1. ESL Program Area Updates
Linda Long
Pennsylvania Department of Education
Division of Curriculum
November 2013

2. Mission for the Education of ELLs
Provide for the maintenance and support of a thorough and efficient system of education which includes the provision of quality, culturally responsive, and equitable educational programs for English language learners and assurance of their appropriate participation in all aspects of the educational system.
Ensure that its programs will address the needs and rights of English language learners in all its initiatives throughout the entire process of planning and implementation.

3. Vision for the Education of ELLs
Promotes the recognition of English language learners and their parents as cultural and linguistic assets to the Commonwealth’s global initiatives.
Is committed to using its Standards Aligned System to ensure that English language learners receive core curriculum instruction and achieve high levels of academic success.

4. Contents ESL Program Requirements LEP Data ACCESS for ELLs Assessment
Instructional Delivery Models
Program Evaluation
LEP Data
November Precode
New for
ACCESS for ELLs Assessment
Roles & Responsibilities
Test Administrator Requirements for
Title III & Accountability
AMAO 3 Calculations for Data
ESL Professional Development
Technical Assistance

5. ESL Toolkit
dynamic, user-friendly, readily available, centralized, online repository of information and resources regarding mandated supports and programming for English language learners
legal references
model documents and forms
recommended strategies and tools
PDE guidance and communications
timetables and contact information
links to additional resources
Accessible on the ESL Portal at
August 2013: released
November 2013: Resources added to Assessment tab under Summative Assessments

6. ESL Program Requirements

7. Identification, Placement, & Exit of ELLs
Identified, placed, exited
LEP status updated in SIS
current ELL
monitor 1
monitor 2
no longer monitored
never an ELL
Parent notifications sent
LEP status reported to PIMS in October 1 District and School Enrollment Collection.
Students reported as current English language learners in the PIMS October District and School Enrollment Collection cannot exit the English language instructional program from October until June.

8. Planned Instruction

9. Language Instruction Educational Program (LIEP)
Every school district shall provide a program for each student whose dominant language is not English for the purpose of facilitating the student's achievement of English proficiency and the academic standards under § (relating to academic standards). Programs under this section shall include appropriate bilingual- bicultural or English as a second language (ESL ) instruction.
22 Pa. Code § 4.26

10. Basic Education Circular
Each LEA must have a written program plan that includes:
a detailed description of the instructional models implemented by the LEA,
the process for identification of ELLs,
the criteria for program exit, and
the monitoring process after exit from a language instructional program.
To access the BEC on the PDE website, click on the link:
_codes/7501/educating_students_with_limited_english_profic iency_(lep)_and_english_language_learners_(ell)/507356

11. Instructional Models
The Program model(s) that the LEA adopts for ELLs must be:
1)  based on an educational theory recognized as sound by some experts in the field or considered by experts as a legitimate experimental strategy;
2)  reasonably calculated, including provisions for resources and personnel, to implement the theory effectively; and
3)  evaluated and adjusted where needed to ensure language barriers are actually being overcome.
Castañeda v. Pickard, 648 F.2d 989 (1981)
Program administrators planning the instructional models should consider LEA demographics, and student characteristics.
Options for English language instructional programs are charted in the following:
Characteristics of Major Program Models for LEP Students (PDF)

12. NEW for
Bilingual/ESL Program models are reported in PIMS in the programs fact template.
Program codes are listed and described in PIMS Manual volume 2 appendix F.
Collaboration between ESL Program Coordinators and PIMS Coordinators is essential.

