Frequently Asked Questions
What is the purpose of the project?
This project is a five-year collaborative project between researchers and seven state education agencies examining (1) methods that effectively measure English learner progress toward English language proficiency (ELP), (2) the relationship between English learner progress and the quality of programs/services provided to support English learners and (3) uses of ELP assessment data and ELP Indicator to inform school improvement efforts. The project is funded through an award from the U.S. Department of Education’s Competitive Grants for State Assessments (CGSA) program. Additional information on this grant project may be found here. Seven state education agencies are participating in this project: Arizona, Arkansas, Michigan, Mississippi (lead state), Ohio, Washington and Wisconsin.
How does the project benefit students, educators, districts and states?
Students: English learners represent 10% of the total K–12 student population in public schools. Policymakers and educators need reliable tools and processes to assess the quality and effectiveness of programs that schools use to support English learners. Findings from the study will help schools plan and implement more effective programs to improve student outcomes.
Educators and School Administrators: Educator perceptions of the implementation and effectiveness of programs, policies and practices in place for English learners are critical for the project team to study. The findings help schools understand how to better support English learners. Both general findings as well as findings from similar-sized schools and learning environments help educators inform school improvement plans and/or validate effective practices.
Districts: The project findings and resources help districts understand how to better support English learners and provide resources to schools that can be used to examine the quality of implemented programs and services offered to this population. Districts have access to findings associated with what works for English learners (e.g., reports and best practices guide from the results of this study) as well as the full Toolkit for Examining English Learner Supports and Guide for Examining Implemented Policies, Programs and Services for English Learners.
States: States participating in this project are receiving state-specific reports on findings in addition to in-depth support and technical assistance that better prepare them for improving outcomes for their English learners. All the resources produced by the project are available for use by all states, districts and schools.
What is the Toolkit for Examining English Learner Supports?
The Toolkit for Examining English Learner Supportsprovides research-informed questionnaires, protocols and templates for use by states, districts and schools as they delve into understanding the quality and effectiveness of their policies, programs and practices to support English learners (ELs). The resources provide educators multiple tools and ways to gain insights into diverse perspectives in their communities related to the effectiveness of EL policies, programs and practices. In addition, educators engaged in using the Toolkit deepen their observational lenses for more effective EL classroom practices. Tools can be used individually or in combination to reveal implementation effectiveness of policies, programs and practices.
What is included in the Toolkit for Examining English Learner Supports?
The toolkit includes:
–An Overview — The overview document provides information about the purpose of the Toolkit, how it was developed, a brief description of each tool, and multiple ways each system (state, district, school) can use it.
-The Tools and Training Resources — For each tool there are an introduction describing its purpose and how to use the tool as well as ways to summarize the information. Where possible, a brief example describing its use in a state, district or school is included.
How can my district or school use the Toolkit for Examining English Learner Supports?
Tools can be used individually or in combination to reveal implementation effectiveness of policies, programs and practices. They can also help identify gaps between local policy, programs and practices and the existing research on English learners. Some possible uses for the Toolkit include:
-Study ways in which policies, programs and practices impact the English language proficiency (ELP) indicators and academic attainment.
-Identify high-performing schools using the ELP indicator with linked survey responses and then describe their policies, programs and practices.
-Identify and characterize promising policies, programs and practices.
-Recommend practices, programs and policies that need to be examined further and/or more deeply for impact.
What tools are included in the Toolkit?
Several tools and instruments informed by a literature review are designed to collect data related to effective policies, programs and practices for English learners. These instruments provide a comprehensive picture of the experiences of students, parents and educators in schools.
Available instruments include:
- Questionnaires – Designed for school principals, English as a second language and English language development specialists and teachers.
- Interview Protocols – For administrators, including principals, assistant principals and counselors.
- Focus Group Protocols – For teachers, parents, middle school students and high school students.
- Classroom Observation Protocol – Assesses the implementation of high-quality instructional practices for ELs.
Is the toolkit free to use?
