ESSA Standards

ESSA requires the establishment of statewide entrance and exit procedures for English learners to ensure that English learners get the resources they need while still learning English. This also benefits these students by providing them with the stability they need if they move between schools or districts.
LEAs must monitor the progress of all ELs in achieving English language proficiency (ELP) and in acquiring content knowledge. • LEAs should establish rigorous monitoring systems that include benchmarks for expected growth and take appropriate steps to assist students who are not adequately progressing towards those goals. • SEAs must monitor LEAs to ensure that they are providing ELs meaningful access to grade level core content instruction
ESSA requires states to measure school districts’ progress in these areas and to provide assistance and support to those school districts with ineffective language instruction educational programs.
c. What are the guidelines for ELL students with disabilities?
ESSA requires reporting on English learners with disabilities, as well as reporting on the percentage of students who are long-term English learners, as measured by students who have maintained the classification for five or more years. This includes alternate assessments for ELLs with disabilities.
d. What ELL assessment(s) are used in your locality/school system/state?
WIDA ACCESS for ELLs® assessment. A home language registration form (HLRF) is completed for all students. If a language other than English is indicated on the HLRF, students are given an English language proficiency assessment. Results of the proficiency assessment are used to determine the student's eligibility to receive instructional support from the ESL program. Students are placed in the appropriate instructional program based on their academic and language