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ENGLISH LEARNERS AND THE ESSA

COMBINED FEDERAL PROGRAMS MEETING DECEMBER 2016

OBJECTIVES Describe the significant changes in the ESSA amendments and

regulations that impact English learners (ELs) Summarize the Title III of the ESSA guidance as well as other

relevant regulations and guidance as it relates to ELs Discuss questions we have received from States regarding the

Title III guidance Explore States’ use of Title III funds through small group

discussion activities

DURING THE SESSION WE WILL:

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AGENDA Describe the significant changes in the ESSA amendments and

regulations that impact English learners (ELs) Summarize the Title III guidance (incorporating questions we

have received from States) And as we do this… Discuss questions we have received from States regarding the Title III guidance Explore States’ use of Title III funds through small group discussion activities

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PRESENTERS

Millie Bentley-Memon, Education Program Specialist, Office of State Support (OSS) Alecia Walters, Education Program Specialist,

Office of State Support (OSS) Amy Bae, Education Program Specialist ,

Office of Special Education Programs (OSEP)

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ELs in the ESSA amendments and regulations

Topic ESEA, as amended by the ESSA, and new regulations Assessments for ELs

ELP Assessment States must administer a single Statewide English language proficiency assessment to all ELs in grades K-12 (34 C.F.R. § 200.5(a)(2); 34 C.F.R. § 200.6(h)(1))

Reading/language arts and mathematics assessments

States must develop appropriate accommodations for ELs; disseminate information and resources about such accommodations to, at a minimum, LEAs, schools, and parents; and promote the use of those appropriate accommodations to ensure that all ELs are able to participate in academic instruction and assessments. (34 C.F.R. § 200.6(f)(1)(i))

Reading/language arts and mathematics assessments

States must make every effort to develop native language assessments for all languages present “to a significant extent” in a State, define what it means for a language to be present “to a significant extent,” and ensure that the most common language (besides English) is included in that definition (34 C.F.R. § 200.6(f)(2)-(4)).

Reading/language arts assessment

States must assess, using assessments written in English, the achievement of an EL in meeting the State's reading/language arts academic standards if the student has attended schools for three or more consecutive years and, on a case-by-case basis, an additional two years (34 C.F.R. § 200.6(g)).

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Topic ESEA, as amended by the ESSA, and new regulations Assessments for ELs

English Learner Student with a Disability (ELP Assessment)

Where a determination has been made, on an individualized basis by the student’s IEP team, 504 team, or for students covered under title II of the ADA by the or team or individual designated by the LEA to make those decisions, that an EL has a disability that precludes assessment of the student in one or more domains of the English language proficiency (ELP) assessment such that there are no appropriate accommodations for the affected domain(s), a State must assess the student’s English proficiency based on the remaining domains in which it is possible to assess the student (34 C.F.R. § 200.6(h)(4)(ii)).

English Learner Student with a Disability (Reading/language arts and mathematics assessments and ELP Assessments)

Ensure that general and special education teachers, paraprofessionals, teachers of ELs, specialized instructional support personnel, and other appropriate staff receive necessary training to administer assessments and know how to make use of appropriate accommodations during assessment for all students with disabilities including ELs with disabilities (34 C.F.R. § 200.6(b)(2)(ii)).

Native American Students

States are permitted to administer assessments in a Native American language to students enrolled in a Native American language school or program in any subject until the students are in high school, regardless of whether the students are identified as ELs (34 C.F.R. § 200.6(j)).

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Topic ESEA, as amended by the ESSA, and new regulations

Accountability for ELs Accountability system States fully incorporate ELs into general requirements for school-level

accountability under Title I (34 C.F.R. § 200.13). Progress towards attaining ELP on the ELP assessment

States must include long-term goals and measurements of interim progress related to ELP progress and a Progress in Achieving ELP indicator (based on the State’s ELP assessment) in their accountability systems (34 C.F.R. § 200.13(c)).

Attainment of ELP on the ELP assessment

States may also include a measure of student attainment of ELP in the indicator (34 C.F.R. § 200.14(b)(4)(iii)).

Performance of the EL subgroup on reading/language arts and mathematics assessments

States must set long-term goals and measurements of interim progress, and measure the Academic Achievement indicator, for the EL subgroup for reading/language arts and mathematics in State accountability systems (34 C.F.R. § 200.13(a)(1)(i); 34 C.F.R. § 200.14(b)(1)(i)(B)).

