ESL PROGRAM AREA UPDATES
Linda Long
Pennsylvania Department of Education
Division of Curriculum
August 2013
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.

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.

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

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:
http://www.eslportalpa.info/index.cfm?pageid=5255
CONTENTS

Program Requirements


Identification, Placement, & Exit of ELLs







2013-2014 Testing Schedule
New for 2012-2013
Title III & Accountability





2013-2014 LEP Data Collection Schedule
ACCESS for ELLs Assessment


Planned Instruction
Updated ELL Overlays
LEP Data


Program Placement
Program Exit
LEP Status
Parent Notification
ESL Instruction


Educating Students with Limited English Proficiency and English
Language Learners
2013-2014 AMAO Targets
AMAO Status Reports
AMAO Improvement Planning
2013-2014 ESL Professional Development Plan
Technical Assistance Protocol
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 http://www.eslportalpa.info

Released: August 2013
RATIONALE FOR ESL TOOLKIT
 To
implement another level of technical assistance.
 To
make guidance easily and readily available to
all stakeholders.
 To
provide LEAs with current guidance
 To
create a forum for FAQs/Q & As.
 To
establish an additional disseminating agent for
ELL related information.
ESL PROGRAM REQUIREMENTS
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 § 4.12 (relating to
academic standards). Programs under this
section shall include appropriate bilingualbicultural or English as a second language (ESL )
instruction. 22 Pa. Code § 4.26
BASIC EDUCATION CIRCULAR
The BEC, Educating Students with Limited
English Proficiency and English Language
Learners, provides LEAs with the requirements
and interpretations of legal mandates governing
the education of this population.
 Each LEA must have a written, board approved
ESL Program.
 The BEC assists LEAs in designing,
implementing, and evaluating ESL Programs.
 To access on the PDE website, click on the link:
http://www.portal.state.pa.us/portal/server.pt/com
munity/pa_codes/7501/educating_students_with_li
mited_english_proficiency_(lep)_and_english_lang
uage_learners_(ell)/507356

IDENTIFICATION, PLACEMENT, & EXIT OF
ELLS
PLACEMENT IS A PROCESS!



Student placement into an ESL or Bilingual Program
must be based on the results of the Home Language
Survey, the W-APT, and consideration of multiple
criteria.
From the Home Language Survey, LEAs identify
students with a primary home language other than
English (PHLOTEs). From the PHLOTE list, LEAs
implement a process to identify students who are in
need of English language instruction programs.
Based on further information and the use of
multiple criteria, a PHLOTE student may be


formally assessed for English language proficiency (using
the W-APT) and possible placement in an English
language instructional program
exempted from a formal English language proficiency
assessment
EXEMPTION FROM FORMAL ASSESSMENT


There are certain scenarios that may preclude
assessment if a student can demonstrate English
language proficiency (ELP).
Students should meet two of the following three
criteria to be exempted from a formal ELP
assessment. Student records for children from other
states or school systems can be considered as part of
the criteria.
Final grades of B or better in core subject areas
(Mathematics, Language Arts, Science and Social Studies);
 Scores on district-wide assessments that are comparable to
the Basic performance level on the PSSA;
 Scores of Basic in Reading, Writing and Math on the PSSA
or an equivalent assessment from another state.

FURTHER INFORMATION


Further information can be gathered from additional
questionnaires, meetings with parents/caregivers, meetings
with students, and examination of documents pertaining to
the student’s prior education.
Additional questions for parents/caregivers might
include the following:







How many years did your child attend school in your native
country? In the United States?
What grade was your child in at the last school he/she
attended?
What language does your child most frequently speak at
home?
What language do you use most frequently to speak to your
child?
What is the language spoken most often by the adults in the
home?
Can your child read in your native language? How well?
Can your child write in your native language? How well?
USE OF THE W-APT




