Describe the ESL Program (Core). What are the program goals?
To develop survival and academic language skills so new language learners may function
in society as rapidly as possible. To develop listening skills for comprehending English in
conversation and academic settings. To develop English speaking skills for conversation.
To develop the ability to read for a variety of purposes. To develop the ability to write in
English with unity,coherence,and appropriate structures.To develop understanding and
appreciation of the cultural heritage of the other students and to maintain a growing
appreciation of their own cultures and and values.
Describe how the LEA monitors the progress of ELLs. What multiple measures of language growth and
academic achievement are used to evaluate progress in attaining English proficiency and in meeting state
academic and student achievement standards?
If a students meets the exit criteria, they will be monitored for 2 consecutive,academic
years.The following are measures of student progress in English Proficiency and state
academic standards: grades ,test scores,(summative, benchmark,formative,diagnostic)
student performance in the classrooom, and teacher observation.
Describe the progress made by ELL students in language growth, attainment of English language
proficiency, and academic achievement. What percent are meeting the state targets? What percent are
not meeting the state targets?
Our consortium uses the ACCESS for ELL's to discover language growth and attainment
of language proficiency.Students continue to show progress on PSSA's, curriculum
based tests,and ACCESS for ELL's Thus far, all of our ELL students are meeting the
AMAO's.
Describe how ELLs are performing relative to the program goals. What modifications have been made to
the ESL/Bilingual Program (theory, resources, staffing, professional development) to ensure that ELL
students meet the program goals
The consortium continues to staff highly qualified ESL teachers and train content area
teachers to provide effective language strategies in their core curriculum. ELL students
continue to show progress on the ACCESS test as well as state achievement test. We
have purchased new curriculum that aligns with state and federal alignments. Low
student to teacher ratio during ESL instructional hours. Individual tutoring offered to
students as needed.
Describe how the LEA monitors the progress of former ELLs for each of the two years after they no longer
receive ESL services. What multiple criteria are used to evaluate their progress in meeting state academic
and student achievement standards?
If the monitoring process reveals limited English Proficiency,non-remedial academic
deficits,or other indications that a student may still be in need of ESL, the ESL teacher
will meet with the content teacher(s)and re-evaluate the student's needs. Criteria
used:grades,test scores, (summative,benchmark,formative,diagnostic)student
performance in the classroom, and other teacher observations.
Describe the progress made by former ELLs, monitored first & second year, in meeting state academic and
student achievement standards. What % are meeting academic standards? What % are not? What %
were returned to the ESL Program?
Our consortium uses the ACCESS for ELL's to discover language growth and attainment
of language proficiency.Students continue to show progress on PSSA's, curriculum
based tests,and ACCESS for ELL's Thus far, all of our ELL students are meeting the
AMAO's. 1% of students enrolled have returned to ESL classes.
What support is given to former ELLs, monitored first & second year, who are not meeting academic
standards? How does the LEA ensure that modifications to instruction are implemented in collaboration
with the ESL teacher to respond to language needs?
The core teachers and the ESL teacher will re-evaluate the student's needs. A plan of
action will be formulated that may include remaining in the classroom with additional
adaptaions and modifications,receiving additional academic support services,or returning
to the daily ESL instructional classroom.
Describe the process used to reclassify a former ELL student back to the ESL program. How are parents
notified of the student’s progress and the reclassification
If the classroom teacher expresses concern for an ESL student, the ESL teacher will meet
with the classroom teacher. They will re-evaluate the student's needs. A plan of action
will be formulated that may include remaining in the classroom with additional
adaptaions and modifications,receiving additional academic support services,or returning
to the daily ESL instructional classroom. The parents are notified by the student's report
card then asked to attend a meeting to help decide what is best for the student.
Describe how the LEA implemented language instruction educational programs that are scientifically based
and proven to be effective.
The ESL program focuses on reading, writing, listening and speaking skills through
content based instructions and follows the PA ESL standards.
What evidence from the LEA demonstrates that professional development activities met Title III
requirements?
LEP students continue to grow in success using the WIDA/Access for ELL's, content and
curriculum based tests