Understanding and Supporting the Educational Needs of Recently Arrived Immigrant English Learner Students
The foreign-born population in the United States is larger than it has ever been with over 40 million immigrants living in the country. U.S.
Handbook for Developing and Monitoring the English Language Proficiency Indicator and English Learner Progress
The purpose of this Handbook is to guide state education agencies in developing an English Language Proficiency (ELP) Indicator and how to monitor English Learners’ (EL) progress.
The Collaborative Meeting dates for membership year 2017-2018 and membership year 2018-2019.
The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort to fulfill the charge issued by the states to create the next generation of K–12 standards i
The Every Student Succeeds Act (ESSA) proposes changes in how states include the nation’s growing population of English Learners (ELs) into the accountability system.
The Council of Chief State School Officers (CCSSO) established an English Language Learner Assessment Advisory Task Force in 2012 to address opportunities and challenges for English learners (ELs) presented by new college- and career-ready standards and assessments.This Advisory Task
Determining Who is an English Learner: Quick Guide to the Common Definition of English Learner Guidance
English Learners (ELs)—language-minority students whose English proficiency affects their ability to meaningfully participate and succeed in school—are expected to reach 25% of the total U.S. K-12 public school population by the year 2025.
Since the passage of the Every Student Succeeds Act (ESSA)1 in 2015, state teams have
been preparing their state plans aligned with ESSA for submission in April or September
2017 to the U.S. Department of Education. Because ESSA lands much of the decisionmaking
The Council of Chief State School Officers (CCSSO) has utilized the services of WestEd and the Understanding Language Initiative at Stanford University to develop a new set of English Language Proficiency (ELP) Standards.
Many states have begun the process of developing or adapting English Language Profi ciency
(ELP) standards to align with the Common Core State Standards (CCSS) and the forthcoming Next
Generation Science Standards (NGSS). This need stems not only from a desire to ensure that all