If the Home Language Survey, further information, and
multiple criteria warrant formal assessment of English
language proficiency for potential placement into an
English language instructional program, Pennsylvania
requires the administration of the W-APT as an initial
measure of a student’s English language proficiency.
Parent permission to assess is not required.
W-APT scores, in combination with other multiple criteria,
help to determine whether or not a student is in need of an
English language instructional program.
For additional guidance
ESL Toolkit at www.eslportalpa.info
 Use of the W-APT for Identification and Placement
(August 21, 2013)
 Recorded webinar information and PA-specific guidance
document available on the ESL Portal at the following link:
http://www.eslportalpa.info/index.cfm?pageid=5255

PARENT NOTIFICATION

Placement in a Core ESL and/or a Title III supplemental ESL
Program requires parent notification
Within 30 days of the beginning of the school year
Within 14 days of enrollment during the school year
Must be in the parents’ preferred language and mode of
communication
 Notification must include identification, assessment results,
placement, instructional model, how program will address students’
educational needs




Parent Notifications available on TransACT



www.transact.com
See TransACT website for languages available
NCLB-B2 Notification of ELD Program Placement



NCLB-B3 Description of District ELD Program


Indicates instructional model for Core ESL Program
Indicates instructional model for Title III Supplemental Services, only
relevant if additional Title III funded instructional services are available
Provides details of how the Core ESL Program will meet the educational
needs of the student
NCLB-B4 Program Withdrawal/Denial of Enrollment from Title III
Supplemental Program Only

Enables parents to opt their child out of additional Title III funded
instructional services (not Core ESL instruction), only relevant if additional
Title III funded instructional services are available
LANGUAGE INSTRUCTIONAL PROGRAM EXIT





Every LEA must include the State Required Exit
Criteria in the LEA’s Program Plan for ELLs.
The State Required Exit Criteria for Pennsylvania’s
English Language Instructional Programs for
English Language Learners have been updated to
incorporate the Keystone Exam assessments.
The State Required Exit Criteria for Pennsylvania’s English
Language Instructional Programs for English Language
Learners (Revised June 2013) must be applied to determine
program exit for students after June 1, 2013.
Program exit from the Pennsylvania English language
instructional program for English language learners takes
place annually between June and September.
Student exit from an ESL or Bilingual Program must be
based on Pennsylvania’s exit criteria.
CUT-OFF SCORE FLEXIBILITY IN SPECIAL
CIRCUMSTANCES

Following the scoring criteria in the table below, the W-APT may be administered between
June and September to students who scored below the minimum cutoff for program exit on
the January administration of the ACCESS in order to demonstrate sufficient progress to
justify exit.
Grade Level
K
ACCESS Score
Required W-APT Scores*
Cutoff score flexibility not allowable for Kindergarteners
1-5
4.6-4.9
5.0 in each domain
6-8
4.7-4.9
5.0 in each domain
9-12
4.8-4.9
5.0 in each domain
LEP STATUS FOR 2013-2014

LEP status of students for the current school year must be
determined by September 30, 2013, and reported in the
PIMS October District and School Enrollment Collection.






current ELL
monitor 1
monitor 2
no longer monitored
never an ELL
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.
FOR MORE INFORMATION

For more information on any of these topics,
please visit the ESL Toolkit!

Identificationhttp://toolkit.eslportalpa.info/index.cfm?pageid=4623

Placementhttp://toolkit.eslportalpa.info/index.cfm?pageid=4649

Exit criteriahttp://toolkit.eslportalpa.info/index.cfm?pageid=4651
PLANNED INSTRUCTION
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)
ENGLISH LANGUAGE ACQUISITION
CLASSES (ESL)

ESL instruction must be delivered via curriculum
aligned with PA’s Reading, Writing, Speaking,
Listening Standards and the PA English Language
Proficiency Standards. (BEC, Educating Students with Limited
English Proficiency and English Language Learners)

PA English language proficiency standards and
academic standards can be accessed on the SAS Portal
at www.pdesas.org . Click on the Standards element.
ACADEMIC CONTENT CLASSES (CONTENT
AREAS)

