Functional Requirements: 2014 No Child Left Behind--Annual Measurable Achievement Objectives

Institution	Minnesota Department of Education
Titel	Functional Requirements: 2014 No Child Left Behind--Annual Measurable Achievement Objectives
Quelle	(2014), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Legislation; Federal Legislation; Language Proficiency; Language Skills; English Language Learners; Achievement Gains; Standardized Tests; State Standards; Scores; Listening Skills; Speech Skills; Reading Skills; Writing Skills; Reading Comprehension; Enrollment; Student Records; Educational Assessment; English (Second Language); Student Evaluation; Computation; Comparative Analysis; Elementary Secondary Education; Minnesota + Suchen Sie Ihr Suchwort? Bildungsrecht; Schulgesetz; Bundesrecht; Language skill; Language skills; Sprachkompetenz; Achievement gain; Leistungssteigerung; Standadised tests; Standardisierter Test; Mündliche Leistung; Sprachfertigkeit; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Leseverstehen; Einschulung; Schülerakte; Education; assessment; Bewertungssystem; English as second language; English; Second Language; Englisch als Zweitsprache; Schulnote; Studentische Bewertung
Abstract	This document describes the Minnesota No Child Left Behind (NCLB) calculation as it relates to measuring Title III districts for Annual Measurable Achievement Objectives (AMAO). In 2012, a new assessment was used to measure language proficiency skills for English Learners. New AMAO targets were created, and new values for determining individual student growth were established. In 2013, the AMAO targets were reevaluated using two years of data. This analysis resulted in an increase in the targets for individual student growth. The assessments used for the 2013 AMAO calculation are: 2010 and 2011 Test of Emerging Academic English (TEAE); 2010 and 2011 Minnesota Student Oral Language Observation Matrix (MN SOLOM); 2012, 2013, and 2014 ACCESS for ELLs® (ACCESS); and 2013 and 2014 Alternate ACCESS for ELLs® (ALTACCESS). These assessments are referred to as the English Language Proficiency (ELP) assessments. Beginning in 2012, the ELP assessments include a composite score. The composite score is derived from the four domains: Listening, Speaking, Reading, and Writing. To compare results of previous ELP assessment (the TEAE and MN SOLOM) to results of the current ACCESS assessment, a study was conducted and a calculation was designed to transform the previous ELP assessment scores into composite scores equivalent to current ACCESS composite scores. These calculated composite scores for the TEAE and MN SOLOM can used in the AMAO Progress measurement (AMAO I) for those students taking the ACCESS assessment. Students taking the ALTACCESS assessment are not included in the Progress measurement (AMAO I). The following attachments are included: (1) Mapping ELP assessment elements to District Student Results (DSR) file elements; (2) Sample AMAO report; and (3) Districts included in the AMAO calculation. (ERIC).
Anmerkungen	Minnesota Department of Education. 1500 Highway 36 West, Roseville, MN 55113-4266. Tel: 651-582-8200; Web site: http://www.education.state.mn.us/mde/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01