Uniform procedures for setting goals and targets for progress of ELs toward English language proficiency

In setting goals and measurements of interim progress, States must take into account a student’s initial ELP level and may take into account one or more of the following student characteristics: Time in language instruction educational programs; Grade level; Age; Native language proficiency level; and Limited or interrupted formal education, if any (34 C.F.R. § 200.13(c)(2)(i)).

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Topic ESEA, as amended by the ESSA, and new regulations Accountability for ELs

Inclusion in accountability system of ELs with a disability precluding assessment in all domains

States must include all ELs in the ELP indicator, including the performance of an EL with a disability that precludes assessment in one or more domains on the ELP assessment (such that there are no appropriate accommodations for the affected domain(s)), based on the remaining domains (34 C.F.R. § 200.16(c)(2)).

Inclusion of former ELs

States may include the reading/language arts and mathematics assessment results for former ELs in the EL subgroup for up to four years when calculating performance on indicators that use results from those assessments, as long as the State does so in a uniform manner (i.e., includes all former ELs for the same State-determined length of time) (34 C.F.R. § 200.16(c)(1)).

Inclusion of recently arrived ELs

States permitted to exclude a recently arrived EL from one administration of the reading/language arts assessment, with additional options for how a State can ensure the meaningful inclusion of recently arrived ELs in their accountability systems, such as by including measures of achievement or growth in students’ second year in U.S. schools on the assessments (34 C.F.R. § 200.16(c)(3))

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Topic ESEA, as amended by the ESSA, and new regulations

Identifying ELs Standardized Entrance and Exit procedures

In its State plan, each SEA must describe its standardized entrance and exit procedures for ELs, consistent with section 3113(b)(2) of the ESSA. These procedures must include valid and reliable, objective criteria that are applied consistently across the State (34 C.F.R. § 299.19(b)(4)(i).

Standardized Entrance and Exit Procedures

In its State plan, in establishing the statewide entrance and exit procedures, each SEA must assure that it will ensure that the criteria are consistent with Federal civil rights obligations (34 C.F.R. § 299.13(c)(2)(ii)).

Standardized Entrance Procedures

In its State plan, in establishing the statewide entrance procedures required under section 3113(b)(2) of the Act, each SEA must assure that it will ensure that: (i) All students who may be ELs are assessed for such status using a valid and reliable instrument within 30 days after enrollment in a school in the State; (ii) It has established procedures for the timely identification of ELs after the initial identification period for students who were enrolled at that time but were not previously identified; and (iii) It has established procedures for removing the EL designation from any student who was erroneously identified as an EL, which must be consistent with Federal civil rights obligations (34 C.F.R. § 299.13(c)(2)(i)).

Standardized Exit Procedures

At a minimum, the standardized exit criteria must— (A) Include a score of proficient on the State’s annual English language proficiency assessment; (B) Be the same criteria used for exiting students from the EL subgroup for title I reporting and accountability purposes; and (C) Not include performance on an academic content assessment.

Graduation Rate All States must include some former ELs for purposes of calculating and reporting the adjusted cohort graduation rate – and as a result, these former ELs will also be included in the Graduation Rate indicator for each high school. Specifically, a student who was identified as an EL at any time during the cohort period (i.e., at any point during high school) must be included in the EL subgroup when States calculate adjusted cohort graduation rates (34 C.F.R. § 200.34(e)(2)).

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TITLE III GUIDANCE – TRUE OR FALSE?

1. LEAs may not use Title III funds for the annual parental notification on their child’s placement in a language instruction educational program.

2. There are 3 required activities LEAs receiving Title III funds must carry out. (Extra credit – If true, name the activities!)

3. All LEAs in a State must implement State ELP standards. 4. LEAs may only use Title III funds for professional

development for teachers of ELs. 5. LEAs will have to report on the number and percentage of

ELs who have exited services for two years after these students are no longer receiving Title III services. 14

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Title III Guidance

GENERAL PURPOSE OF TITLE III

To help ensure that English learners, including immigrant children and youth, attain English language proficiency and

meet the same standards that all children are expected to meet.

(Section 3102 of the ESEA, as amended by the ESSA)

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MOVED FROM TITLE III TO TITLE I Several provisions relevant to ELs have moved from Title III to Title I Part A (Title I) of the ESEA.

State activities that have moved to Title I include:

Alignment of ELP standards to State content standards (1111(b)(1)(F)), Alignment of ELP assessments to ELP standards (1111(b)(2)(G)(ii)), Establishment of ELP goals and indicators for accountability purposes

(1111(c)(4)(A)(ii), 1111(c)(4)(B)(iv)); and Identification for interventions to address ELs’ academic achievement and progress

in attaining ELP (1111(c)(4)(C)(iii), 1111(c)(4)(D)).