The language instructional program must also provide
ELLs with meaningful, comprehensible access to
instruction in all content areas required by
Pennsylvania academic standards. (BEC, Educating
Students with Limited English Proficiency and English Language
Learners)


The PA ELPS are an overlay to academic standards
and must be incorporated into instruction for ELLs by
all teachers.
PA English language proficiency standards and
academic standards can be accessed on the SAS Portal
at www.pdesas.org . Click on the Standards element.
WIDA CAN DO NAME CHARTS
Educators can indicate the proficiency level by
domain for each ELL student on their class roster.
 Educators can use this as a quick and easy
reference for lesson planning, and during class
discussion, instruction, grouping, and activities to
support differentiation and scaffolding.
 LEAs can

Share this with all educators of ELLs along with
students’ ACCESS for ELLs scores
 Provide appropriate training and professional
development to support educators use of this helpful
tool

SAS PORTAL (WWW.PDESAS.ORG)

PA ELL Overlays- Samples available on SAS
Updated
 Protocol
 Resource guide


ESOL Professional Learning Community
resource for ESL and content area teachers
 share materials and resources to assist all teachers
with setting appropriate expectations for English
Language Learners
 interactive discussion site –New forums for curriculum
revision and progress reports
 To join: enter Teacher Tools and click on My
Communities

EMETRIC




DATA INTERACTION TOOL
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.
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

Conduct ad hoc data queries and analyses

Disaggregate by user-selected subgroup variables

Drill down from summaries to individual students

Print reports in PDF format or export to other software programs

Track students' performance from year to year

Analyze performance on ACCESS for ELLs

Useful information for providing appropriate instructional support and program
evaluation!
Please note: This tool is accessible only through a secure website
(https://solutions.emetric.net/paaccess/) 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
snovakovic@state.pa.us for user ID and password information.
LEP DATA COLLECTION
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
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.
Data
Collected
Window
Templates Required
Purpose
Impact
at:
Student Data
October
PreCode
November
ACCESS for ELLs
Reporting
Collection
February













District Snapshot
School Enrollment
Programs Fact
Student
Student Snapshot
School Enrollment
Program Fact
Student
Student Snapshot
Student
Student Snapshot
Program Fact
District Fact
LEP System
March


NA
Application is online and
accessed through the
PDE Portal.
ELL End of Year
Count
June





Student Snapshot
School Enrollment
Program Fact
Student
District Fact
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
Provides student precode labels for the ACCESS
for ELLs and PSSA test booklets.
Labels for WIDA ACCESS for ELLs assessments are
generated from this collection.
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.
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.
Collects counts of Title III nonpublic students
served. This data is used to determine Title III
allocations.
Collects data on LEP students in programs
designed for LEP students. This data is used for
federal reporting purposes and program
compliance monitoring.
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.
Failure to report a count of nonpublic students served
may negatively impact Title III funding.
Based on compliance reviews, PDE provides technical
assistance to LEAs.
Reported to Congress. Impacts federal decisions
concerning policy and funding for LEP and Immigrant
students.
FOR MORE INFORMATION

For more information on data and required data
collections, please visit the ESL Toolkit!
http://toolkit.eslportalpa.info/index.cfm?pageid=4752
ACCESS FOR ELLS
ASSESSMENT
2013-2014 TESTING SCHEDULE
Schedule is located on the WIDA website at www.wida.us. Click
on consortia. Select member states. Select PA.
Task
LEA Test Administrator Training Window
LEAs Order Test Materials
PIMS Precode Data Collection period for
ACCESS for ELLs®
LEAs Receive Test Materials
Test Window
Order Additional Materials Deadline
PIMS ACCESS for ELLS Data Collection
Snapshot Date
PIMS ACCESS for ELLs Data Collection
Period
Start Date
End Date
-11/11/13
01/26/14
12/13/13
11/ /13
12/ /13
-01/27/14
--
01/13/14
03/07/14
02/21/14
--
03/07/14
02/24/14
03/14/14
LEAs Ship Completed Materials to MetriTech --
03/14/14
MetriTech Data Validation website open for
04/22/14
04/25/14
corrections
PIMS ACCESS for ELLs Correction Window
04/22/14
04/25/14
PIMS ACCESS for ELLs data corrections
05/12/14
05/15/14
(only for LEAs notified by PDE)
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.
2013-14 ACCESS FOR ELLS

