FAQ

What is an annual measurable objective (AMO), and where do I find them for my school?

Prior to Wisconsin’s ESEA waiver approval, Wisconsin schools were responsible for demonstrating that their students were making adequate yearly progress (AYP) on the state required assessment. After the waiver’s approval in late 2012, AMOs for reading, math, and graduation for Wisconsin schools were printed for the first time in the new school report cards. Each school’s AMOs can be found on pages 17 and 18 of the school report card detail.

 

Why do we have AMOs and why are they important?

The US Department of Education requires states to establish ambitious but achievable AMOs in reading and mathematics proficiency and in graduation rates, and to publicly report performance on the AMOs. Using 2011-12 data, AMOs were set to move all schools in the state to the level of those schools currently performing at the 90th percentile, within six years. That is, by 2016-17, the expectation is for all schools to have all student groups reach 50% reading proficiency and 65% mathematics proficiency. Some subgroups have steeper AMO trajectories because they are further behind in proficiency rates.

 

What is the AMO for graduation?

If the school’s current graduation rate is 60-85%, they are required to increase their four-year graduation rate by 2 percentage points. If the school doesn’t meet the requirement, the school will be evaluated using the six-year graduation rate improvement target requiring a 5 percentage point increase. If the school’s current graduation rate is less than 60%, they are required to increase their four-year graduation rate by 5 percentage points. If the school doesn’t meet the requirement, the school will be evaluated using the six-year graduation rate improvement target requiring a 5 percentage point increase.

 

Are there any requirements if my school/district has missed an AMO and is a Title I-receiving school?

For those schools that receive Title I funds and have been identified as a Focus or Priority School, AMOs will be used as part of their exit criteria from those identifications (a four-year cohort). These schools will want to pay particular attention to the progress of student groups each year of the cohort. To exit Focus School status, schools must meet all AMOs for all subgroups that contributed to the original identification as a Focus School.

 

What is a supergroup as used for AMO purposes?

A supergroup is formed by combining economically disadvantaged, English learners, and students with disabilities when there are not enough students in one single group to reach the required cell size of 20.

 

What if my school is already a top-performing school?
The AMOs must increase by 1% or more in proficiency rates annually. This ensures that all schools continue to make progress.

 

What are the targets for 2016-17?

The six year targets are 49.9% proficiency in reading and 65.3% proficiency in mathematics.

 

Where can a school find high quality, research-based instructional interventions for reading and mathematics?

In order for all students to achieve, schools need to implement Response to Intervention (RtI), or a multi-level system of supports. This list of interventions has been determined to be of high quality and research-based.

The Wisconsin RtI Center web site is also a good resource for interventions, resources, professional development, and more.

 

What state level entities are able to provide professional development for schools that are failing to meet AMOs?

Statewide Title I Network

DPI Title I and School Support Team

Wisconsin RtI Center

Wisconsin Positive Behavioral Interventions and Supports (PBIS) Network

 

Who would a school contact for guidance if they are missing an AMO for a specific subgroup population?

Bilingual and English Language Learners (ELLs)

Special Education