Teaching & Learning

Annual Measurable Achievement Objectives Related to English Language Proficiency, 2004–2005

Q:  What are Annual Measurable Achievement Objectives? 

Annual Measurable Achievement Objectives, or AMAOs, are accountability measures that evaluate the services that school districts and the state provide to limited English proficient students. 

Q.  Where did this accountability measure come from? 

AMAOs are required as a part of Title III No Child Left Behind and apply to Title III-funded school districts and the state. 

Q.  When will they be implemented? 

Spring 2005. 

Q.  How many objectives are there? 

There are three objectives.  The first two objectives relate specifically to English Language Proficiency.  The objectives are: 

1. Measures the percent of LEP students who make progress in learning English in

   1. K –  Grade 2

   2. Grades 3 – 12

2. Measures the percent of LEP students who attain English language proficiency in

   1. K – Grade 2

   2. Grades 3 – 12

3. Measures the adequate yearly progress of LEP students as described in section 1111(b)(2)(B).  The performance targets for AMAO 3 are the AYP targets already in place.

Q.  How will Texas measure progress toward these objectives?

Progress toward the first two objectives will be measured using the Texas English Language Proficiency Assessment System, or TELPAS.  LEP students must be assessed in the language domains of listening, speaking, reading, and writing. 

Q.  How are the students assessed? 

Under TELPAS, students are assessed using the Reading Proficiency Test in English (RPTE) and the Texas Observation Protocol (TOP). 

Q.  How are the assessments used? 

The two assessment instruments are used as follows: 

Q.  How are the students scored or rated? 

In each assessment (RPTE and TOP), LEP students receive one of four proficiency ratings – Beginning, Intermediate, Advanced, or Advanced High. 

Q.  What is the basis for determining AMAO progress? 

TOP and RPTE results will be combined to generate TELPAS composite ratings. 

Q.  How are TAKS and TAAS scores used in this process? 

TAKS and TAAS scores are not used to determine TELPAS composite ratings. 

Q.  What is the measure for AMAO 1? 

The target for AMAO 1 is 40% for grades 3 – 12; that is, at least 40% of LEP students in Texas must show progress by advancing at least one proficiency level a year on TELPAS. 

Progress for students in grades K – 2 will not be measured for the 2004 – 05 school year. 

Q.  Why isn’t progress being measured for primary LEP students?

To demonstrate progress, students need to have two years of results to show progress from one proficiency level to the next.  LEP students in the primary grades will not have had two years of test results to demonstrate progress. 

Q.  What is the measure for AMAO 2? 

In grades 3 – 12, there are two methods for meeting AMAO 2.  The first measure evaluates the percent of current LEP students who reach Advanced High on TELPAS; this method does not consider how long the students have been in U. S. schools.  Under this method, the target measure is 25%. 

The second method takes into account how long students have been in American schools.   Under this method, the target measure is 40%. 

Districts that do not meet the target under the first method but meet it under the second method will meet this AMAO. 

For grades K – 2, the target measure is 1.5%. 

Q.  Why is the target measure for grades K – 2 so low? 

This target was established in keeping with the approach used with all of the AMAOs, which is to set lower starting targets and increase the rigor of the targets over time. 

Q.  Do the TELPAS ratings affect LEP program status?

No.  Exit criteria, as given in Chapter 89 of the Texas Administrative code have not changed.