LEA activities that have moved to Title I include:

EL parental notification regarding LIEPs and related information (1112(e)(3)), Parental participation (regular EL parent meetings) (1116(f)), and Reporting to the State on the number and percentage of ELs achieving ELP

(1111(h)(2)).

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LEA Required Activities: • Effective high-quality language instruction educational

program • Effective high-quality professional development • Providing and implementing other effective activities and

strategies that enhance or supplement language instruction educational programs, which must include parent, family, and community engagement activities

(Section 3115(c))

LEA ACTIVITIES – TITLE III FORMULA SUBGRANTS

A & C 18

TITLE III FORMULA SUBGRANTS

Authorized LEA Uses

• Upgrading program objectives • Providing community

participation programs, family literacy services, and parent and family outreach and training to ELs and their families

• Providing tutorials • Improving the instruction of ELs

• (Section 3115(d))

New LEA Uses Under ESSA

• Improving the instruction of ELs, which may include ELs with a disability, through educational technology

• Offering early college high school or dual/concurrent enrollment programs

• Funds can be used to provide materials in a language that a student can understand.

A & C 19

EL/TITLE III GUIDANCE: BACKGROUND

Purpose: To help States, school districts, and schools provide effective services that improve the English language proficiency and academic achievement of ELs and to provide guidance on the requirements of Title III, Part A of the ESEA

This guidance: provides information about changes to Title III under the

ESEA, as amended by the ESSA, clarification on issues, and policy/programmatic recommendations.

does not address topics that are addressed through rulemaking (e.g. accountability and assessments).

will be in effect after the 2016-17 school year.

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A- FISCAL ISSUES (A-1) GENERAL – STATE RESPONSIBILITY WITH

RESPECT TO TITLE III FUNDS

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Several ESEA provisions regarding ELs have moved from Title III to Title I. Each State:

must still use Title III funds in a manner consistent with Federal law and guidelines. retains all of its oversight responsibilities to ensure that its local educational agencies

(LEAs) spend Title III subgrants in a manner consistent with Federal law and guidelines.

is required to conduct Title III fiscal monitoring of its LEAs. may use consolidated State administrative funds for fiscal support teams.

LEAs can:

also consolidate administrative funds. use State and local funds to expand the reach of fiscal support teams.

A- FISCAL ISSUES (A-2 – A-3) SUPPLEMENT-NOT-SUPPLANT

The amended supplement-not-supplant provision in the ESEA that applies to Title I does not apply to Title III funds.

Title III has its own provision prohibiting supplanting of other Federal, State, and local funds. (Section 3115(g)). In general, it is presumed that supplanting has occurred:

1. if the SEA or LEA uses Federal funds to provide services that the SEA or LEA was required to make available under other laws; or

2. the SEA or LEA uses Federal funds to provide services that the SEA or LEA provided with other funds in the prior year.

Title III funds cannot be used to fulfill an LEA’s obligations under Title VI of the Civil Rights Act of 1964 and the Equal Educational Opportunities Act (EEOA).

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A- FISCAL ISSUES (A-4 – A-5) SUPPLEMENT-NOT-SUPPLANT

Some State and LEA EL-related activities have moved from Title III to Title I, including accountability for ELs.

A State and LEAs may still use Title III funds for EL-related activities previously required under Title III and now required under Title I as long as: the use of funds is consistent with the purpose of Title III and are

“reasonable and necessary costs”; the use of funds is supplemental to the SEA’s or LEA’s civil rights

obligations to ELs under Title VI and the EEOA; and the SEA or LEA can demonstrate it is also using Title III funds to conduct

activities required under Title III.

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A- FISCAL ISSUES (A-6-8) SUPPLEMENT-NOT-SUPPLANT

States may not use Title III funds to develop the annual English language proficiency (ELP) assessment.

LEAs may not use Title III funds to administer the annual ELP assessment. LEAs may not use Title III funds for purposes relating to identification of

ELs. States may use Title I or Title III administrative funds, alone or

consolidated, to align the ELP assessment with the ELP standards (though amount of funds restricted.)

States may use State Assessment and Enhanced Assessment Grant funds to develop or align State ELP assessments.

LEAs may use State Assessment Grants to administer ELP assessments or provide for appropriate accommodations for ELs with disabilities on the ELP assessment.