Yes, the Toolkit is free to use.
Can I modify the tools?
Users can modify the tools with a citation, “Council of Chief State School Officers. (2024). Toolkit for Examining English Learner Supports.
How can I learn more?
Users can learn more from the Resources icon on the project website.
What kinds of questions are asked in the questionnaires? What are the topics?
The survey questionnaires ask various questions to collect information on a range of topics relating to the English learners’ learning environments. Respondents may be asked to indicate their level of agreement or confidence with statements that address the topics below at the school, district and state levels.
Questions address the following topics:
- English learner program models.
- Programming for special English learner populations (recently arrived English learners, English learners with disabilities, English learners with limited or interrupted formal education, long-term English learners).
- Perceived effectiveness of English learner programs.
- Supports for implementing English learner programs.
- Barriers to implementing English learner programs.
- English learners’ access to full curriculum (opportunity to learn).
- Professional learning opportunities for school staff.
- Access to and use of assessment data.
- Knowledge of English learner policies.
- Perceptions of and attitudes toward English learners.
- Engagement with families.
What interview protocols are included in the Toolkit?
Interview protocols for administrators and lead EL teachers are included.
What focus group protocols are included in the Toolkit?
Focus group protocols for teachers, parents and middle school and high school English learner students are included.
What is the classroom observation protocol in the Toolkit?
The Classroom Observation Protocol was designed based on research on high-quality instructional practices for English learners. This protocol has the observer focused on students’ engagement in the classroom and is designed to help educators understand how students are experiencing classroom instruction. The protocol provides administrators and teachers specific student practices to look for.
What are other resources developed for local educators?
A guidance document, Guide for Examining Implemented Policies, Programs and Practiced for English Learners, is available for educators at the district and school levels. The Guide outlines how to use the Toolkit for Examining English Learner Supports. It includes descriptions of the Toolkit, detailed instructions, best practices, examples and open-source videos to aid districts or schools in designing or improving their instructional programs for English learners.
Is the Guide free to use?
Yes, the Guide is free to use.
What is the purpose of the growth model research from this project?
The research from this project can support states in monitoring the progress of their English learners, better understanding and utilizing growth (or progress) model results, better understanding program implementation and identifying the relationships between progress model results and program implementation.
What are some examples of concerns that this project is looking to address?
States were interested in learning whether their existing accountability systems could accurately be used to make claims about school contributions to student progress. For example, some states were concerned that the existing system worked well for younger grade levels, but not high school-aged students. States wanted to explore how to set specific targets for schools that are assessment-results based.
What are key study findings from this project?
- Nonlinear approaches most accurately capture ELs’ actual language-learning trajectories and schools’ contributions to ELP progress.
- Growth models can provide robust estimates of students’ individual ELP progress and cohort performance.
- The criterion growth model can support statewide EL program evaluation.
Do patterns of student progress vary across different ELP assessments used by states?
Based on the research findings, progress for English learner students looks similar irrespective of which assessment states use to assess proficiency.
Are there other key takeaways from this research?
Please access the two EL Growth Model technical reports and the brief under the Resources icon on the project website.
How can analyzing EL growth models support EL program implementation in schools?
Based on the research findings, the variability among schools in contributing to the progress of their EL students is significant. This has important implications for accountability; if no differences existed in school contributions, states would not be able to differentiate which schools are performing well.
Through the analysis of various EL growth models, the research team has been developing additional models that are more sensitive to program effects than standard accountability models.
How might states utilize growth model results?
States might utilize growth model results to better understand program implementation at the school level.
In some instances, aspects of growth models can also be incorporated into existing state accountability models. It is important to ensure that schools are getting credit for the work they do to support EL growth, at all ages and levels.
What information was shared with participating states?
Participating states received information on EL student progress within their state, potential improvements to existing accountability models for capturing this progress and school contributions, and recommendations for additional models.
For questions about this project, please email communications@ccsso.org.
The contents of this webpage were developed under a grant from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government.