborate and plan for ELL instruction

Ensure that enough staff is hired to adequately meet the educational needs of ELLs

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What Can School Leaders & Staff Do?

Ensure that the native languages of the students are honored and validated and used to provide instruction and support

Provide equitable and adequate resources

Ensure that language support is embedded in all content areas

Ensure that teachers receive sustained and differentiated professional development

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What Can School Leaders & Staff Do?

Become familiar with all school reports related to ELLs (LAP, Part 154, Title 3, NYSESLAT, BESIS, RLAT)

Meet with all teachers serving ELLs for the purpose of looking at NYSESLAT results and planning for instruction

Establish time for conversations centered around ELL issues (inquiry teams, grade level meetings, etc.)

Ensure that all LEP/ELLs receive the testing accommodations that they are entitled to

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What Can School Leaders & Staff Do? 28

Information about your Local Education Agency (LEA) AMAO status can be found at the NYSED OBE-FLS website:

http://www.p12.nysed.gov/biling/docs/TitleIIIAMAOAllLEAsInformation.pdf

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AMAO Status 29

• Information about your Local Education Agency (LEA) AMAO status can be found at the NYSED OBE-FLS website:

http://www.p12.nysed.gov/biling/docs/TitleIIIAMAOAllLEAsInformation.pdf

• If your LEA met the AMAOs for the 2009-2010 school year, and has met AMAOs for two (2)or more consecutive years, your LEA is deemed in good standing and does not have to submit a corrective action plan.

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AMAO Status 30

NYSED Office of Bilingual Education/Foreign Language Studies

http://www.p12.nysed.gov/biling/

Engage NY

http://www.engageny.org/search/site/english%20language%20learners

NYS/NYC RBE-RN at Fordham University

http://fordham.edu/nycrbern

Division of Students with Disabilities and English Language Learners

http://schools.nyc.gov/Academics/ELL/default.htm

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Resources

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Bernice Moro, Ph.D.

NYSED/NYC RBERN @ Fordham University

bmoro@fordham.edu