STATE PLAN REQUIREMENTS: CONSULTATION,
PERFORMANCE MANAGEMENT, AND
ACADEMIC ASSESSMENTS
JANUARY 18, 2017
OBJECTIVES
Explain how SEAs should utilize the consolidated State plan
guidance.
Review the consultation, performance management, and
assessments portions of the consolidated State plan template
and guidance.
Share resources, best practices, and TA to support States with
completing the consultation, performance management, and
assessments portions of the consolidated State plan template
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AGENDA
Overview of Consolidated State Plan Webinar Series
Consolidated State Plan Guidance
State Plan Consultation Requirements & Resources
State Plan Performance Management Requirements &
Resources
State Plan Academic Assessment Requirements &
Resources
sources
Consolidated State Plan Technical Assistance
Q & A
3
4
Overview of Consolidated
State Plan Webinar Series
CONSOLIDATED STATE PLAN WEBINAR SERIES
5
January 11, 2017
Assessment Regulations: Title I, Parts A and B
January 18, 2017
Consultation, Performance Management, and Assessment Requirements
January 25, 2017
Supporting Excellent Educators and All Students
February 1, 2017
Accountability Systems: Long-term Goals and Indicators
February 8, 2017
Accountability Systems: Annual Meaningful Differentiation and School Identification
February 15, 2017
School Improvement and Support
March 1, 2017
Program-Specific Requirements
March 8, 2017
State Plan Submission
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Consolidated State Plan
Guidance
CONSOLIDATED STATE PLAN GUIDANCE
The guidance should be used by each SEA as it develops its State plan and will also be
used by peer review teams when they evaluate each consolidated State plan during the
State plan review process.
There are two key components:
1. REQUIRED ELEMENTS. Questions in bold text in the guidance represent
required elements that an SEA must address in its consolidated State plan
template. In order to fully address the statutory and regulatory requirements,
an SEA must respond to all bold questions.
2. CONSIDERATIONS. Questions that are in italicized text in the guidance reflect
guiding questions that the Department encourages peers to consider when
evaluating the quality and sufficiency of the SEA’s plan. The questions for
consideration should be used by an SEA as a resource to improve the quality of
their responses in the consolidated State plan template.
HOW TO USE THE DOCUMENT
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CONSOLIDATED STATE PLAN GUIDANCE
Use for SEAs:
Each SEA should use the guidance when developing responses to each of
the requirements in the consolidated State plan template.
Each SEA must address each question in the guidance in bold to fully
address all applicable statutory and regulatory requirements.
An SEA should use the bold questions in this guidance as a checklist to
ensure it has provided all required information.
An SEA should use the questions in italicized text to improve the quality of
its responses in the consolidated State plan template.
HOW TO USE THE DOCUMENT (CONT.)
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STRUCTURE OF THIS PRESENTATION
3.A: Advanced Mathematics Coursework
EXAMPLE
Does the State: 1) administer end-of-course mathematics assessments to high
school students in order to meet the requirements under section
1111(b)(2)(B)(v)(I)(bb) of the ESEA; and 2) use the exception for students in
eighth grade to take such assessments under section 1111(b)(2)(C) of the ESEA?
Yes. If yes, describe the SEA’s strategies to provide all students in the State the
opportunity to be prepared for and to take advanced mathematics coursework in
middle school consistent with section 1111(b)(2)(C) and 34 C.F.R. § 200.5(b)(4).
No
An SEA should:
Provide data or other evidence to support the rationale of its described strategies.
Include strategies that are likely to provide all students in the State the opportunity to
be prepared for and to take advanced mathematics coursework in middle school.
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TEMPLATE
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Consultation
§ 299.13 (b) and 299.15(a) Consolidated State Plan Template &
Guidance
CONSULTATION
The Governor or appropriate
officials from the Governor’s
office;
Members of the State legislature;
Members of the State board of
education, if applicable;
LEAs, including LEAs in rural areas;
Representatives of Indian tribes
located in the State;
Teachers, principals, other school
leaders, paraprofessionals,
specialized instructional support
personnel, and organizations
representing such individuals;
Charter school leaders, if
applicable;
Parents and families;
Community-based organizations;
Civil rights organizations, including
those representing students with
disabilities, English learners, and
other historically underserved
students;
Institutions of higher education
(IHEs);
Employers;
Representatives of private school
students;
Early childhood educators and
leaders; and
The public.
