learners CABE BoarD June 25 2016 Los angeles California Libi Gil Assistant Deputy SecretaryDirector Office of English Language AcquisitionOELA CONTEXT TWO KEY INDICATORS ENGLISH LEARNER TRENDS CALIFORNIA ID: 727878
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a new future for english learnersCABE BoarDJune 25, 2016, Los angeles, CaliforniaLibi Gil, Assistant Deputy Secretary/DirectorOffice of English Language Acquisition(OELA) Slide2
CONTEXTTWO KEY INDICATORSENGLISH LEARNER TRENDS – CALIFORNIAMOVING FORWARDESSA AND ENGLISH LEARNERSTHOUGHTS & SUGGESTIONS
2
OverviewSlide3
ENGLISH LEARNER TRENDSCALIFORNIA36.7.16Slide4
Percent of el students in california and the united states: SY 2013-144Source: Common Core of Data, Tabulated from Elementary/Secondary Information System, 11/10/2015. Retrieved June 7, 2016 from http://nces.ed.gov/ccd/elsi/ 06.07.16Slide5
Grade 4 NAEP reading scores for eLs AND NON-ELs IN CALIFORNIA AND THE UNITED STATES: 2003-20155Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003, 2005, 2007, 2009, 2011, 2013 and 2015 Reading Assessments.ELs
Non-ELs
06.07.16Slide6
Grade 8 NAEP reading scores for eLs AND NON-ELs IN CALIFORNIA AND THE UNITED STATES: 2003-20156Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003, 2005, 2007, 2009, 2011, 2013 and 2015 Reading Assessments.
Non-ELs
ELs
06.07.16Slide7
Grade 4 NAEP mathematics scores for eLs and NON-ELs IN CALIFORNIA AND THE UNITED STATES: 2003-20157Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003, 2005, 2007, 2009, 2011, 2013 and 2015 Mathematics Assessments.ELs
Non-ELs
06.07.16Slide8
Grade 8 NAEP mathematics scores for eLs AND NON-ELs IN CALIFORNIA AND THE UNITED STATES: 2003-20158Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003, 2005, 2007, 2009, 2011, 2013 and 2015 Mathematics Assessments.ELs
Non-ELs
06.07.16Slide9
High school graduation rates for california and the united states: SY 2013-149Source: EDFacts/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html 06.07.16Slide10
NATIONAL HIGH SCHOOL GRADUATION RATES BY STUDENT GROUP: SY 2013-1410Source: EDFacts/Consolidated State Performance Report, SYs 2010-11, 2011-12, 2012-13, and 2013-14. Retrieved from http://www2.ed.gov/admins/lead/account/consolidated/index.html0116Slide11
ESSA Implications for English LearnersSlide12
ESSA and English Learners“English learners” replaces “LEP”Reauthorizes Title III: Language Instruction for English Learners and Immigrant StudentsRequires that states establish and implement standardized statewide entry and exit procedures for Els
Requires State-determined
accountability systems
under Title I
to
include goals and interim targets for English language proficiency
(ELP) for ELs Slide13
ESSA and English LearnersELP accountability for ELs has been moved from Title III to Title IAllows states to include former ELs in the EL subgroup for academic content accountability up to four years after they have been reclassifiedRequires Title I LEAs to conduct outreach, including regular meetings for parents of ELsSlide14
ESSA and English LearnersAdds subgroup reporting requirements for Title III LEAs:-ELs with disabilities-Long-term ELs (i.e. ELs who have not achieved proficiency after 5 years of being initially classified as an EL)Slide15
ESSA and English LearnersRequires each Title I State plan to identify the languages other than English that are present to a “significant extent” and indicate the languages for which annual student assessments are not available and are neededExpands the uses of funds under the competitive grant program in Title I, Part B to include developing or improving ELP assessments or assessments in languages other than EnglishSlide16
ESSAED has already issued guidance answering some of the most pressing questions regarding the transition to the new law, such as whether states need to submit consolidated state plans this summer (No plans due this summer!)We recently announced that we plan to issue guidance in late summer and early fall on the changes in the law that impact some of our most vulnerable students:Students in foster careHomeless studentsEnglish learnersThe Department does plan to release guidance in other areas where states, districts, and other stakeholders have requested support. Stay tuned!16GuidanceSlide17
ESSAED has announced that we would regulate on the following this year (with no plans for additional regulations):Title I-A assessmentsThe requirement that Title I, Part A funds be used to supplement, not supplant state and local fundsTitle I, Part B innovative assessment demonstration authorityAccountability, including consolidated state plans and data reportingNegotiated rulemaking: Title I, Part A assessments and supplement not supplant went through the negotiated rulemaking process this spring17RegulationsSlide18
ESSATitle I, Part A assessmentsNegotiating committee reached consensus on all assessment topicsProposed regulations that the committee agreed upon will be out for public comment this summerTitle I, Part B assessmentsProposed regulation is being drafted, expect to be out for public comment this summer Supplement, not supplantNegotiating committee did not reach consensus The Department is taking the committee’s input into account and continues to seek input from other stakeholders as we move forward with the regulatory processAccountability, State Plans, Data ReportingProposed regulations out for public comment, comments due August 1
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Regulations overview: status & next stepsSlide19
ESSAAccountability Proposed Regulations Move beyond a one-size-fits-all approachGive states flexibility and supports local solutionsGuarantee a clear role for stakeholdersEnhance equity and maintains civil rights protectionsEnvision transitions to new systems by SY17-18Responds to input from stakeholders that states and communities are eager to move to new holistic, multi-measure systems.Public comments for ED on the transition timeline and other provisions due August 119Proposed regulations: accountability, STATE Plans, data reportingSlide20
ESSAState Plans ProposalRequires broad, robust, transparent engagement Reduces burden on each SEA Encourages States to think comprehensively and leverage fundingHelps remove “silos” between programs and fundsData Reporting ProposalClarifies new reporting requirements for States and LEAsImplement these requirements by:Clarifying definitionsStreamlining and simplifying reporting requirementsEnsuring report cards are accessible and clear for parents20
Proposed Regulations, continuedSlide21
essa$10 million in TA funds to help states and districts focus on low performing schools by creating a TA network The goal of the network is to build the capacity of States and districts by:Scaling up effective systemic approaches and practicesFacilitating the building of sustainable learning communitiesIdentifying and sharing effective practices21Technical assistanceSlide22
Notice of proposed rulemakingReleased May 31, 2016Comments due by August 1, 2016Submit your comments through the Federal eRulemaking Portal or via postal mail, commercial delivery, or hand delivery. We will not accept comments submitted by fax or by email or those submitted after the comment period. Go to www.regulations.gov to submit your comments electronically. If you mail or deliver your comments about these proposed regulations, address them to Meredith Miller, U.S. Department of Education, 400 Maryland Avenue SW., room 3C106, Washington, DC 20202-2800. 22Slide23
Every Student Succeeds Act (ESSA)…”it creates the opportunity to reclaim the goal of a well-rounded education for all students: an education that not only includes strong numeracy and literacy but access to science, social studies, the arts, physical education and health, and the opportunity to learn a second or third language”.“The challenge for us, is will we act, will we take the actions necessary to become who we ought to be. Let us act with urgency on behalf of the civil rights of our children, let us ensure that school is a pathway to opportunity”. John B. King Jr. U.S. Secretary of Education 23Slide24
Thoughts and Suggestions?Slide25