13. LIEP Defined
The term "program" refers to: (1) planned instruction by a qualified ESL /Bilingual teacher, (2) adaptations/modifications in the delivery of content instruction by all teachers based on the student’s language proficiency level and the Pennsylvania Language Proficiency Standards (PA ELPS) for ELLs as well as the Pennsylvania academic standards.
Educating Students With Limited English Proficiency (LEP) and English Language Learners (ELL)

14. Program Evaluation
Each LEA must periodically evaluate its language instructional program to ensure all components are aligned and working effectively to facilitate the acquisition of the English language and academic achievement defined by the PA academic standards.
22 Pa. Code § 4.52, Castañeda v. Pickard, 648 F.2d 989 (1981) and 20 U.S.C. § 6841
Data reported to LEAs from state level assessments of ELP and academic achievement (ACCESS for ELLs® and PSSA) must be used in program review and improvement.

15. Challenges for ELLs and their Educators
Improve the academic achievement of ELLs
Promote high levels of content and language learning
Hold all students to the same high standards
Need to learn content while becoming proficient (double the work)
Meet the academic standards
Graduate and be equipped for college and career

16. Opportunities for ELLs and their Educators
Re-envision the education of ELLs
Re-define language acquisition and proficiency to include academic literacy
Re-examine your program
Re-align curriculum, instruction, and assessments
Effective ESL Programs: Meeting the Challenges and Embracing the Opportunities (August 21, 2013 webinar)
Recording and power point available on the ESL Portal at the link below:

17. Title III Monitoring
USDOE will monitor PDE’s oversight of Title III Part A
Scheduled for 4 days March-September 2014.
2-3 subgrantees/consortia will be monitored by USDOE as part of this process.
For subgrantees/consortia it will involve:
On site visit
Submission of documentation 1 month prior to visit
Selected LEAs will be notified and planning conference calls will be scheduled

18. eMetric Data Interaction Tool
November 15, 2013: eMetric has been updated to include the ACCESS for ELLs data
E-metric is a dynamic online data tool that houses assessment results and LEA/student data for the WIDA Consortium’s English language proficiency assessment, ACCESS for ELLs.
Please note: This tool is accessible only through a secure website ( and users are reminded of the confidentiality of the system.
Permission to access this data tool comes through the superintendent or program administrator. Superintendents/program administrators may contact for user ID and password information.

19. LEAs, charter schools, and comprehensive CTCs can perform queries to obtain both individual and group summary assessment information. With e-Metric, users can perform the following activities:
Create reports, graphs, or data files
Disaggregate data
Drill down from summaries to individual students
Print or export reports
Track students' performance from year to year
Analyze performance on ACCESS for ELLs
Useful information for providing appropriate instructional support and program evaluation!
To access a recorded webinar and power point materials addressing the eMetric Data Interaction Tool, click on the following link:

20. ACCESS for ELLs Growth Charts
Measuring growth helps you see how far students have come compared to where they started.
Planning opportunities for language learning and utilizing strengths in one domain to support other domains.
Helps look at trends or patterns to make improvements
Resources:
Focus on Growth (attached)
WIDA Percentile Growth Charts (attached)
#scores
Annual subscription available for ACCESS for ELLs Growth Reports to show district- and school-level growth trends.
Your students’ English language proficiency (ELP) growth over two years is compared to the growth of students WIDA-wide.
Contact Metritech at (WIDA Support)

21. LEP Data Collection

22. Data Related to LEP Students
Accurate data is essential for federal reporting, accountability and data analysis purposes
LEAs are responsible to report accurate data to PIMS and LEP System
LEAs’ signature on Accuracy Certification Statement (ACS) attests that the data contained in PIMS or LEP System is true and accurate