REQUIRED STAKEHOLDERS §§299.13 (b) AND 299.15(a)
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CONSULTATION
In developing its consolidated State plan, or revising or amending that plan, an
SEA must engage in timely and meaningful consultation with stakeholders. This
must include:
2.1.A: Public Notice
Provide evidence that the SEA met the public notice requirements, under
§299.13(b), relating to the SEA’s processes and procedures for developing
and adopting its consolidated State plan.
PUBLIC NOTICE
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CONSULTATION
Each SEA must meet the requirements in 34 C.F.R. §
200.21(b)(1)-(3) to provide information:
– In an understandable and uniform format;
– To the extent practicable, written in a language that parents can
understand or, if it is not practicable to provide written translations
to a parent with limited English proficiency, be orally translated for
such parent; and
– Upon request by a parent who is an individual with a disability as
defined by the Americans with Disabilities Act, 42 U.S.C. 12102,
provided in an alternative format accessible to that parent.
PUBLIC NOTICE REQUIREMENTS
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CONSULTATION
2.1.B.i: Outreach and Input
For each of the components of the consolidated State plan, describe how the
SEA conducted outreach to and solicited input from the required stakeholders:
During the design and development of the SEA’s plans to implement the
programs that the SEA has indicated it will include in its consolidated State
plan; and
Following the completion of its initial consolidated State plan by making
the plan available for public comment for a period of not less than 30
days prior to submitting the consolidated State plan to the Department for
review and approval.
OUTREACH AND INPUT
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CONSULTATION
2.1.B.i: Outreach and Input
The description must include:
How the SEA conducted outreach to, and solicited input from each of
the required stakeholders.
How the SEA conducted outreach to, and solicited from, a
geographically diverse set of stakeholders.
An SEA’s description, which may include evidence, must also:
Indicate the timeframe during which the SEA made its consolidated
State plan available for public comment that demonstrates that it was
available for public comment for a period of not less than 30 days prior
to submitting it to the Secretary for initial review and approval
OUTREACH AND INPUT
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GUIDANCE
CONSULTATION
2.1.B.i: Outreach and Input
An SEA should:
Describe strategies that would ensure meetings or hearings are accessible (e.g.,
hold meetings or hearings at varying times of day and in varying locations across
the State, provide accommodations and supports to those who need them, and
offer child care so that families could attend).
Describe how its process was transparent, including allowing stakeholders the
opportunity to engage at different times and levels of policy development.
Target the outreach so that it is responsive to the specific needs of the State.
Describe how it solicited input from a wide range of educators, both teachers and
principals, at all levels of experience.
Schedule meetings and other opportunities for input in such a way that practicing
teachers have opportunities to participate.
Describe how it consulted with stakeholders who have expertise specific to each of
the components of the consolidated State plan and to educators with disabilities
and English Learners.
OUTREACH AND INPUT
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GUIDANCE
CONSULTATION
2.1.B.ii: Outreach and Input
For each component of the consolidated State plan, describe how the SEA
took into account the input obtained through consultation and public comment.
The response must include both :
How the SEA addressed the concerns and issues raised through consultation
and public comment and
Any changes the SEA made as a result of consultation and public comment
for all components of the consolidated State plan.
An SEA should:
Provide a sufficient description of how it addressed each of the issues and
concerns raised through consultation.
OUTREACH AND INPUT
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GUIDANCE
CONSULTATION
2.1.C: Governor’s Consultation
Describe how the SEA consulted in a timely and meaningful manner with the Governor
consistent with section 8540 of the ESEA, including whether officials from the SEA and the
Governor’s office met during the development of this plan and prior to the submission of this
plan.
Date SEA provided plan to the Governor
Check one:
☐The Governor signed this consolidated State plan.
☐ The Governor did not sign this consolidated State plan.
An SEA should:
Include processes and procedures that are likely to lead to timely and meaningful
consultation with the Governor or appropriate officials from the Governor’s office.
GOVERNOR’S CONSULTATION
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GUIDANCE
CONSULTATION VS. ENGAGEMENT
Stakeholder consultation does not begin until the SEA has received
final requirements for the State plan.
The final State Plan regulations were published in the Federal
Register on November 29, 2016. Therefore, the earliest date
for timely and meaningful consultation on a State plan that
responds to the final regulations is November 29, 2016.
An SEA may also describe its ESSA engagement and other
consultation activities prior to November 29, 2016. However,
an SEA must ensure that timely and meaningful consultation
occurred on the final requirements.