Listening Test will be media based
audio CDs and online option
 all new test items

NEW: 2013-14 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
Bureau of Teaching & Learning is collaborating with the
Bureau of Assessment & Accountability and the Bureau of
Special Education
Guidance for test administration and professional
development for test administrators is forthcoming



Professional development webinar (November 2013)
Penn*Link (early fall 2013)
Pilot Administration of Alternate ACCESS for ELLs in
Pennsylvania took place during the 2013 ACCESS for
ELLs Testing Window


30 participating LEAs
85 students tested
ACCESS 2.0




The ASSETS grant is a four-year, $10.5 million Enhanced
Assessment Grant through which WIDA and the lead
state, the Wisconsin Department of Public Instruction,
will develop a next generation English Language
Proficiency assessment system.
The full system will measure student progress in
attaining the academic English necessary to succeed in
school and ultimately post-secondary studies and work.
It will include a computer-based language proficiency
test, screener, interim assessments, and formative
resources
ASSETS website: http://assetsproject.org
ACCESS 2.0



2013-14 Field Test
 March 1-June 30, 2014
 Administer 1 domain (reading)
 2 hour administration per grade cluster
 LEAs identified by CAL and WIDA to participate
will be contacted
 Training webinars: December 2013 -February 2014
 Contact Pakou Vang at pakouvang@wisc.edu
2015-16 Fully Operational
Technology Requirements: working to develop
minimum requirements for bandwidth, hardware,
and operating system specifications.
TITLE III & ACCOUNTABILITY
2011-12 ACCOUNTABILITY
2011-12
–
AMAO Status Reports
released August 2013
AMAO
3 (AYP for the ELL subgroup)
–Participation
–Reading
and math performance
–Graduation rate
–For more information related to accountability, refer
to the PDE website:
http://www.portal.state.pa.us/portal/server.pt/com
munity/state_assessment_system/20965/pennsylva
nia_accountability_system_(pas)/1190535
2012-13 ACCOUNTABILITY
AMAO
3 indicators and targets are pending
2012-13 AMAO Status Reports pending
AYP
Targets OR
PA 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.
 For
(ESEA Flexibility Frequently Asked Questions Addendum, March 5, 2013)
more information about ESEA
Flexibility, access the US Department of
Education website:
http://www2.ed.gov/policy/elsec/guid/eseaflexibility/index.html
2013-2014 ANNUAL MEASURABLE
ACHIEVEMENT OBJECTIVES (AMAOS)
AMAO 1
Annual Measurable
Achievement Objective
Target
Annual increases in the number or
percentage of children making progress
towards learning English.
61%
Definition: gain of > 0.6 ACCESS for ELLS
composite proficiency level score
AMAO 2
Annual increases in the number or
percentage of children attaining English
proficiency.
26%
Definition: ACCESS for ELLs composite
proficiency score of > 4.5 on a Tier B or C
assessment or Kindergarten assessment
AMAO 3
Adequate yearly progress (AYP) for LEP
students.
OR PA ESEA Flexibility Waiver indicators
AYP Targets
OR PA
ESEA
Flexibility
Waiver
targets
TITLE III AMAO IMPROVEMENT PLAN
REQUIREMENT

If the State Educational Agency (SEA) determines, based on
AMAOs, that an eligible entity has failed to make progress
toward meeting such objectives for two consecutive years, the
agency shall require the entity to develop an improvement plan
that will ensure the entity meets such objectives. Title III 3122
(b)(2)

