Federal Programs - ESL - Assessment

Federal Programs - ESL - Assessment

ESL Department



January 30th, 2017-March 24th, 2017



Annual Measurable Achievement Objectives (AMAOs)


The No Child Left Behind Act

(NCLB) of 2001 requires all states to set standards for the development of English language proficiency skills for children learning to speak English. State and federal statutes require the state to test students learning English each year.

NCLB also requires the North Carolina Department of Public Instruction to annually review the peformance of each school district that receives funds under Title III. The English language learners in these educational agencies must meet six targets each year as follows:

Make progress in English language acquisition

Attain English language proficiency within five years of entering the ESL program

Meet the academic standard in Grades 3-8 End-of-Grade Reading

Meet the academic standard in Grade 10 Reading

Meet the academic standard in Grades 3-8 End-of-Grade Math

Meet the academic standard in Grade 10  Math 



  In June 2008, the North Carolina State Board of Education approved the adoption of the WIDA Consortium English language proficiency standards and an English language proficiency test aliggned with those standards in August and September 2008.

Beginning with the 2008-2009 school year, the WIDA ACCESS Placement Test, also referred to as the W-APT, will be administered to all initially enrolled students whose parents indicated on the Home Language Survey that another language other than English is spoken in the home.  The WAPT functions as a screener that is to identify students who are limited English proficient, to determine the English porficiency level of newly enrolled students, and for placement in the ESL program. the WAPT is individually administered and takes 15 to 90 minutes. The annual test, ACCESS for ELLs, will be used to determine English Language Learners' progress toward learning English.  The ACCESS test is group administered except for the speaking part.  It is administered annually in February.  Both the W-APT and the ACCESS assesses students in the four language domains of listening, speaking, reading, and writing.  The Access is designed to meet the NCLB requirements of Title III.

Purposes of the W-APT

The W-APT serves three major purposes:

*To identify students who are LEP;

*To determine the academic English language proficiency level of newly enrolled students to determine the appropriate level of instructional services;

*To guide the assignment of students identified as LEP to one of the three tiers used for annual testing.


Annual Measurable Achievement
Objectives for NCLB Title III
North Carolina State Board Policy

No Child Left Behind Title III, Section 3122 requires States to develop annual measurable achievement objectives (AMAOs) for students identified as limited English proficient (LEP) with respect to making annual progress in English, attaining English proficiency on the state identified English language proficiency (ELP) assessment, and making adequate yearly progress (AYP) in attaining academic proficiency in reading and mathematics. Accountability for Title III is only at the local education agency (LEA) level, not at the school level.  Title III subgrantees (i.e. LEAs, charter schools, or consortia of LEAs) that receive Title III subgrants are held accountable for meeting the following three AMAOs.

AMAO   1.

Students identified as limited English proficient shall demonstrate progress (improve at least one proficiency level in at least one of the subtests of reading, writing, speaking, or listening) on the required state identified English language proficiency test.

AMAO   2.

There must be an annual increase in the percentage of students identified as limited English proficiency who attain English language proficiency on the required state identified English language proficiency test.  Effective with the 2008-09 school year and beyond, students must meet the Comprehensive Objective Composite (COC) as set by the state.  The COC defines the attainment of English language proficiency by the student reaching an overall composite score of 4.8, with at least a 4.0 on the reading subtest and at least a 4.0 on the writing subtest on the state's annual English language proficiency test.

AMAO  3.

The LEP Subgroup must annually meet AYP in academic proficiency in reading and mathmatics.

For the 2011-2012 School year, the Rowan-Salisbury School System failed to meet the overall status for AMAOs and has been placed in Title III Improvement Status. Although significant gains were achieved, the school distrist is required to write a Title III District Improvement Plan.  The breakdown for the 2011-2012 school year achievement is:


Target Goal set by the state 56.1%  

RSSS Achievement 55.9%



Target Goal set by the state 12.9%

RSSS Achievement 17.7%


AMAO 3 Mathematic

 Grades 3-8  Participation:  MET 

Proficiency: NOT MET

High School:      Participation:  MET

Proficiency NOT MET

AMAO 3 Reading 

Grade 3-8    Participation: MET

Proficiency:  MET

High School:      Participation:  METProficiency  MET

Enabling this option will replace all fonts with the Open Dyslexic font.
Enabling this option will show a high-contrast version of this site's theme.