Session Objectives. What are the goals of Title III, Part A? Analyzing AMAO Data to Improve Instruction for ELL Students

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1 Analyzing AMAO Data to Improve Instruction for ELL Students Diana Madrid ESC Region 20 Session Objectives Understand Annual Measurable Achievement Objectives (AMAO) and the correlation to the Texas English Language Proficiency Assessment System (TELPAS) Understand how to use ELL language proficiency data in order to plan instruction and meet individual student s linguistic needs Understand how to identify instructional linguistic accommodations and strategies in order to promote language acquisition using the ELPS Linguistic Instructional Alignment Guide What are the goals of Title III, Part A? English Language Proficiency Standards (ELPS) English Language Proficiency Assessment (TELPAS) Social and Academic English Language Proficiency and Progress (AMAOs) ELL Academic Achievement 1

2 What are AMAOs? Measures that gauge the effectiveness of English language development programs in helping students attain English language proficiency. State defined targets for achievement of English language proficiency as demonstrated on the State English language proficiency assessment (TELPAS). Based on state English language proficiency standards and baseline data derived from English language proficiency assessment (TELPAS). Used to evaluate the effectiveness of English language development programs. What are the AMAO Objectives? AMAO 1 (Progress) At a minimum LEAs must assure annual increase in the number of percentage of children making progress in learning English AMAO 2 (Proficiency) At a minimum LEAs must assure annual increase in the number of percentage of children attaining English proficiency by the end of each school year, and AMAO 3 (AYP) LEAs assure the ELL students are making adequate yearly progress (AYP) on the state s academic content assessments. AMAO Standards for Texas AMAO 1 Progress AMAO 2 Attainment (1 4 yrs. LEP) AMAO 2 Attainment (5+ yrs. LEP) AMAO 3 LEP AYP 2013 AMAOs (TELPAS ) 2014 AMAOs (TELPAS ) 49.5% 50.0% 14.5% 15.0% 28.0% 29.0% (As per AYP Manual) 2

3 AMAO Indicators Annual Measurable Achievement Objectives AMAO 2 Progress Attainment LEP AYP Based Solely on TELPAS Texas English Language Proficiency Assessment System Listening Speaking Language Domains Reading Writing Composite Rating Proficiency Levels: 1. Beginner 2. Intermediate 3. Advanced 4. Advanced High (Attainment) 3

4 ELPS Linguistic Instructional Alignment Guide Allows teachers to see connections between English Language Proficiency Standards (ELPS) ELPS TELPAS Proficiency Level Descriptors (PLDs) Linguistic Accommodations ELPS TELPAS Proficiency Level Descriptors (PLDs) These descriptors define the stages of second language acquisition and are referred to as English language proficiency levels. Planning Linguistically Accommodated Instruction with the ELPS-TELPAS Proficiency Level Descriptors Take into account the ELPS Cross-Curricular student expectations and the PLDs Choose appropriate lesson activities, supplementary materials and linguistic accommodations Familiarization with the PLDS allows educators to work efficiently within students current proficiency levels and assist students in developing the skills necessary to progress the next proficiency level. 4

5 Suggested Teacher Behaviors Linguistic accommodations are recommended language supports teachers incorporate as a means to make content area instruction accessible to ELLs. Why should teachers of ELLs use instructional linguistic accommodations and strategies in the classroom? To vary the materials, approaches, activities, pacing, context, motivation and assessment techniques, based upon the carefully assessed needs of students, as their familiarity with the curriculum evolves. To present information and concepts in a manner which is comprehensible and accessible to students and demonstrates how knowledge is contextualized and applied across the curriculum. ELPS TELPAS Proficiency Profile Student 2 Student 2 Student 2 Student 2 Student 5 Utilizing the ELPS TELPAS Proficiency Profile allows teachers to make meaningful instructional and linguistic decisions. Student 5 Student 5 Student 4 Student 1 Student 4 Student 3 Student 4 Student 5 Student 1 Student 3 Student 4 Student 1 Student 3 Student 3 Student 1 5

6 How to analyze your data? Which Annual Measurable Achievement Objectives (AMAOs) were not met? What factors may have prevented the LEA from achieving the objectives? What interventions might help to improve the performance of LEP/ELLs with these objectives? How can the LEA utilize the LIAG if they are looking to improve their programs and ensure that they meet their targets? Looking at TELPAS and AMAO data will help districts Identify instructional strategies that enhance understanding for their ELL students. Integrate content teaching with targeted English language teaching. Collaborate and share common goals between schools. Share a sense of responsibility for ELL student success. Session Objectives Understand Annual Measurable Achievement Objectives (AMAO) and correlation to the Texas English Language Proficiency Assessment System (TELPAS) Understand how to use ELL language proficiency data in order to plan instruction to meet linguistic needs Understand how to identify instructional linguistic accommodations and strategies in order to promote language acquisition 6

7 References NCLB Title III, Part A English Language Acquisition, Language Enhancement, and Academic Achievement Act Texas Education Agency Policy Guidance Title III, Part A English Language Acquisition, Language Enhancement, and Academic Achievement Act Department of School Improvement and Support Division of NCLB Program Coordination, 2010 Texas Education Agency Curriculum Division Title III Annual Measurable Achievement Objectives (AMAOs) Training Presentation for Title III Funded School Districts and Charter Schools, December 2012 Texas Education Agency ELPS Academy Linguistic Instructional Alignment Guide, June

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