23. 2013-2014 Required LEP Data Collections
Detailed calendar can be accessed on the PDE Website in Programs >> Programs O-R >> PIMS - Pennsylvania Information Management System. at:
Data Collected
Window
Templates Required
Purpose
Impact
Student Data
October
District Snapshot
School Enrollment
Programs Fact
Student
Student Snapshot
Collects data on LEP students in programs designed for LEP students. This data is used for federal reporting purposes.
Title III LEP & Immigrant Children & Youth funding determined by this report
PreCode
November
Program Fact
Provides student precode labels for the ACCESS for ELLs, Alternate ACCESS for ELLs, PSSA and Keystone test booklets.
Labels for WIDA ACCESS for ELLs and Alternate ACCESS for ELLs assessments are generated from this collection.
ACCESS for ELLs Reporting Collection
February
District Fact
Collects data on LEP and Title III LEP students who are administered the ACCESS for ELLs English Language Proficiency Assessment during the ACCESS for ELLs test window. This snapshot is used for federal reporting purposes and for accountability purposes.
Collects counts of Title III nonpublic students served. This data is used to determine Title III allocations.
ACCESS Test Files are matched to reported LEP students. Test booklets that do not match demographic data in PIMS are invalidated for federal reporting and accountability purposes. Data MUST be accurate.
Failure to report a count of nonpublic students served may negatively impact Title III funding.
LEP System
March NA
Application is online and accessed through the PDE Portal.
Collects data on LEP students in programs designed for LEP students. This data is used for federal reporting purposes and program compliance monitoring.
Based on compliance reviews, PDE provides technical assistance to LEAs.
ELL End of Year Count
June
Collects data on LEP, ICY, and Title III students who were enrolled in a school at any time during the school year. This snapshot is used for federal reporting purposes.
Reported to Congress. Impacts federal decisions concerning policy and funding for LEP and Immigrant students.

24. New for 2013-14 PIMS October 1 Student Enrollment Snapshot
Nonpublic student count in district fact template
Title III Professional Development Survey
12-13 Title III PD activities in district fact template
Precode
Instructional delivery codes for ESL/Bilingual Education Program (Core) in programs fact template
Instructional delivery codes for Title III Supplemental Program in programs fact template in PIMS June End of Year Collection
Code for daily English language development instruction provided by the ESL teacher
Program codes in PIMS Manual Vol. 2 appendix F
ESL Coordinators and PIMS Coordinators must collaborate

25. ACCESS for ELLs Assessment

26. Communications to LEAs
2014 Administration of ACCESS for ELLs and Alternate ACCESS for ELLs
2014 ACCESS for ELLs Test Ordering
Pennsylvania Criteria to Determine Participation in the Alternate ACCESS for ELLs
Alternate ACCESS for ELLs Test Administrator Eligibility Requirements
Documents are posted in ESL Toolkit under the Assessment tab, Summative Assessments:

27. Professional Development
The following professional development webinars were delivered on November 5 and 7, 2013.
Administering ACCESS for ELLs Kindergarten
Administering ACCESS for ELLs Grades 1-12
Administering Alternate ACCESS for ELLs
Test Ordering, Administrative, and Security Procedures
Archived recordings, power point materials, and supporting documents are available on the ESL Portal ( within the ESL Toolkit under the Assessment tab, Summative Assessments.

28. 2013-2014 Testing Schedule Task Start Date End Date
LEA Test Administrator Training Window --
01/26/14
LEAs Order Test Materials
11/11/13
12/13/13
PIMS Precode Data Collection period for ACCESS for ELLs®
11/14/13
11/28/13
LEAs Receive Test Materials
01/13/14
Test Window
01/27/14
03/07/14
Order Additional Materials Deadline
02/21/14
PIMS ACCESS for ELLS Data Collection Snapshot Date
PIMS ACCESS for ELLs Data Collection Period
03/14/14
LEAs Ship Completed Materials to MetriTech
MetriTech Data Validation website open for corrections
04/22/14
04/25/14
PIMS ACCESS for ELLs Correction Window
PIMS ACCESS for ELLs data corrections (only for LEAs notified by PDE)
05/12/14
05/15/14
Reports Shipped to District* Week of 06/09/14*
*Subject to change depending on timeliness of materials returned to Metritech and accuracy of demographic data in PIMS & Metritech.

