When it comes to requirements for English Learners (ELs) in ESSA (Every Student Succeeds Act), one of the biggest shifts in responsibility is the move of accountability for ELs progress toward English proficiency from Title III to Title I. Under ESSA (as compared to NCLB) it is more clearly noted that Title I funds can be used for programs to help ELs attain English proficiency. In addition to the accountability
measures, the following two requirements have also been moved to Title I (and must be implemented for ELs in programs funded by either or both Title I and Title III):
The requirement to notify parents of the identification and placement of a student in an EL program, and
Scheduling regular meetings for parents of ELs to receive feedback and recommendations.
And finally, school improvement under ESSA (called either Comprehensive or Targeted Support and Improvement) requires that improvement plans include interventions for ELs if they are wholly or partly the reason for the school being identified for “Support and Improvement”.
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