Districts - Looking for your AMAO District Profile Report?
AMAO District Profile Reports can be accessed by authorized district users through the Safe Access File Exchange (SAFE).
What Are Annual Measurable Achievement Objectives (AMAOs)?
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 ELL students learning English as a second language;
- annually assess the English language proficiency of each ELL 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 107-110, 115 Statute 1425).
Three specific AMAOs have been established under the law:
|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:||ELL-Annual Measurable Objectives (AMO)
adequate progress for the ELL subgroup (under Title I) in meeting grade-level academic achievement standards in English Language Arts (Reading) and Mathematics
Districts must meet the Title III AMAOs annually since the baseline year, 2002-03.
- Title III Accountability Law
- Title III Accountability Timeline (begins with 2006-07 determinations)
- June 2012 Title III AMAO Amendments
- Sample AMAO Parent Notification Letters, in English, Spanish, and Hmong
Annual Measurable Achievement Objectives (AMAOs)for English Language Learners (ELLs)
The following AMAOs set challenging yet reasonable goals for educating ELLs.
Making progress in learning English
|based on ACCESS for ELLs® composite scores|
|School Year||Target Progress Rate
(Percent At or Above 0.4 Gain Criterion)
Attaining English language proficiency
|based on number of ACCESS for ELLs® composite scores of 5.0 or above divided by all ELLs enrolled in the district|
|School Year||Proficiency Rate Required|
ELL Annual Measurable Objectives
Adequate progress for the ELL subgroup (under Title I) in meeting grade-level academic achievement standards in English Language Arts (Reading) and Mathematics
AMA0 3 determinations are calculated using the methodology based on district level AMO determinations under the Title I Accountability Waiver and include:
- Annually adjusted percent of ELLs proficient on state-wide academic content test for tested grades in Math;
- Annually adjusted percent of ELLs proficient on state-wide academic content test for tested grades in Reading;
- 95% participation rate on state-wide academic content test for tested grades; and
- 85% graduation rate for the most recent year or for the most recent two years combined for the 4- 6-year rate, or improvement in the 4- or 6-year rate.