1. ESSA and Title III: Prioritizing Excellence and Equity for English Learners May 2, 2016 PAFPC

2. 2 Every Student Succeeds Act (ESSA) Every Student Succeeds Act (ESSA), which reauthorizes the Elementary and Secondary Education Act of 1965 (ESEA), became law on December 10, 2015.

3. 3 Every Student Succeeds Act (ESSA) ESSA prioritizes excellence and equity for our students and supports great educators:  Advances equity by upholding critical protections for America's disadvantaged and high-need students.  Requires—for the first time—that all students in America be taught to high academic standards that will prepare them to succeed in college and careers.  Ensures that vital information is provided to educators, families, students, and communities through annual statewide assessments that measure students' progress toward those high standards.

4. 4 Every Student Succeeds Act (ESSA)  Helps to support and grow local innovations—including evidence- based and place-based interventions developed by local leaders and educators—consistent with our Investing in Innovation and Promise NeighborhoodsInvesting in InnovationPromise Neighborhoods  Sustains and expands this administration's historic investments in increasing access to high-quality preschool.preschool  Maintains an expectation that there will be accountability and action to effect positive change in our lowest-performing schools, where groups of students are not making progress, and where graduation rates are low over extended periods of time.

5. 5 Every Student Succeeds Act (ESSA) Key Dates:  Transition—2015-16 SY and 2016-17 SY  Implementation —2017-18 SY Major Provisions Related to English Learners (EL):  English Language Proficiency Standards  Assessments of English Language Proficiency  Accountability for English Learners  Inclusions of ELs in State Accountability Systems  EL Student Identification and Exit  Data Reporting

6. 6 Every Student Succeeds Act (ESSA) Dear Colleague Letter (December 18, 2015):  ED will not require States to submit AMOs (for school years 2014– 2015 or 2015–2016) in January 2016 for ED’s review and approval, nor will ED require States to report performance against AMOs for the 2014–2015 or 2015–2016 school years.  ED will not require States to hold districts accountable for their performance against AMAOs 1, 2, and 3 under Title III of the ESEA for the 2014–2015 or 2015–2016 school years. (USDE, OESE, December 18, 2015, Dear Colleague letter)

7. 7 Every Student Succeeds Act (ESSA) Title III Accountability is suspended for 2015-16 (2014- 15 data) and 2016-17 (2015-16 data) school years:  No AMAO targets  No Successive Years determinations

8. Title III Status Reports during the transition (2014-15 and 2015-16 testing results): AMAO Status Report Title III Performance/Achievement Report  Progress  Attainment  Academic Content Standards  advanced/Proficient on PSSA/Keystone Math  advanced/proficient on PSSA/Keystone ELA  participation on PSSA/Keystone Math  participation on PSSA/Keystone ELA  Graduation rate 8 Every Student Succeeds Act (ESSA)

9. 9 Dear Colleague Letter (January 28, 2016)  Allocations for the 2016-2017 school year will follow the same manner and use the same allocation formulas as for the 2015-2016 school year.  Subgrantees for 2016-2017 school year will continue under the plans, procedures, and requirements that are in place for the 2015- 2016 school year.  States must freeze district accountability under Title III based on the most recent AMAO calculations, and continue to provide those LEAs with the corresponding supports and interventions in the remaining months of the 2015-2016 school year and the 2016-2017 school year. (USDE, OESE, January 28, 2016, Dear Colleague Letter)

10. 10 Every Student Succeeds Act (ESSA) 2013-14 Title III Accountability  2013-14 AMAO Status Reports will be released  2013-14 accountability results are Pennsylvania’s “most recent AMAO calculations” so subgrantees’ status will be “frozen” and PDE will “continue to provide the supports and interventions” during the 2016-17 school years” outlined in the PA Title III Accountability Plan, as required by USDE during the transition to ESSA.

11. 11 Every Student Succeeds Act (ESSA) 2013-14 AMAO Determinations

12. 12 Every Student Succeeds Act (ESSA) ESSA and English Learners: https://www.gpo.gov/fdsys/pkg/BILLS-114s1177enr/pdf/BILLS-114s1177enr.pdfhttps://www.gpo.gov/fdsys/pkg/BILLS-114s1177enr/pdf/BILLS-114s1177enr.pdf) 1. ELP standards are required as part of Title I (1111(b)(1)(F), p.22). ELP standards are also required to “align” (correspond) to a state’s academic content standards. 2. Also part of Title I is the requirement to administer an annual ELP assessment (1111(b)(2)(G), p.29) that is aligned to the ELP standards required in 1111(b)(1)(F). 3. There is more detail on how to include recently arrived ELs in section 1111(b)(3)(A), pp.32, 33. 4. It is now permissive to include former ELs into the EL subgroup for reporting and accountability purposes for up to 4 years (1111(b)(3)(B), p.33). 5. States are required to establish both long-term and interim goals (1111(c)(4)(A), p.34) for accountability purposes. EL accountability is to be part of those goals (1111(c)(4)(A)(ii), p.34).

13. 13 Every Student Succeeds Act (ESSA) ESSA and Title III: 6. States are required to adopt several “indicators” for their Title I state accountability systems. One of those indicators is ELs’ progress in achieving English proficiency (1111(c)(4)(B)(iv), p.35). 7. Instead of AYP we have AMD (annual meaningful difference, 1111(c)(4)(C), p.36). AMD is a weighted composite of the different indicators required in 1111(c)(4)(B), pp. 34, 35, which are meant to compare and categorize schools. 8. In Title III, subgrantees are required to report several things to the state (SEA) regarding ELs (3121(a), pp.161, 162): a. a description of the language programs and activities, b. the number and percent of EL students making progress in ELP, c. the number and percent of EL students attaining English proficiency, d. the number and percent of EL students being reclassified, e. the number and percent of EL students meeting academic standards for each of the four years after they have been reclassified, and f. the number and percent of ELs who do not reach English proficiency after five years.

14. 14 Every Student Succeeds Act (ESSA) Title I and ELs

15. 15 English Language Proficiency Standards NCLBESSA Required adoption of English language proficiency (ELP) standards under Title III. Adoption of ELPS is now required under Title I, section 1111(b)(1)(F). Required that ELPS be aligned to challenging state academic content standards under Title III. ELPS aligned with the State’s academic standards is required under Title I, Section 1111(b)(1)(F)(iii). Required State’s to establish a definition of proficiency. Requires definition of proficiency to include multiple proficiency levels.

16. 16 English Language Proficiency Assessments NCLBESSA ELP assessment was required for ALL ELLs under Title I. ELP assessment was required for all students receiving Title III services under Title III. ELP assessment is required for ALL ELs in Title I, Section 1111(b)(2)(G). State is required to ensure that LEAs that receive Title III funds meet the ELP assessment requirements.

17. 17 English Learner Accountability NCLBESSA Accountability was under Title III-- Annual Measurable Achievement Objectives (AMAO) Accountability is now included under Title I, Section 1111(b)(4)(A)(ii). AMAOs 1 and 2 measured increases in students’ progress and attainment of English language proficiency. AMAO 3 measured progress toward proficiency on the academic content assessments. States must develop long-term goals with interim measures for ELs Proficiency on the academic content assessments Increases in percentage of ELs making progress in achieving English language proficiency, as defined by state ELP assessment. Title III Accountability determinations were made for all grades in districts receiving Title III funds. Title I Accountability determinations in section 1111(c)(4)(B)(iv) are not limited to Title III funded districts. Determinations are made for the grades that take the state academic content assessments (3-8, once in high school).

18. 18 Annual Meaningful Differentiation NCLBESSA Title I accountability determinations were called Adequate Yearly Progress (AYP). Title I accountability determinations are called Annual Meaningful Differentiation (AMD) in section 1111(c)(4)(C). AMD must include the accountability indicator for ELs. AMD must allow for differentiation of schools where any subgroup— including ELs is consistently underperforming.

19. 19 Inclusion of ELs in State Accountability System NCLBESSA Former ELs could be included in the ELL subgroup for accountability purposes for 2 years (during monitored years). Former ELs MAY be included in the EL subgroup for accountability purposes for 4 years. It is allowable, not required. ELLs in US schools for less than one year could be exempt from the language arts assessment as long as they participated in the ELP assessment. Option 1 for Recently Arrived ELs ELs in US schools for less than one year could be exempt from one administration of the language arts or reading assessment and their results on other assessments are excluded from accountability. Option 2 for Recently Arrived ELs ELs in US schools for less than one year participate in language arts/reading and mathematics. Year 1--their results are excluded form accountability. Year 2--a measure of growth is included in accountability. Year 3--a measure of proficiency is also included in accountability.

20. 20 Report Cards NCLBESSA Information on the state academic content assessments, disaggregated by subgroup, is required on state and local report cards. ELs are identified as a subgroup. Section 1111(h)(1)(C)(iv) requires that report cards include: information on the number and percent of ELs achieving English proficiency Information on the number and percent of ELs making progress toward English proficiency.

21. 21 Parental Notification and Engagement NCLBESSA Title III required parent notification for identification and placement in an ELL program. Title I section 1112(e)(3)(A) requires parent notification of identification and placement in an EL program by LEAs that use Title 1 or Title III funds to provide EL Programs. Requires parent outreach and regular parent meetings under Title I, Section 1112(e)(3)(C).

22. 22 Every Student Succeeds Act (ESSA) Title III and ELs

23. 23 ESSA, Title III New Title: Language Instruction for Limited English Proficient and Immigrant Students Language Instruction for English Learners and Immigrant Students New Designation: Limited English Proficient (LEP) and English Language Learners (ELL) English Learners (EL)

24. 24 Every Student Succeeds Act (ESSA) Purpose of the Title III: ‘‘(1) to help ensure that English learners, including immigrant children and youth, attain English proficiency and develop high levels of academic achievement in English; ‘‘(2) to assist all English learners, including immigrant children and youth, to achieve at high levels in academic subjects so that all English learners can meet the same challenging State academic standards that all children are expected to meet; ‘‘(3) to assist teachers (including preschool teachers), principals and other school leaders, State educational agencies, local educational agencies, and schools in establishing, implementing, and sustaining effective language instruction educational programs designed to assist in teaching English learners, including immigrant children and youth;

25. 25 Every Student Succeeds Act (ESSA) Purpose of the Title III: ‘‘(4) to assist teachers (including preschool teachers), principals and other school leaders, State educational agencies, and local educational agencies to develop and enhance their capacity to provide effective instructional programs designed to prepare English learners, including immigrant children and youth, to enter all-English instructional settings; and ‘‘(5) to promote parental, family, and community participation in language instruction educational programs for the parents, families, and communities of English learners.’’

26. 26 Required Activities NCLBESSA Title III had 2 required activities: 1.Provide high quality language instruction educational programs that increase the English proficiency of ELLs 2.Provide high quality professional development Title III section 3115(c) establishes 3 required activities: 1.Provide effective language instruction educational programs that demonstrate success in increasing the English proficiency student academic achievement of ELs. 2.Provide effective professional development. 3.Implement effective strategies to include parents, families, and communities and to coordinate and align these strategies with related programs.

27. 27 Standardized Statewide Entrance and Exit Procedures NCLBESSA Title III, Section 3113(b)(2) requires states to establish standardized statewide entrance and exit procedures. All students who may be ELs must be assessed for such status within 30 days of enrollment in a school.

28. 28 Pennsylvania NCLBESSA Authorized activities for LEP included intensified instruction. Expands intensified instruction to include materials in a language the student can understand. Authorized activities Included developing and implementing LIEPs for elementary and secondary schools. Expands this activity to preschool under Title III, Section 3115(d)(4). Allows for using funds to offer early college high school or dual or concurrent enrollment programs or courses designed to help ELs achieve success in postsecondary education. Authorized Subgrantee Activities

29. 29 Activities by Agencies Experiencing Substantial Increases in Immigrant Children and Youth NCLBESSA Allows for recruitment of personnel that work with immigrant children, in addition to support for those personnel in Title III, Section 3115(e)(1)(B). Allows for development of curricular materials, not just identification and acquisition of them in Title III section 3115(e)(1)(D).

30. 30 Reporting NCLBESSA Title III, Section 3121 was titled Evaluations. Title III, Section 3121 is titled Reporting. Number and percent of ELs with disabilities making progress in achieving English proficiency. Number and percent of ELs that exit EL Programs based on attainment of English language proficiency. Number and percent of ELs meeting the state academic standards for four years after exiting EL Programs. Number and percent of ELs who have not attained English language proficiency within 5 years of initial EL classification.

31. 31 Collaboration ESSA Title I, Section 1112(a)(1)(B) requires Title I programs to coordinate with other programs under ESSA, including Title III. Title I, Section 1306(a)(1)(F) requires state plans for Migrant Programs to be the product of joint planning with Title III. Section 1112(c)(4) requires LEAs to coordinate and integrate services at the LEA and at the schools with other services, including those for ELs. Title I and Title III

32. 32 Every Student Succeeds Act (ESSA) PDE’s Preparations for ESSA:  ELP Standards—English Language Development Standards Framework (2016)  ELP Assessment—ACCESS 2.0 (2015 test administration)  Accountability for ELs—measures of progress and attainment  Identification/Exit Procedures—new screener, updated exit criteria  Data Collection—updating specifications and business rules

33. 33 Every Student Succeeds Act (ESSA) PDE’s Preparations for ESSA:  Parent Communication and Engagement—TransACT working group  Coordination and Collaboration—accountability, improvement planning, SAS Portal  Professional Learning—EL specialists, content/classroom teachers, administrators

34. 34 Every Student Succeeds Act (ESSA) LEA Preparations for SY 2016-17

35. 2016-2017 Title III Allocations:  based on the numbers taken from PIMS Collection 1 (Fall 2015):  Student Snapshot Template for public LEP and immigrant  District Fact for LEP Template for nonpublic LEP and immigrant LEA’s are responsible for the accuracy of the numbers entered. 35 Title III Allocations

36. 2016-17 Application:  Open: June 2016  Due date: July 1, 2016 (earliest date of obligation)  Date of obligation: date the authorized officer completes the eSignature or traditional signature.  Part of Consolidated Application (Titles IA, ID, IIA, IID, AAA) 36 Title III Application

37. Included in LEA Plan:  Program Description  Evaluation/Assessment  Professional Development  Parent Involvement  Collaboration  Immigrant Plan Separate Title III section:  Budget/description  Equipment  Administrative Costs  Carryover 37 Title III Application

38. Equitable services for Non-Public LEAs:  Timely and meaningful consultation  Applies to entities within the LEA’s geographic boundaries  LEA is responsible for ELL identification and eligibility of non-public students  LEA must measure the effectiveness of the services provided  Non-public student participation counts—PIMS Collection 1 (October Student Enrollment Snapshot, district fact template for LEP)  The Lea is not obligated to provide a core program as per chapter 4.26  LEA must retain control of the funds  Supplies and materials can be sent without a teacher 38 Non-Public Consultation

39. Quarterly Reports:  Continued monthly payments  Due on the 10 th working day of January, April, July and October  Submitted on line via the PDE Web Portal/FAI System  Funds will be suspended if quarterly report is not submitted by due date. Final Expenditure Reports (FER):  Closes projects by reporting that funds have been expended in compliance with the approved budget.  Due as soon as the project funds are spent but no later than 30 days after the termination of the project.  Completed online through the e-Grants System  Final budget must match expenditures on the FER 39 Fiscal Responsibilities

40. 40 Technical Assistance  ESL Tool Kit: www.eslportalpa.infowww.eslportalpa.info  Title III Recorded Webinars: www.eslportalpa.info:www.eslportalpa.info  Title III Application and Approved Activities  Title III Requirements for Translation/Interpretation, Equitable Services for Nonpublic Students, Supplement v. Supplant  Title III Monitoring Review & Compliance  TransACT: An Overview of the Online Tool for Compliance and Parent Notification  ESL Technical Assistance Coordinator: Anne Scoufalos (ascoufalos@csc.csiu.org)ascoufalos@csc.csiu.org

41. Fiscal: Jesse Fry Title III Fiscal Manager jefry@pa.govjefry@pa.gov 717 783 6829 Programmatic: Linda Long State Title III Director lilong@pa.gov lilong@pa.gov 717 783 6595 41 Title III Contacts

42. 42 For more information on ESSA and Title III please visit PDE’s website at www.education.pa.gov The mission of the department is to academically prepare children and adults to succeed as productive citizens. The department seeks to ensure that the technical support, resources and opportunities are in place for all students, whether children or adults, to receive a high quality education.