29. NEW for 2014: Test Administrator Certification Requirements
All test administrators must certify or recertify on the group module, which addresses the significant changes to the administration and delivery of the listening component.
Training requirements for 2014 test administration must be completed between October 7, 2013 and January 26,

30. NEW for 2014: Alternate ACCESS for ELLs
Alternate ACCESS for ELLs will be operational in PA for administration during the 2014 ACCESS for ELLs Testing Window (January 27—March 7, 2013)
Alternate ACCESS is designed for ELL students who are significantly cognitively impaired
Professional development webinar took place November 7, Recording and materials posted in ESL Toolkit under the Assessment tab, Summative Assessment:
Penn*Link is forthcoming

31. ACCESS 2.0 2013-14 Field Test March 1-June 30, 2014
Administer 1 domain (reading)
2 hour administration per grade cluster
Selected LEAs identified by CAL and WIDA to participate have been contacted
Additional LEAs may volunteer to participate in the field test
Training webinars: December February 2014
Contact Pakou Vang at
Fully Operational

32. Title III & Accountability

33. (ESEA Flexibility Frequently Asked Questions Addendum, March 5, 2013)
Accountability
ESEA Flexibility Waiver targets
In a State that received a waiver of the requirement to make AYP determinations, an LEA is still held accountable for AMAO 3. However, that accountability is now based on whether the subgroup of English Learners met its AMOs for reading/language arts and mathematics, the 95% participation rate requirement, and, if the LEA includes one or more high schools, the State’s graduation rate goal or annual target.
(ESEA Flexibility Frequently Asked Questions Addendum, March 5, 2013)
AMAO 1 and 2
N count is 11 (decreased from 40)
AMAO 3
Indicators:
Participation (95% for ELL subgroup)
4 year graduation rate cohort (85% or 10 % improvement)
Percentage advanced/proficient of aggregate reading/Keystone literature for ELL subgroup (will include flep monitors 1 and 2, if their inclusion raises score)
Percentage advanced/proficient of aggregate math/Algebra 1 for ELL subgroup (will include flep monitors 1 and 2, if their inclusion raises score)
Targets: pending
AMAO Status Reports pending

34. 2012-2013 AMAO Improvement Planning
Based on AMAO Status Reports and AMAO Status Reports
5 subgrantees in 2 year AMAO IP
AMAO Improvement Plan Development:
Notification of the Requirement to develop and implement an AMAO Improvement Plan based on preliminary AMAO Status Reports—January 2013
Professional development—March 2013
Submission of AMAO Improvement Plan—May 2013
Submission of Assurance Statement--June 2013
Release of AMAO Status Reports—July 2013
Implementation of plans & continued technical assistance
Attend Data Retreat—April 2013 or January 2014
Complete Progress Check—February 2014
Ongoing implementation & evaluation—August 2014

35. 2013-2014 Annual Measurable Achievement Objectives (AMAOs)
Target
AMAO 1
Annual increases in the number or percentage of children making progress towards learning English.
Definition: gain of > 0.6 ACCESS for ELLS composite proficiency level score
61%
AMAO 2
Annual increases in the number or percentage of children attaining English proficiency.
Definition: ACCESS for ELLs composite proficiency score of > 4.5 on a Tier B or C assessment or Kindergarten assessment
26%
AMAO 3
Adequate yearly progress (AYP) for LEP students.
OR PA ESEA Flexibility Waiver indicators
AYP Targets OR PA ESEA Flexibility Waiver targets

36. Professional Development

37. 2013-2014 ESL Professional Development Plan
LEP Data—by PDE staff and WIDA PD Specialists
Title III—by ESL TA Facilitators and PDE staff
Improvement Planning—by ESL TA Facilitators, PDE staff, WIDA PD Specialists
Assessment—by PDE staff and WIDA PD Specialists
Instructional Practice —by PDE staff, ESL TA Facilitators, and WIDA PD Specialists
Event descriptions and registration are available at

38. Data Collection Webinars
Target Audience: PIMS Administrators, PIMS Coordinators, District Test Facilitators
Collection
Date
Topic
Enrollment
September 17, 18, 24,
October 3
PIMS Enrollment Snapshot Training
Precode
November 4, 5
PIMS PSSA/ACCESS for ELLs Precode Training
ACCESS
February 19, 25
PIMS ACCESS for ELLs Snapshot Training
LEP
February 27
LEP System Data Collection Training
End of Year
June 10, 18
ESL End of Year Snapshot Training

39. Title III Webinar Series
Target Audience: Title III subgrantees and consortia
The following recorded webinars and powerpoints are available on the ESL Portal at :
Title III Application and Approved Activities
Title III Requirements for Translation/Interpretation, Equitable Services for Nonpublic Students, Supplement v. Supplant
Title III Requirements for Effective Applications, Use of Immigrant Children and Youth Funds, and Parental Engagement
Title III Monitoring & Compliance Review
Date
Time
Topic
May 8, 2014
10 am-12 pm
1:30-3:30 pm
Effective Instruction for Students with Limited or Interrupted Formal Education
September 25, 2013
eMetric Data Interaction Tool for ACCESS for ELLs
Basic User
September 24 January 21
Advanced User
November 19 March 25
3-4pm
TransACT: An overview of the Online Tool for Compliance and Parent Notification

40. Assessment Webinars
Target Audience: ACCESS Test Facilitators, ELL Coordinators, ACCESS Test Administrators
Date
Time
Topic
August 21, 2013
1:30-3:30 pm
Use of the W-APT for Identification and Placement
November 5, 2013
Administering Kindergarten ACCESS
10 am-12 pm
Administering ACCESS Grades 1-12
November 7, 2013
Administering Alternate ACCESS
ACCESS Test Ordering & Security
May 22, 2014
ACCESS for ELLs Score Interpretation

41. Instruction of ELLs: Webinars
Target Audience: ELL Coordinators, IU ESL Contacts, classroom, content, ESL, and special education teachers
Date
Time
Topic
August 21, 2013
10 am-12 pm
Effective ESL Programs: Meeting the Challenges and Embracing the Opportunities
January 22, 2014
March 12, 2014
April 10, 2014
10-11:30 am
Implementing the PA ELL Overlays Series

42. Instruction of ELLs: On site Trainings
Target Audience: ELL Coordinators, IU ESL Contacts, classroom, content, ESL, and special education teachers
Date & Site
Topic
September 4-5, 2013
(PaTTAN Pittsburgh)
September 9-10, 2013
(PaTTAN Harrisburg)
September 12-13, 2013
(PaTTAN King of Prussia)
ELD Standards in Action: Collaboration
October 7, 2013 (videoconference)
ESL Program Development and Compliance Training for Charter Schools
October 25, 2013
October 23, 2013
October 22, 2013
Data Discovery
November 15, 2013 (videoconference)
PDE’s New ELL Overlays: Supporting Rigor

43. Technical Assistance

44. ESL Technical Assistance Protocol
Level #1: ESL Toolkit
Level #2: IU ESL Contact
Level #3: ESL Technical Assistance Coordinator
Level #4: PDE

45. ESL Technical Assistance Coordinator
After October 1, 2013
the provision of technical assistance with primary focus on priority schools and those Local Educational Agencies (LEAs) in Title III AMAO Improvement
working with PDE staff to develop and implement ESL training opportunities and supportive resource materials
support PDE staff by providing technical assistance, conducting site visits, coordinating professional development opportunities, gathering information and producing ESL tools and resources to assist in the provision of instruction to English Language Learners (ELLs).

46. PDE Staff Division of Curriculum Division of Federal Programs
Linda Long | State Title III Director
ESL/Bilingual Education Advisor
Tami Shaffer l Education Administration Associate
Division of Federal Programs
Jesse Fry | Regional Coordinator