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The English Language Learner KnowledgeBase for Administrators

This KnowledgeBase archive includes content and external links that were accurate and relevant as of September 30, 2019.

The English Language Learner (ELL) KnowledgeBase for Administrators is an online resource supporting the administration of programs for English learning students. It offers resources related to Office for Civil Rights (OCR)requirements and the Every Student Succeed Act (ESSA).

Task 1: Define Expectations and Requirements

Guideline: The new federal law allows education leaders and stakeholders to rethink their own accountability, funding, school improvement and grant-making systems by gathering input from the people who know their state best. ESSA requires extensive outreach and engagement efforts to everyone from policymakers to educators to tribal organizations to parents, prompting many states to rethink their definitions of meaningful engagement.



English Language Proficiency Standards (ELPS)

ESSA requires each state to have in place ELPS. The standards describe the proficiency level descriptors and student expectations for ELLs. School districts are required to implement ELPS as an integral part of each subject in the required curriculum. States not part of any consortia have developed their own ELPS aligned to their learning standards

State ELL/Limited English Proficient (LEP) Program Requirements

This table contains links to each state's requirements related to ELL/LEP programs. The material offered defines each state's policy on this subject. Questions about a given state's policy should be addressed to the applicable state department of education.




Supporting Stakeholders Participation - Key Policy Letters (2016)

The purpose of this 2016 'Dear Colleague' policy letter is to highlight the importance and utility of stakeholder engagement as states and local school districts transition to and eventually implement ESSA and to provide guidance, resources and examples of stakeholder engagement for states and districts to consider. Many view approaching planning and implementation in the spirit of true collaboration. Ensuring diverse stakeholders are at the table from the start is invaluable.

It is known that a key part of meaningful and ongoing stakeholder engagement helps ensure that stakeholders are able to provide feedback and inform continuous enhancement of state and local strategies to improve student outcomes and meet state-established performance goals. It also produces valuable information that will help states and districts design the best possible education systems for students and increases public buy-in throughout the stages of implementation.



Dual Language Learners and Their Families

This link to Head Start Early Childhood Learning and Knowledge Center's website provides resources addressing learning in two languages and working with parents and families. Though intended for educators with the Head Start program, educators of early learners in other settings may find this content useful.

FACT SHEET: Supporting Dual Language Learners

Engaging Stakeholders

This program evaluation guidance from the Centers for Disease Control offers insights on the importance of engaging the persons or organizations having an investment in what will be learned from an evaluation and what will be done with the knowledge. Though the content is orient towards the public health environment, it may be of interest to educators.

The contents of this website were developed under a grant from the U.S. Department of Education and are intended for general reference purposes only. However, those contents do not necessarily represent the policy of the U.S. Department of Education or the Center, and you should not assume endorsement by the Federal Government. Some resources on this site require Adobe Acrobat Reader. This website archive includes content and external links that were accurate and relevant as of September 30, 2019.