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A- FISCAL ISSUES (A-10 – A-12) DISTRICT ADMINISTRATIVE COSTS

2% cap on LEA funds for administrative costs – for direct administrative

costs. LEAs may consolidate Title III funds in a schoolwide program. LEAs may combine Title I and Title III funds for the same EL-related

purpose.

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A- FISCAL ISSUES LEA SUBGRANTS (A-13 – A-17)

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States must award Title III formula subgrants in a timely manner, i.e.,

so LEAs can offer services to ELs at the beginning of the school year, to each LEA with an approved Title III plan.

Funds should be spent in a thoughtful and meaningful way. States may reallocate formula subgrant funds if they are not to be used

for the purpose for which they were awarded. LEAs may join with other LEAs to form a consortium of LEAs to receive

Title III funds.

TABLE DISCUSSIONS – DISCUSS WITH YOUR NEIGHBORS How do LEAs in your State use Title III funds? Describe common uses

of funds. Share a few examples of uses of Title III funds in your State that

you think have been effective.

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THINK IT OVER…

Has the ESSA made the use of Title III funds for translation and interpretation

allowable?

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HERE’S THE ANSWER…

No, the use of Title III funds for translation and interpretation has not become allowable under the ESSA.

Title III funds must supplement, not supplant, State, local, and other Federal funds. Title III funds cannot be used to fulfill an LEA’s obligation under Title VI of the Civil Rights Act of 1964 and the Equal Educational Opportunities Act.

Title III funds may be used to supplement an LEA’s activities if the LEA is already meeting its obligation to ensure meaningful communication with LEP parents in a language they can understand.

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A-3, E-1

ALSO REMEMBER…

All LEAs have language assistance obligations to LEP parents under Title VI and the EEOA. LEAs must: ensure meaningful communication with LEP parents in a language they

can understand and adequately notify LEP parents of information about any program, service, or activity of an LEA or State that is called to the attention of non-LEP parents.

provide language assistance to LEP parents effectively with appropriate, competent staff or appropriate and competent outside resources. develop and implement a process for determining whether

parents are LEP and what their language needs are.

A-3, E-1

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B – ENGLISH LANGUAGE PROFICIENCY STANDARDS (B-1 – B-3)

Each State plan must demonstrate that the State has adopted ELP standards that are aligned with the State’s academic content standards.

States need not change or update ELP standards as long as they meet ESEA Section 1111(b)(1)(F) requirements – 4 domains of language; address proficiency levels of ELs; and aligned with State academic content standards.

ELP standards must be implemented in every LEA in the State.

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ELP ASSESSMENTS

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Title III requires annual assessment of English language proficiency for all students identified as ELs in grades K-12.

The ELP assessment must be aligned to the State’s ELP standards and assess the language domains of reading, writing, listening, and speaking.

Required under both Titles I and II

Purpose Why? How?

To attain English proficiency

In order for ELs to meet challenging

State academic content

May be through Instructional use of both English and a

child’s native language

• No longer needs to be based on “scientifically-based” research, but must be “effective.”

• Provides services to grades K-12, and

may also provide services in PreK.

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C

LANGUAGE INSTRUCTION EDUCATIONAL PROGRAM (LIEP)

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C – LANGUAGE INSTRUCTION EDUCATIONAL PROGRAMS (LIEPS) (C-1 – C-6)

LIEPs must be effective. States may use State-level Title III funds to incentivize highly effective

LIEPS by providing financial awards to LEAs that have improved EL progress.

States and LEAs should adopt criteria to ensure LIEPs are effective. States and LEAs may select any LIEP that is effective and is consistent

with Federal laws. LEAs are required under Title VI and the EEOA to provide a language

assistance program that is effective, and LEAs must use Title III to supplement, not supplant funds used to meet this obligation.

States must monitor and support LEAs so they implement effective strategies.

LEAs must provide for equitable participation of eligible private school students, teachers, and other educational personnel.

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TABLE DISCUSSIONS – DISCUSS WITH YOUR NEIGHBORS Describe the language instruction educational programs provided in

your State.

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D – EDUCATORS OF ELS (D-1 – D-7)

Teacher and principal preparation and professional development must be effective.

States may use Title III State-level funds for professional development to improve teaching skills.

LEAs must use Title III funds for effective professional development for teachers and principals of ELs.

Teacher qualifications – not dictated by ESEA; determined by States. Preparation and professional development programs for teacher of ELs

should be based on the highest available level of evidence and measured for effectiveness.

Title III funds may be used for supplemental staff to support ELs as long as a State or LEA has already met its civil rights obligations.

