English Language Learners, Multilingual Learners and the Every Student Succeeds Act (ESSA)
This webinar focuses on the New York State English as a second language achievement test and provides an overview of four steps to determine a school-level rating in ELP:
Probablity of students meeting growth targets
Aggregating probabilities at the school level (aka school benchmark)
Calculate the ratio (students who made progress/expected growth)
Translating ratio into an ESSA indicator score
FAQs on Incorporating ELL/MLL Progress into the NYSED Accountability System using a Transition Matrix
New York State is using seven indicators as part of its overall ESSA plan, and this includes an indicator for English Language Proficiency (ELP). To ensure that English Language Learners/Multilingual Learners (ELLs/MLLs) are showing adequate progress, NYSED is using a growth model that is based on student performance on the New York State English as a Second Language Achievement Test (NYSESLAT). This Q & A addresses frequent concerns and questions that NYSED has received regarding the ELP growth model that is being used for ESSA.
Planning and Implementation regarding English Language Learners (ELLs)/ Multilingual Learners (MLLs) and the Every Student Succeeds Act (ESSA)
In December 10, 2015 President Obama signed the Every Student Succeeds Act (ESSA) into law. ESSA reauthorizes the Elementary and Secondary Education Act of 1965, which provides federal funds to improve elementary and secondary education, and replaces the No Child Left Behind Act of 2001. Proposed regulations under ESSA require each state to develop a plan describing the design and implementation of a single statewide accountability system to improve student academic achievement. The proposed regulations also require state accountability systems to be based on challenging state academic standards and academic assessments, to include all public schools in the state (including public charter schools), and to improve student academic achievement and school success.
Among other things, ESSA requires states to include the acquisition of English language proficiency by ELLs/MLLs as one factor in overall statewide accountability, provides states with two accountability options regarding recently arrived ELLs/MLLs (including whether to administer the English Language Arts assessment during the first year of arrival, and how to hold schools and districts accountable for their Math and English Language Arts progress), and requires states to set uniform ELL/MLL identification and exit criteria, as well as a timeline for ELLs/MLLs to reach proficiency.
Update on Proposed ESSA Regulations and Public Comment Periods
(as of June 11, 2018):
On May 9, 2018, proposed regulations to prepare for implementation of New York’s approved Every Student Succeeds Act (ESSA) plan were published in the State Register. The public comment period continues through August 17, 2018.
At its June 2018 meeting, the Board of Regents adopted revised proposed amendments to the regulations based on feedback from the field. As a result, a Notice of Emergency Adoption and Revised Rulemaking will be published in the State Register on July 18, 2018. The State Education Department will post the revised proposed amendments on July 18 here and will receive public comment on those amendments until August 17, 2018.
Commissioner’s Regulations Relating to the implementation of the State’s Approved Every Student Succeeds Act
New York State's Approved Every Student Succeeds Act Plan [PDF file]
New York State's Approved Every Student Succeeds Act Plan with tracked changes [PDF file]
Tracked changes version of the NYS ESSA plan from the September 2017 version that was submitted to USDE
New York State's Final Every Student Succeeds Act (ESSA) Plan Summary - January 2018