Engagement Strategies and Best Practices can be utilized by
SEAs to support consultation activities on State Plans.
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Consultation Resources
ESSA STAKEHOLDER ENGAGEMENT
ED recommends and encourages States and districts to:
Design processes that allow stakeholders the opportunity to
provide meaningful feedback throughout the development of
plans and policies related to ESSA implementation as well as
throughout the implementation of the law.
Develop and support high-quality systems of engagement and
remove systemic barriers that could prevent meaningful and
broad engagement.
Provide multiple and ongoing opportunities for engagement
from policy development through implementation.
Develop a communications plan that identifies who needs to be
informed, at what stages, and how they are best reached.
Resource Link: http://www2.ed.gov/policy/elsec/guid/secletter/160622.html
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DEAR COLLEAGUE LETTER
REFORM SUPPORT NETWORK
The Reform Support Network has developed strategic communications
resources to support States with successfully implementing and sustaining
reforms through effective communications and engagement with multiple
stakeholders.
Examples of tools that SEAs can find on the Reform Support Network
website include:
– Communications and Engagement Assessment Rubric
– From "Inform" to "Inspire": A Framework for Communications and
Engagement
– Engaging Educators: A Reform Support Network Guide for States and Districts
– Social Media Resources
Resource Link: https://rtt.grads360.org/#communities/sce/strategic-
communications
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STRATEGIC COMMUNICATION RESOURCES
This resource provides strategies, tools, examples and resources to help
States engage with stakeholders to develop and implement their ESSA
Plans.
CCSSO recommends to start off by clarifying your outreach goals and
working with partner organizations to identify and engage
stakeholders.
CCSSO offers engagement best practices such as identifying
ambassadors, using multiple communication vehicles, asking for input
before decisions are made, keeping materials brief and simple, and
communicating early and often.
Resource Link: http://www.ccsso.org/Documents/2016/ESSA/CCSSO
Stakeholder Engagement Guide FINAL.pdf
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COUNCIL OF CHIEF STATE SCHOOL OFFICERS (CCSSO)
ESSA STAKEHOLDER ENGAGEMENT GUIDE
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Performance Management §299.15(b)
Consolidated State Plan Template &
Guidance
PERFORMANCE MANAGEMENT
2.2.A: Review and Approval of LEA Plans
Describe the SEA’s process for supporting the development, review, and
approval of LEA plans in accordance with statutory and regulatory
requirements.
The description should include a discussion of how the SEA will
determine if LEA activities align with:
1) The specific needs of the LEA, and
2) The SEA’s consolidated State plan.
REVIEW AND APPROVAL OF LEA PLANS § 299.15(b)(1))
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PERFORMANCE MANAGEMENT
2.2.A: Review and Approval of LEA Plans
An SEA should describe (cont.):
Collecting and using data and information to assess the proposed
activities in the LEA plan.
A reasonable timeline by which the SEA will provide LEAs with
resources for plan development, review LEA plans, and approve or
deny LEA plans
Differentiating review based on statutory and regulatory requirements
and unique LEA needs.
Determining compliance with the tribal consultation requirements, as
applicable.
REVIEW AND APPROVAL OF LEA PLANS § 299.15(b)(1))
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GUIDANCE
PERFORMANCE MANAGMENT
2.2.B: Monitoring
Describe the SEA’s plan to monitor SEA and LEA implementation of the included
programs to ensure compliance with statutory and regulatory requirements.
This description must include how the SEA will collect and use data and information
which may include input from stakeholders and data collected and reported on State
and LEA report cards (under section 1111(h) of the ESEA and 34 CFR §§ 200.30-
200.37), to assess the quality of SEA and LEA implementation of strategies and
progress toward meeting the desired program outcomes.
MONITORING § 299.15(b)(2)(ii))
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PERFORMANCE MANAGEMENT
2.2.B: Monitoring
An SEA should describe:
The data it will use to monitor including whether it will use input from
stakeholders and data collected and reported on State and LEA report
cards.
A plan that:
Is likely to support effective and meaningful implementation of LEA
plans
Includes a timeline for monitoring that is ambitious, practicable, and
actionable.
Is responsive to the context of the State (e.g. academic calendar
year, number of LEAs, and geography of the State).
Is differentiated based on the LEA-specific factors (e.g.
performance, history of non-compliance etc.)
