ESSA and Title III: Prioritizing Excellence and Equity for English Learners

1. 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—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

4. 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 2015-16 (2014-15 data) and 2016-17 (2015-16 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 (2014-15 and 2015-16 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. Every Student Succeeds Act (ESSA) • 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)

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

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

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. 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;

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.’’

16. Required Activities

17. Standardized Statewide Entrance and Exit Procedures

18. Authorized Subgrantee Activities Pennsylvania

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

20. Reporting

21. Collaboration Title I and Title III

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

24. For students who attain proficiency before or during the target year: For students who attain proficiency after the target year:

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

29. Title III Allocations 2017-2018 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. 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. Technical Assistance • ESL Tool Kit: www.eslportalpa.info • Title III Recorded Webinars: 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)

35. Title III Contacts Fiscal: Jesse Fry Title III Fiscal Manager jefry@pa.gov 717 783 6829 Programmatic: Bob Measel State Title III Director romeasel@pa.gov 717 783 6595

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.