understanding annual measurable objectives (amo's)

24 Pages·2012·0.24 MB·English

UNDERSTANDING
ANNUAL MEASURABLE
OBJECTIVES (AMO’S)
Academic Services Teaching and Learning Department 2012-13
Florida's New AMOs are Ambitious, Meaningful
Measures of School and Student Progress
Florida’s AMOs streamline the federal and state

accountability systems into one rigorous, cohesive system
that increases standards and holds schools, districts, and
the state accountable for the achievement of all
students including those that are struggling the most.
Because Florida’s AMOs are part of the School Grades

system classifications that determine financial rewards
and what actions schools and districts must take to
improve student achievement, the new AMOs will be
more meaningful and consistent measures of academic
progress for Florida's schools and students.

Florida ESEA Flexibility Request, June 28, 2012

Overview of Annual Measurable
Objectives (AMO’s)
Florida’s waiver from reporting
Adequate Yearly Progress (AYP)
under the Elementary and
Secondary Education Act (ESEA),
requires the state to report
performance on Annual Measurable
Objectives (AMOs) in several areas
of academic achievement.
What are the AMO Targets?
• School Performance Grade Target
# 1 • School Grade
• Reading and Mathematics Performance Target
# 2 • % Meeting High Standards - FCAT Level 3 and Above

• Lowest 25% Performance Target
#3
• Adequate Progress of Lowest 25%
• Comparison of Florida’s Student Performance to the
Highest Performing States and Nations
#4 • National comparison using NAEP
• International comparison using TIMSS, PIRLS, and PISA
AMO Report Indicators
Student achievement in reading, math, and writing

% Scoring Satisfactory

Data comparing achievement levels to State AMOs

High Performing Qualifying

Progress of lower performing students

Gains Points for Low 25%

Percentage of students tested

Percent Tested

Progress with graduation rates

Graduation Rate

AMO Target Details

Target, Met, Safe Harbor, Improving, Maintaining or Declining

Baseline Year Data (2010-11)
Reading, math, and writing performance includes
students who were in the denominator of
proficiency measures for reading and math in
AYP reporting for 2010-11
FCAT Grade 10 Math and Reading results for
2010-11 are not included
Algebra 1 results for 2010-11 are included
AMO Reporting on Subgroup
Student subgroups are parallel to subgroups reported in

previous years for AYP
Students are included using criteria that parallel the

inclusion rules for school grade performance calculations
AMOs are calculated separately for each school and

subgroup
AMOs count for graded and non-graded schools –

including ESE centers, alternative schools that elect to
receive a school improvement rating, as well as DJJ
centers
AMO Subgroup Status
Students are included in the following subgroups, which parallel subgroups
reported in previous years for AYP
All Students Economically
 
Disadvantaged
American Indian

English Language
Asian 

Learners
Black or African

Students with
American 
Disabilities
Hispanic


White

Inclusion Criteria for
Performance Measures
Students are included using criteria that parallel
the inclusion rules for school grade performance
calculations:
Full-year enrollment (Survey 2 and 3, not
•
withdrawn prior to testing)
Valid test score
•
o Include FCAT 2.0 and FAA for Reading
o Include FCAT 2.0, FAA, and Algebra 1
for Math
Inclusion Criteria for Performance
Measures cont…
For students…
• grade 8 or lower, the first administration of the EOC during
the school year is included.
• grade 9 or higher, Algebra 1 scores are included if they are
the student’s first score attained during his/her high school
career (grades 9-12).
• grade 9 or higher, only Algebra 1 and FAA scores are
applied for math calculations.
• who have both an included Algebra 1 score and an FCAT 2.0
Mathematics score, the higher of the two scores is applied.