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WHAT HAPPENS WHEN A STUDENT ENROLLS IN AN LEA?

40

New student enrolls in the LEA

Home language

survey administere

d to all students

Student identified

as potential

EL

Student assessed for ELP

Parent/guardian informed of

student results and placement in an LIEP (if applicable)

Section

3111(b)(2)(A) requires schools to assess a student

who may be an EL within 30 days of

enrollment.

E – PARENT, FAMILY, AND COMMUNITY ENGAGEMENT (E-1)

ESEA provisions for parent, family and community engagement with

regard to ELs: – Title I-funded LEAs must: provide effective outreach to parents of ELs

including regular meetings. – Title III-funded LEAs must: use part of funds for parent, family, and

community engagement. – State plans must: be developed in consultation with parents of ELs

and other stakeholders. – Title III State-level funds may: be used for TA to LEAs on family

engagement. An LEA may use Title III funds to supplement, but not supplant, its

obligations under Title VI and the EEOA to ensure meaningful communication with LEP parents.

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E – PARENT, FAMILY, AND COMMUNITY ENGAGEMENT (E-2 – E-7)

LEA required parental notification on child’s identification as an EL and placement in an LIEP No later than 30 days – beginning of school year Within 2 weeks of placement in an LIEP for students who enroll

after the start of the school year Parents of ELs may decline to enroll in or have the student removed

from an LIEP. Parental decision must be knowing and voluntary. LEA must still meet Title VI and EEOA obligations. Child must still be annually assessed for English language

proficiency.

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LET’S TAKE A POLL!

How can LEAs use Title III funds to support families of ELs?

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EARLY LEARNING (F-1 – F-6)

ESSA promoted the inclusion of ELs in early learning programs as part

of Title III (ESEA Sections 3102 and 3115). Title III funds may be used for professional development for teachers of

ELs in publically funded preschool programs. LEAs may use a portion of Title III funds to provide effective LIEPs in

preschool Coordinated with other programs and services Supplemental High-quality and effective

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IMMIGRANT SUBGRANT AND SERVING IMMIGRANT STUDENTS (G-1 – G-5)

States must make at least one Title III immigrant subgrant. States may determine:

award size and scope discretionary or formula multi or single year definition of ‘significant increase’ – based on the current year as

compared to the average of the two preceding fiscal years LEAs must use funds to provide enhanced instructional opportunities for

immigrant children and youth. Changes include family outreach as an allowable activity.

ED encourages States to provide awards of adequate size for a high-quality program.

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UPDATES TO REPORTING REQUIREMENTS

Under ESSA Under NCLB

Describe how programs and activities are supplemental

Describe the programs and activities conducted by the entity

Disaggregate ELs with a disability Not a requirement

Report proficiency based on English language proficiency standards, and the number who exit LIEPs based on attainment of ELP

Report proficiency based on a valid and reliable ELP assessment

Report progress for ELs 4 years after receiving services

Report progress for ELs 2 years after receiving services

Report on long-term ELs Not a requirement

H - K 47

REPORTING AND DATA COLLECTION (H-1 – H-4)

LEA reporting requirements for ELs – under Titles I (State and local report cards) and III

LEA Title III reporting requirements: Title III programs and activities # and % of ELs making progress in English # and % of ELs attaining ELP and exiting LIEPs # and % of former ELs who meet content standards – four 4 years # and % of ELs who have not exited LIEPs after 5 years as an LIEP Any other information required by the SEA

States and LEAs encouraged to disaggregate EL performance data by other EL subgroups – long-term, recently arrived, students with interrupted formal education.

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TITLE III REPORTING: LONG-TERM AND FORMER ELS (I-1 – I-3 AND J-1 – J-3)

Long-term ELs: LEAs must annually report the # and % of ELs who have not attained ELP within five years of initial classification as an EL and first enrollment in the LEA. – For students who move to a new LEA, that LEA should still include a

student in reporting on this measure if he/she has not attained ELP. Former ELs: LEAs must annually report # and % of ELs meeting State

standards for four years after students achieved ELP and no longer receive Title III services. – Must report for each of the four years – Must include results on reading/language arts, math, and science – Must be disaggregated by ELs with disabilities

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TITLE III REPORTING: ELS WITH DISABILITIES (K-1 – K-4)

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LEAs must disaggregate by ELs with disabilities: • # and % of ELs making progress in English. • # and % of former ELs meeting content standards for each of

the four years they no longer receive Title III services. LEAs encouraged to disaggregate other additional measures by ELs

with disabilities – for program planning, professional development, instructional decision-making

Title III reporting requirements differ from IDEA reporting requirements. Instruction for ELs with disabilities should take into account specific

special education and related services needs, as well as language needs.

