Providing access and opportunity for English learners

Part four of our series providing an overview of the  Office of Superintendent of Public Instruction's ESSA work groups covers English Learners, outlining what the WEA believes this group should strive to achieve, and offering ways that you can get involved to ensure your voice is a part of this process.

OSPI is in the process of making key decisions about how the state will implement the new federal public education law – the Every Student Succeeds Act. There is no guarantee that ESSA will be better than the previous law, No Child Left Behind, it depends on how OSPI seeks and considers public input. So far, the agency has mostly included policy makers and administrators in the process. It is vital that educators with real classroom and school experience help drive the ESSA implementation in Washington so that it is a positive change for students everywhere. Read the previous series installments here, covering Student Assessment Systems, Effective Educators and Accountability Systems.

Work group: Accountability Systems

Key questions this work group is to address

• Identify effective systems of support for English learners to ensure they are able to attain English proficiency and meet the same challenging academic standards that all students are expected to meet.
• Recommend what the state 5 percent set-aside could be used to support:
  • Providing effective teacher and principal preparation and professional development related to the education of English learners which may include:
  • Assisting teachers, principals, and other educators in meeting state and local certification requirements for teaching English learners.
  • Improving teaching skills in meeting the diverse needs of English learners, including how to implement effective programs.
  • Providing effective professional development activities and other effective activities related to the education of English learners, including identifying curricula for teaching English learners.
  • Assistance with identifying and implementing effective instructional programs (including dual language models) for teaching English learners.
  • Review and align state and federal definitions of English learner student.
• Work with other workgroups so that they are informed of the federal requirements and state laws that impact English learners.

The WEA perspective

WEA believes all students should have access and the opportunity to learn in our schools. Students who are learning English need the proper supports to ensure they can be fully involved participants within their schools, regardless of whether they are in large districts or small, urban areas or rural. Like all students, English learners should have access to a well-rounded education, high-quality curricula and instruction, and if needed, access to community support services that ensure they are ready-to-learn at school.

WEA supports clearly defined standards for teaching English learners, backed up by additional and better training for the educators who teach them. 

OSPI needs to address specific plans to ensure that English learners have reasonable access or accommodation for taking state-required standardized tests.

3 ways you can get involved

The number of educators on the OSPI work groups is very limited, so it is important that WEA members do all they can to be heard through public comment opportunities. Here's how you can help:

• Attend one of the regional forums being held by OSPI and wear red so you stand out as an advocate for public education.
• Submit comments via the state's feedback form.
• Share a copy of this English Learners work group paper with fellow members and allies.