MONITORING § 299.15(b)(2)(ii))
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GUIDANCE
PERFORMANCE MANAGEMENT
2.2.C: Continuous Improvement
CONTINUOUS IMPROVEMENT § 299.15(b)(2)(iii))
Describe the SEA’s plan to continuously improve SEA and LEA plans and
implementation.
This description must include how the SEA will collect and use data and
information which may include input from stakeholders and data
collected and reported on State and LEA report cards (under section
1111(h) of the ESEA and 34 CFR §§ 200.30-200.37), to assess the
quality of SEA and LEA implementation of strategies and progress
toward meeting the desired program outcomes.
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PERFORMANCE MANAGEMENT
2.2.C: Continuous Improvement
An SEA should describe:
The data it will use to continuously review, evaluate and improve both
the SEA and LEA plans and implementation of those plans.
Strategies that draw from best practices for promoting continuous
improvement such as:
Feedback loops
Collection of information about implementation and steps to
implement necessary changes
Methods of analysis to examine effectiveness and reflect on
outcomes
Identification of challenges and potential solutions
A timeline for continuous improvement at the SEA and LEA levels.
CONTINUOUS IMPROVEMENT § 299.15(b)(2)(iii))
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PERFORMANCE MANAGEMENT
2.2.C: Continuous Improvement
An SEA should describe (cont.):
Differentiated continuous improvement strategies and timelines based on
statutory and regulatory requirements and the unique needs of LEAs in
differing circumstances.
The SEA’s plan to continuously engage stakeholders to solicit feedback to
improve implementation.
How the SEA will evaluate the consolidated State plan’s effectiveness on an
ongoing basis.
CONTINUOUS IMPROVEMENT § 299.15(b)(2)(iii))
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PERFORMANCE MANAGEMENT
2.2.D: Differentiated Technical Assistance
Describe the SEA’s plan to provide differentiated technical
assistance to LEAs and schools to support effective
implementation of SEA, LEA, and other subgrantee strategies.
DIFFERENTIATED TECHNICAL ASSISTANCE § 299.15(b)(3)
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PERFORMANCE MANAGEMENT
2.2.D: Differentiated Technical Assistance
An SEA should describe:
How it supports effective and meaningful implementation of LEA plans.
How it identifies differences among LEA and schools to inform a
differentiated approach to TA and support based on needs.
A description of how it will specify the supports or range of supports
that will be provided or are available based on the needs and context
of the LEAs.
A timeline for providing TA that is timely, meets the needs of LEAs and
schools, and is likely to result in improved academic performance.
How it will differentiate TA strategies and timelines based on several
circumstances (e.g. unique needs of LEAs.)
How it will provide assistance to LEAs and individual elementary
schools choosing to use funds under this part to support early
childhood programs.
DIFFERENTIATED TECHNICAL ASSISTANCE § 299.15(b)(3)
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Performance Management
Resources
REFORM SUPPORT NETWORK
The Reform Support Network website contains resources for State leaders focused on
building internal expertise, performance management systems, and community support to
sustain State and local reforms. The resources include:
Sustainability Rubric
What is it? The Sustainability Rubric is a tool for education agencies to assess the
sustainability of a specific priority reform—a body of work that an education
agency is undertaking in order to achieve priority goals for student outcomes. The
rubric covers 19 elements of sustainability and what characterizes “inadequate” to
“exemplary” for each element.
How can I use it? The rubric should be used in conjunction with the Sustainability Self-
Assessment Workbook (see next slide).The rubric is most valuable when applied by a
team composed of education agency team members who have leadership roles for
either the specific priority reform(s) and/or the areas of focus that the agency has
identified in the sustainability rubric. This tool could also be used at the higher echelons
of an education agency to assess the agency’s overall readiness to sustain priority
reforms, or within specific offices or content teams within the education agency.
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STATE EDUCATION AGENCY CAPACITY BUILDING AND SUSTAINABILITY
REFORM, SUPPORT NETWORK
Sustainability Self-Assessment Workbook
What is it? The Sustainability Self-Assessment Workbook is designed to support the use
of the Sustainability Rubric (above). It outlines five exercises that will help you conduct
an initial self-assessment of the sustainability of your reforms.
How can I use it? The Self-Assessment Workbook should be used alongside the
Sustainability Rubric. It can help your team assess the sustainability of a specific
priority reform and develop a plan to address specific areas to strengthen.
Integrated Messaging Tools
What is it? These are supplemental resources for your sustainability planning work to
help you develop strong messaging to support your implementation of priority
reforms.
How can I use it? These resources will help you develop clear, consistent messaging
around your priority reforms. First, read through the Integrated Messaging and
Communications PowerPoint, the From “Inform” to “Inspire”: A Framework for
Communications and Engagement and the Integrated Messaging Handout.
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STATE EDUCATION AGENCY CAPACITY BUILDING AND SUSTAINABILITY
REFORM SUPPORT NETWORK
Capacity Building Tools
What is it? These tools are supplemental resources for your sustainability planning work.
The Capacity Building PowerPoint, provides an overview of what effective capacity building
looks like, and steps for shifting system-wide practice at the SEA toward a focus on
development. The Capacity Building Template walks through the stages of building capacity:
desired change, formal learning, practicing and reflecting.
How can I use it? Read through the PowerPoint presentation to familiarize yourself with the
framework. Identify a specific person or group whose capacity must be enhanced in order for
your priority reforms to succeed. Use the template to identify the desired change you seek
and opportunities for formal learning, practice and reflection to accomplish that change.
Additional Reform Support Network Articles and Resources
Performance Management: Setting Outcomes to Improve Student Achievement
Performance Management: Aligning Resources to Reform
Performance Management: Collecting and Using Data to Measure Progress, Improve
Results
Performance Ensuring Accountability for Results
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STATE EDUCATION AGENCY CAPACITY BUILDING AND SUSTAINABILITY
REFORM SUPPORT NETWORK
The School Turnaround Performance Management
Framework can help States navigate the changes ahead and
sustain their work. The Framework has four variables:
• Clarity of Outcomes and Theory of Action
• Alignment of Resources
• Collection and Use of Data
• Accountability for Results
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SCHOOL TURNAROUND PERFORMANCE MANAGEMENT FRAMEWORK
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Academic Assessments §299.16
Consolidated State Plan Template &
Guidance
ACADEMIC ASSESSMENTS
3.A: Advanced Mathematics Coursework
ADVANCED MATHEMATICS COURSEWORK
Does the State: 1) administer end-of-course mathematics assessments to high
school students in order to meet the requirements under section
1111(b)(2)(B)(v)(I)(bb) of the ESEA; and 2) use the exception for students in
eighth grade to take such assessments under section 1111(b)(2)(C) of the ESEA?
Yes. If yes, describe the SEA’s strategies to provide all students in the State the
opportunity to be prepared for and to take advanced mathematics coursework in
middle school consistent with section 1111(b)(2)(C) and 34 C.F.R. § 200.5(b)(4).
No
An SEA should:
Provide data or other evidence to support the rationale of its described strategies.
Include strategies that are likely to provide all students in the State the opportunity to
be prepared for and to take advanced mathematics coursework in middle school.
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ACADEMIC ASSESSMENTS
Applicability
This flexibility is available IF:
A State administers an end-of-course test to high school students to meet the
assessment requirements under Title I, Part A;
Eighth grade students are taking the course related to the specific end-of-
course test the State uses to meet the assessment requirements under Title I,
Part A for high school students, take the end-of-course test, and the results
are used for accountability purposes; and
The eighth grade student takes a more advanced State-administered end-of-
course assessment or nationally recognized high school assessment for high
school accountability.
ADVANCED MATHEMATICS COURSEWORK § 200.5(b)
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ACADEMIC ASSESSMENTS
3.B.i: Definition
Provide the SEA’s definition for “languages other than English
that are present to a significant extent in the participating
student population,” consistent with 34 C.F.R. § 200.6(f)(4), and
Identify the specific languages that meet that definition.
LANGUAGES OTHER THAN ENGLISH
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ACADEMIC ASSESSMENTS
3.B.i: Definition
An SEA must:
In it’s definition, include at least the most populous language other than English
spoken by the State’s participating student population.
In determining which languages are present to a significant extent in the
participating student population, describe:
How it considered languages other than English that are spoken by distinct
populations of English learners, including English learners who are migratory,
English learners who were not born in the United States, and English learners
who are Native Americans.
How it considered languages other than English that are spoken by a
significant portion of the participating student population in one or more of
the State’s LEAs, as well as languages spoken by a significant portion of the
participating student population across grade levels.
LANGUAGES OTHER THAN ENGLISH
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ACADEMIC ASSESSMENTS
3.B.ii: Existing Assessments in Languages other than English
Identify any existing assessments in languages other than English, and specify
for which grades and content areas those assessments are available.
3.B.iii: Assessments not Available and Needed
Indicate the languages other than English identified in 3.B.i. for which yearly
student academic assessments are not available and are needed.
An SEA should:
Include the languages identified in 3.B.i.
LANGUAGES OTHER THAN ENGLISH
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ACADEMIC ASSESSMENTS
3.B.iv: Efforts to Develop Assessments
Describe how the SEA will make every effort to develop assessments, at a minimum, in
languages other than English that are present to a significant extent in the participating
student population by providing:
1. The State’s plan and timeline for developing such assessments, including a
description of how it met the requirements of 34 C.F.R. § 200.6(f)(4);
2. A description of the process the State used to gather meaningful input on
the need for assessments in languages other than English, collect and
respond to public comment, and consult with educators; parents and families
of English learners; students, as appropriate; and other stakeholders; and
Click here to enter text.
3. As applicable, an explanation of the reasons the State has not been able to
complete the development of such assessments despite making every effort.
LANGUAGES OTHER THAN ENGLISH
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ACADEMIC ASSESSMENTS
3.B.iv.a: Plan and Timeline to Develop Assessments
Provide the State’s plan and timeline for developing such assessments, including a
description of how it met the requirements of § 200.6(f)(4).
An SEA must:
Include a plan and timeline for developing such assessments.
An SEA should:
Describe how it plans to use assessment funds available under ESEA section 1201, or
other funds from included programs, to develop content assessments in languages other
than English.
Include a timeline for developing such assessments that is ambitious, practicable, and
actionable.
LANGUAGES OTHER THAN ENGLISH
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ACADEMIC ASSESSMENTS
3.B.iv.b: Consultation on the Need for Assessments
Provide a description of the process the State used to (1)gather meaningful input
on the need for assessments in languages other than English; (2) collect and
respond to public comment, and (3) consult with educators; parents and families
of English learners; students, as appropriate; and other stakeholders.
An SEA should include:
How the State ensured that its process to gather meaningful input was accessible
to an appropriate range of stakeholders.
How the State took into account the stakeholder input.
A described process that is likely result in timely and meaningful input.
LANGUAGES OTHER THAN ENGLISH
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ACADEMIC ASSESSMENTS
3.B.iv.c: Reasons Assessments Have Not Been Developed
As applicable, provide an explanation of the reasons the State has not been
able to complete the development of such assessments despite making every
effort.
An SEA should:
Describe the effort made to develop such assessments.
Describe the barriers it has faced to develop such assessments and its attempts
to overcome them.
Provide sufficient explanation as to why such assessments are not available.
LANGUAGES OTHER THAN ENGLISH
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Academic Assessments
Resources
ACADEMIC ASSESSMENTS RESOURCES
ED issue paper on the inclusion of English learners in academic assessments
This issue paper can be used by SEAs to gain background information on the statutory
provisions in ESSA related to the inclusion of English learners in academic assessments.
– Issue Paper #5a
https://www2.ed.gov/policy/elsec/leg/essa/session/issue-paper-5a-els-
inclusion-in-academic-assessments.pdf
IES Resources
IES has released research reports that can be used by SEAs to support the
development of native language assessments. For example:
– WWC Review of the Report “Accommodations for English Language Learner
Students: The Effect of Linguistic Modification of Math Test Item Sets”
https://ies.ed.gov/ncee/wwc/Docs/SingleStudyReviews/wwc_linguisticmod_06
1212.pdf
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Consolidated State Plan
Technical Assistance
CONSOLIDATED STATE PLAN TA
OSS Technical Assistance Resources:
– http://www2.ed.gov/about/offices/list/oese/oss/technicalassistance
State Support Network:
– The Network’s web site will be launching soon with more information
about technical assistance related to State plan development,
communities of practice, and peer to peer opportunities.
To receive a launch announcement, please sign up at:
tinyurl.com/StateSupportNetwork
Send questions and requests for individualized TA to your State contacts
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GENERAL RESOURCES
ED’s Every Student Succeeds Act (ESSA)website:
– https://www.ed.gov/essa
Call for Peer Reviewers:
– The U.S. Department of Education is seeking highly qualified individuals
to serve in a critical role as peer reviewers of State plans.
– Applications are due by January 27, 2017.
For more information, including a link to the application, visit:
https://www2.ed.gov/admins/lead/account/stateplan17/index.html
Questions about this request may be sent to:
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Questions?
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