IDEA contains personnel qualification and personnel development requirements that apply to personnel serving ELs with disabilities.

TABLE DISCUSSIONS – DISCUSS WITH YOUR NEIGHBORS

How can Federal program directors work across programs to support ELs? (i.e. How to Title I, Title III, and IDEA directors work

together to support EL students with disabilities) Share a few ways you have been successful working across Federal

programs.

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ADVANCE ORGANIZER – ANSWERS

1. LEAs may not use Title III funds for the annual parental notification on their child’s placement in a language instruction educational program. - FALSE LEAs may use Title III funds for the parental notification on EL identification that is

now required under Title I, Part A. A State and its LEAs may use Title III funds for activities relating to ELs that were

previously required under Title III and are now required under Title I as long as: specific use of funds consistent with the purpose of Title III and meets Federal guidelines for

“reasonable and necessary costs.” specific use of funds is supplemental to the SEA’s or LEA’s civil rights obligations to ELs under Title

VI and the EEOA ; and SEA or LEA also uses Title III funds for activities required under Title III.

• Title I requires that every LEA that uses funds under either Title I or Title III for services to ELs must provide a parent with a notification that outlines their child’s identification as an EL and placement in a language instruction educational program. (See E-5 of the guidance regarding information that must be included in this parental notification.)

A-4, E-5 53

ADVANCE ORGANIZER – ANSWERS

2. There are 3 required activities LEAs receiving Title III funds must carry out. (Extra credit – If true, name the activities!) - TRUE Under section 3115(c)(1)9(3) of the ESEA, an LEAs receiving Title III funds must provide:

• Effective professional development. • An effective language instruction educational program (LIEP). • Other effective activities and strategies that enhance or

supplement LIEPs for ELs, which much include parent, family, and community engagement activities.

A-18, C-1, D-1, E-1

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ADVANCE ORGANIZER – ANSWERS

3. All LEAs in a State must implement State ELP standards. - TRUE Section 1111(b)(1)(F) requires that “[e]ach State plan shall demonstrate that the State has adopted English language proficiency standards that [meet the requirements listed in B-1 above]”, and section 1111(b)(2)(G) requires that “[e]ach State plan shall demonstrate that [LEAs] in the State will provide for an annual assessment of English proficiency of all English learners in the schools served by [SEA]” and that these assessments “shall be aligned with the State’s English language proficiency standards.”

B-3

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ADVANCE ORGANIZER – ANSWERS

4. LEAs may only use Title III funds for professional development for teachers of ELs. – FALSE Professional development provided by either the State or an

LEA need not be limited to teachers who teach exclusively ELs, but may be provided to all teachers who have ELs in their classrooms. Title III funds may be used to supplement professional development by an LEA that is already meeting its civil rights obligations.

LEAs must use Title III funds to provide effective professional development for teachers and principals of ELs.

D-2

56

ADVANCE ORGANIZER – ANSWERS

5. LEAs will have to report on the number and percentage of ELs who have exited services for only two years after these students are no longer receiving Title III services. - FALSE ESEA Section 3121(a)(5) requires that LEAs report on the number and

percentage of ELs meeting State academic standards for four years after such students are no longer receiving Title III services. These data must include results on content assessments for

reading/language arts, mathematics, and science. Students included in this reporting must include all former ELs served

by the LEA who have achieved English language proficiency and therefore no longer receive any EL services.

These data must be disaggregated by English learners with disabilities.

J-1 57

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Questions?

RESOURCES

Main ESSA Web Page: http://www.ED.gov/ESSA ESSA Resources Web Pages: http://www2.ed.gov/policy/elsec/leg/essa/index.html http://www2.ed.gov/policy/elsec/leg/essa/index.html?src=essa-resources E-mail: ESSA.Questions@ed.gov Non-Regulatory Guidance: ELs and Title III: http://www2.ed.gov/policy/elsec/leg/essa/essatitleiiiguidenglishlearners92016.pdf Non-Regulatory Guidance: Fiscal Changes and Equitable Services Requirements: http://www2.ed.gov/policy/elsec/leg/essa/essaguidance160477.pdf Non-Regulatory Guidance: Early Learning and the ESSA: http://www2.ed.gov/policy/elsec/leg/essa/essaelguidance10202016.pdf EL Toolkit: http://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/index.html

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