If the SEA determines that an eligible entity has failed to meet
AMAOs described in subsection (a), for four consecutive years,
the agency shall—


require such entity to modify the curriculum, program, and
method of instruction, or
(i) make a determination whether the entity shall continue to
receive funds related to the entity’s failure to meet such objectives;
and
(ii) require such entity to replace educational personnel relevant to
the entity’s failure to meet such objectives. Title III 3122 (b) (4)
2012-2013 AMAO IMPROVEMENT
PLANNING


Based on 09-10 AMAO Status Reports and 10-11 AMAO Status
Reports
 4 subgrantees in 2 year AMAO IP
 1 subgrantee in 4 year AMAO IP
AMAO Improvement Plan Development:





Implementation of plans & continued technical assistance
Attended Data Retreat—April 2013
Completed Progress Check—February 2013
Ongoing implementation & evaluation—August 2013
Release from improvement planning status or continued technical
assistance—August 2013
2012-2013 AMAO IMPROVEMENT
PLANNING


Based on 10-11 AMAO Status Reports and 11-12 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 11-12 AMAO
Status Reports—January 2013
Professional development—March 2013
Submission of AMAO Improvement Plan—May 2013
Submission of Assurance Statement--June 2013
Release of 11-12 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
PROFESSIONAL DEVELOPMENT
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 www.eslportalpa.info
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
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
TITLE III WEBINAR SERIES

Target Audience: Title III subgrantees and consortia
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
10 am-12 pm
eMetric Data
Interaction Tool for
ACCESS for ELLs
October 2013

TransACT: An
overview of the Online
Tool for Compliance
and Parent
Notification
The following recorded webinars and powerpoints are available on the ESL
Portal at www.eslportalpa.info :
 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
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
1:30-3:30 pm
Administering
Kindergarten ACCESS
November 5, 2013
10 am-12 pm
Administering ACCESS
Grades 1-12
November 7, 2013
10 am-12 pm
Administering Alternate
ACCESS
November 7, 2013
1:30-3:30 pm
ACCESS Test Ordering
& Security
May 22, 2014
10 am-12 pm
ACCESS for ELLs Score
Interpretation
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
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)
(PaTTAN Pittsburgh)
(PaTTAN Harrisburg)
(PaTTAN King of Prussia)
ESL Program Development and
Compliance Training for Charter
Schools
October 25, 2013
(PaTTAN Pittsburgh)
October 23, 2013
(PaTTAN Harrisburg)
October 22, 2013
(PaTTAN King of Prussia)
Data Discovery
November 15, 2013 (videoconference)
(PaTTAN Pittsburgh)
(PaTTAN Harrisburg)
(PaTTAN King of Prussia)
PDE’s New ELL Overlays: Supporting
Rigor
TECHNICAL ASSISTANCE
ESL TECHNICAL ASSISTANCE PROTOCOL

Option #1: ESL Toolkit

Option #2: IU ESL Contact

Option #3: ESL Technical Assistance Coordinator

Option #4: PDE
ESL TECHNICAL ASSISTANCE FACILITATORS
o
through September 30, 2013
Technical
Assistant
Phone
number
Email
IU Regions
Heidi Faust
610 780-8712
hfaust@csc.csciu.org 7, 14, 16, 17,
18, 19, 20, 21,
27, 28, 29
Francine
Dutrisac
717 321-6569
fdutrisac@csc.csiu.o
rg
1, 2, 3, 8, 9, 10,
11, 12, 13, 15
Paula Zucker
215 290-8988
pzucker@csc.csiu.or
g
4, 5, 6, 22, 23,
24, 25, 26
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).
PDE STAFF
Division of Curriculum

Linda Long | State Title III Director
ESL/Bilingual Education Advisor
lilong@pa.gov
(717)-783-6595

Lovinda Weaver | ESL/Bilingual Education Advisor
lweaver@pa.gov
(717) 787-5482

Tami Shaffer l Education Administration Associate
tshaffer@pa.gov
(717)-705-3829
Division of Federal Programs

Jesse Fry | Regional Coordinator
jefry@pa.gov
Phone: 717-783-6829