The English Language Learner KnowledgeBase for Administrators

Accountability Under Title I, Part A Frequently Asked Questions

The U.S. Department of Education offers this guidance to provide further clarity regarding the statutory and regulatory requirements under Title I, Part A.

Accountability for English Language Learners

This guidance is intended to help states, local educational agencies (LEAs) and other stakeholders understand the statutory and regulatory requirements for statewide accountability systems under Title I of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by ESSA.

Assessment Regulations for ELLs –Title 1

This U.S. Department of Education PowerPoint was presented at the Combined Federal Programs Meeting in Washington, D.C., in December 2016 in order to outline assessment regulations for ELLs as the law relates to Title I, Part A. The objective of this presentation was to highlight major new provisions in the law and regulations, explain the relationship between the state plan and assessment requirements and describe the required supports for students with disabilities and English learners.

Providing English Language Learners Equal Access to Curricular and Extracurricular Programs

State education agencies (SEAs) and LEAs must design and implement services and programs enabling ELLs to attain both English proficiency and parity of participation in the standard instructional program, within a reasonable length of time. SEAs and LEAs must provide equal opportunities for ELL students to meaningfully participate in curricular, co-curricular and extracurricular programs and activities.

Universal Design for Learning in ESSA: Policies and Practices for Every Student

This U.S. Department of Education PowerPoint outlines the Universal Design for Learning (UDL) in ESSA: Polices and Procedures for Every Student during the Combined Federal Programs Meeting held in Washington, D.C., in December 2016. The objective for this presentation was:

• Attendees will understand that UDL is a framework for creating and sustaining educational environments that are responsive to the needs of each learner, including those with disabilities, limited English proficiency or those with accelerated learning needs.
• Attendees will understand the importance of addressing UDL in state and local district level plans, not just for accountability purposes, but as a reflection of an acknowledgement of and commitment to addressing the diversity inherent in all learners.
• Attendees will understand the goals of the field-based UDL credentialing and certification initiative to establish a voluntary recognition system for educational districts and institutions, personnel, practices, curriculum materials and assessments. 

Combined U.S. Dept. of Education Federal Program 2016 Conference Materials

This U.S. Department of Education website offers links to materials presented during the Combined Federal Program conference in December 2016, in regards with ESSA implementation.

Limited English Proficient (LEP) Students in Physical Education

This North Carolina Department of Education Public Schools online flyer shows how physical education is an important piece of every child’s life. Every child is entitled to quality physical education while attending North Carolina public schools. Thus, physical educators need to understand their students and create a successful environment for all children, including LEP students.