U.S. Department of Education guidance on standards, English language learners, enhancing education through technology, reading, and students with disabilities. See also Editor's Picks on the U.S. Department of Education Web site.
English Language Learners
· Assessment and Accountability for Recently Arrived and Former Limited English Proficient (LEP) Students
The guidance for testing recently arrived limited English proficient (LEP) students. The new guidance does not create new policy; instead, the document is intended to summarize the flexibility offered in Title I regulations finalized in September 2006. [Date: May 2007| Format: Word]· Biennial Report to Congress on the Implementation of Title III, Part A of the ESEA
These data provide information on the number of LEP students served by Title III, the number of Title III subgrants to States, and LEP student performance in meeting State Title III annual measurable achievement objectives. The report also includes information regarding the implementation of Title III requirements in States and Title III-funded local educational agencies. Department of Education [Date: March 15, 2005| PDF and HTML]Includes state profiles for 2005
· Delaware [Format: PDF | 9 pages]
· District of Columbia [Format: PDF | 10 pages]
· Maryland [Format: PDF | 10 pages]
· New Jersey [Format: PDF | 8 pages]
· Pennsylvania [Format: PDF | 8 pages]· Preliminarily Guidance, TITLE III, Part A, STATE FORMULA GRANT PROGRAM
The guidance explains how SEAs and LEAs apply for funds and begin to implement the Title III State Formula Grant Program. [Date: March 26, 2002 | Format: HTML | See sections A1-A3]
Literacy/Reading
· Final Guidance for the Reading First Program
Describes purpose of Reading First program, the NCLB legislation which authorizes it, and the components of an effective reading program. [Date: April 2002 | Format: PDF | Pages 55, see sections A1-B6]
Standards
· Standards and Assessments Peer Review Guidance
Information and Examples for states for establishing academic standards and assessments as required by NCLB. [Date: April 28, 2004 | Format: PDF | Pages: 66]
Students with Disabilities
· Non-Regulatory Guidance, Modified Achievement Standards
Under the new regulations released today, states may develop modified academic achievement standards based on grade-level content, and alternate assessments based on those standards, for students with disabilities who are capable of achieving high standards but may not reach grade level in the same timeframe as their peers. States may count proficient and advanced test scores on these alternate assessments for up to 2.0 percent of all students assessed when calculating adequate yearly progress (AYP) under NCLB. These regulations build on the flexibility provided for students with the most significant cognitive disabilities, which allows states to count up to 1.0 percent of proficient and advanced assessment scores based on alternate achievement standards toward AYP calculation. [Date: April 2007 | Format: Word | Pages: 51]· Non-Regulatory Guidance, Alternate Achievement Standards for Students with the Most Significant Cognitive Disabilities
Addresses only the implementation of the December 9, 2003 regulation on alternate achievement standards for students with the most significant cognitive disabilities. It does not address the recently proposed "2 percent" policy or the issue of "modified" achievement standards. [Date: August 2005 | Format: Word | Pages: 40]
Technology
· Announcement: U.S. Department Of Education Releases National Education Technology Plan
Contains links to National Education Technology Plan Website and previous education technology plans. [Date: January 7, 2005 | Format: HTML ]