ESSA Provisions Related to English Learners. Scott Norton, CCSSO Danica Petroshius, Penn Hill Group Pet March 3, :00-4:00 ET

Transcription

1 ESSA Provisions Related to English Learners Scott Norton, CCSSO Danica Petroshius, Penn Hill Group Pet March 3, :00-4:00 ET

2 If you do not hear any audio once we begin: Please make sure to click use computer for audio or call in via phone at // # Note: All participants will be automatically muted upon joining the webinar. To ask questions or make comments, please send a message via the Q&A feature. Questions will be addressed throughout the presentation. A recording of this presentation will be made available at CCSSO.org.

3 Every Student Succeeds Act (ESSA) and CCSSO s Support ESSA Timeline ESSA Provisions Pertaining to English Learners (ELs) English Language Proficiency (ELP) Standards ELP Assessment Inclusion of ELs in State Accountability System Academic Content Standards for Els EL Definition Standardized Statewide Entrance and Exit Requirements 3

4 President Obama signed into law ESSA On December 10, ESEA will replace the No Child Left Behind Act of 2001 (NCLB). USED has begun the official regulatory process for ESSA. Negotiated rulemaking on assessments and supplement not supplant requirements in Title I, Part A (March-April) Draft regulations on other issues at USED discretion released (projected May-July) Final regulations projected late fall 4

5 ESSA affecting formula grants will not take effect until the school year. The formula funds (for Titles I, II, and III, etc.) that states will receive in July 2016 and use mainly in will be carried out under NCLB. USED has issued guidance on specific transition issues in a series of letters and FAQs (see x.html) 5

6 Seven major ESSA support areas to states: Accountability Assessment English Language Learners Federal Funding Streams Innovative Pilots School Improvement Supports Teacher and Leader Quality 6

7 Transfer much of the decision-making and responsibility to the state and local levels Provide states more flexibility Migrate many previous Title III standards, assessment, and accountability requirements to Title I Prohibits federal authority in several areas such as establishment of the goals and measures of school progress, the weights states give to various indicators, etc. USED has discretion to interpret these prohibitions; they may see room to regulate in some of these areas. 7

8 States must demonstrate that they have adopted ELP standards that are derived from the domains of speaking, listening, reading, and writing; address the different proficiency levels of ELs; and are aligned with the state s academic standards. States must assess all ELs proficiency in English with an annual ELP assessment aligned with the state s ELP standards. 8

9 Establish state-determined long-term goals and interim measures of progress for increases in the percentage of ELs who make progress in achieving English proficiency Include a performance indicator of the extent to which all ELs in the state are making progress in achieving English language proficiency May include the assessment scores of formerly ELs within the results for the EL subgroup for up to four years 9

10 State s accountability systems must include the following annual indicators: academic proficiency as measured through state academic assessments; graduation rate for high schools or one or more academic indicators applicable to elementary and middle schools; ELs progress in attaining proficiency in English; and at least one school quality or student success indicator. All indicators must be measured separately for all students in a school and for each subgroup. 10

11 Defined by the state and as measured by the state s ELP assessments, within a statedetermined timeline, as determined in each of grades 3 8 and in the high school grade in which the state administers assessments in reading or language arts and math 11

12 Assess ELs in reading or language arts, math, and science assessments Use appropriate accommodations (including assessments in the language and form most likely to yield accurate information on what those students know and can do in the content area assessed) 12

13 Option 1: may exclude from one administration of reading or language arts assessments (but not math) Option 2: may assess and report on the performance in reading or language arts and math for each year of enrollment in a school 1 st year: exclude assessment results from the school s accountability determinations; 2 nd year: include a measure of academic growth in those determinations; and 3 rd year and each succeeding year: include a measure of proficiency in those determinations. 13

14 ESSA defines an English learner as an individual who, among other things, has difficulties in speaking, reading, writing, or understanding the English language that may be sufficient to deny him or her the ability to meet challenging state academic standards. 14

15 Under Title III, states must establish and implement, after consultation with LEAs representing the geographic diversity of the state, standardized EL entrance and exit procedures. All students who might be ELs must be assessed for the EL status within 30 days of enrollment. SEAs may use the 5 percent of Title III funds that is set-aside for state-level activities to support this endeavor. 15

16 Authorizing SEAs to use the 5 percent state set-aside to provide recognition and financial rewards to LEAs that have significantly improved the achievement and progress of Els Reducing the portion of the state set-aside that SEAs may use for administrative costs from 60 percent to 50 percent of the 5 percent set-aside Authorizing the Secretary of Education to use Census Bureau data or state counts of the number of students assessed for English proficiency, or a combination of those two sources, to compute states Title III allocations 16

17 Major Provisions of Every Child Succeeds Act Related to the Education of English Learners SSOResourceonESSAELLs pdf. ESSA-related resources: _Student_Succeeds_Act.html Feel free to contact Fen Chou, Program Director, for questions. Phone: