1. Prioritizing Excellence and Equity for English Learners
ESSA and Title III:
Prioritizing Excellence and Equity for English Learners
May 10, 2017
PAFPC

2. 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 Neighborhoods
Sustains and expands this administration's historic investments in increasing access to high-quality 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.

3. Every Student Succeeds Act (ESSA)
Key Dates:
Transition— SY and SY
Implementation — 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

4. (USDE, OESE, December 18, 2015, Dear Colleague letter)
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)

5. Every Student Succeeds Act (ESSA)
Title III Accountability is suspended for ( data) and ( data) school years:
No AMAO targets
No Successive Years determinations

6. Every Student Succeeds Act (ESSA)
There will be no Title III Status Reports during the transition ( and testing results).
There is no federal requirement for the reports
The calculations have limited value for program evaluation
Districts should look at:
A breakdown of ELs by years in the program (what percentage of students are over 5)
Average scale score growth by grade or grade band
Percentage of students who were exited the year after attaining higher than 4.6 OCPL
The distribution of scores on PSSA/Keystones for exited students and students who are above 4.6 OCPL

7. (USDE, OESE, January 28, 2016, Dear Colleague Letter)
Every Student Succeeds Act (ESSA)
Dear Colleague Letter (January 28, 2016)
Allocations for the school year will follow the same manner and use the same allocation formulas as for the school year.
Subgrantees for school year will continue under the plans, procedures, and requirements that are in place for the 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 school year and the school year.
(USDE, OESE, January 28, 2016, Dear Colleague Letter)

8. Every Student Succeeds Act (ESSA)
AMAO Determinations

9. Every Student Succeeds Act (ESSA)
ESSA and English Learners:
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).

10. 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.

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

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

13. Language Instruction for English Learners and Immigrant Students
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)

14. 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;
Change—requires alignment of the ELP assessment to the ELP standards

15. 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.’’
Change—requires alignment of the ELP assessment to the ELP standards

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

17. NCLB ESSA Standardized Statewide Entrance and Exit Procedures
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.

18. NCLB ESSA Authorized Subgrantee Activities Pennsylvania
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.
Pennsylvania

19. NCLB ESSA Activities by Agencies Experiencing Substantial Increases
in Immigrant Children and Youth
NCLB
ESSA
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).

20. NCLB ESSA Reporting 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.

21. ESSA Collaboration Title I and Title III
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.

22. 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

23. Proposed EL Indicator Calculations
Growth Target
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
>4.9 (attained)
4.0 – 4.9
SS from year 1 subtracted from SS for year 3 divided by 2
SS for 5.0 in the grade of attainment for the EL two years from baseline
3.0 – 3.9
SS from year 1 subtracted from SS for year 4 divided by 3
SS from year 1 subtracted from SS for year 4 divided by 2
SS for 5.0 in the grade of attainment for the EL three years from baseline
2.0 – 2.9
SS from year 1 subtracted from SS for year 5 divided by 4
SS from year 1 subtracted from SS for year 5 divided by 3
SS from year 1 subtracted from SS for year 5 divided by 2
SS for 5.0 in the grade of attainment for the EL four years from baseline
1.0 – 1.9
SS from year 1 subtracted from SS for year 6 divided by 5
SS from year 1 subtracted from SS for year 6 divided by 4
SS from year 1 subtracted from SS for year 6 divided by 3
SS from year 1 subtracted from SS for year 6 divided by 2
SS for 5.0 in the grade of attainment for the EL five years from baseline

24. For students who attain proficiency before or during the target year:
Student Outcome
Year
No score / non-participating
Negative growth
Made growth from the previous year but did not achieve proficiency
Current scale score is greater than the attainment scale score
Before target attainment year
0.01 – 1.10
(current ss – previous ss)
(interin target ss – previous ss)
1.10
In target attainment year
0.01 – 0.99
(attainment target ss – previous ss)
1.00 – 1.10
For students who attain proficiency after the target year:
Student Outcome
Year
No score / non-participating
Negative growth
Achieved or exceeded grade-level attainment target scale score
1 year late
.75
2 years late
.50
3 years late
.25

25. Proposed EL Identification

26. Proposed EL Reclassification Procedure

27. 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

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

29. LEA’s are responsible for the accuracy of the numbers entered.
Title III Allocations
Title III Allocations:
based on the numbers taken from PIMS Collection 1 (Fall 2016):
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.

30. Title III Application 2017-18 Application: Open: June 2017
Due date: July 1, 2017 (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)

31. Separate Title III section:
Title III Application
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

32. Non-Public Consultation
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

33. Fiscal Responsibilities
Quarterly Reports:
Continued monthly payments
Due on the 10th 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

34. ESL Tool Kit: www.eslportalpa.info
Technical Assistance
ESL Tool Kit:
Title III Recorded Webinars:
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

35. Title III Contacts
Fiscal:
Jesse Fry
Title III Fiscal Manager
Programmatic:
Bob Measel
State Title III Director

36. 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.