Administrators Forum: What School
Leaders Need To Know About ESL
Programs in Multi-Tiered Systems of
Support
Presenters:
Ana Sainz de la Peña
Paula Zucker
Francine Dutrisac
Pennsylvania Training and Technical Assistance Network
PaTTAN’s Mission
The mission of the Pennsylvania Training
and Technical Assistance Network
(PaTTAN) is to support the efforts and
initiatives of the Bureau of Special
Education, and to build the capacity of
local educational agencies to serve
students who receive special education
services.
PDE’s Commitment to Least Restrictive
Environment (LRE)
Recognizing that the placement
decision is an Individualized Education
Program (IEP) team decision, our goal
for each child is to ensure IEP teams
begin with the general education setting
with the use of supplementary aids and
services before considering a more
restrictive environment.
Outcomes
• Analyze the components of an effective ESL
Program in compliance with federal and state
requirements.
• Identify effective standards-based instruction and
assessment for ELLs in Multi-Tiered Systems of
Support.
• Develop an action plan to monitor the
effectiveness of your ESL Program.
What’s in an Educational System?
People
Practices
www.nccrest.org
Policies
What are Culturally Responsive Educational
Systems?
People
Practices
www.nccrest.org
Policies
What is the difference?
Demographics: ELLs in
Pennsylvania
Pennsylvania Training and Technical Assistance Network
• There are 45,025 English language learners in the
Commonwealth
• ELLs are enrolled in 462 of 630 LEAs in the
Commonwealth
• 223 different languages are spoken by our ELL
population
• The top 10 languages spoken in the state make up 57%
of the total ELL population
• 90 languages are each spoken by fewer than 4
students
2012-2013 PIMS Data
Top 10 LEAs by ELL Enrollment
57% of the Total ELL Population
LEA Name
Philadelphia City
SD
No. of ELLs
11,329
Reading SD
3,344
Allentown City SD
2,421
Lancaster SD
1,897
Harrisburg City SD
1,888
Hazleton Area SD
1,229
Erie City SD
1,166
York City SD
1,119
Bethlehem Area SD
940
Norristown Area
SD
754
In Pennsylvania, there are
633 LEAs with ELLs.
Most recent data shows
that 449 LEAs have
fewer than 15 ELLs.
2012-2013 LEP Data
Legal Requirements
The obligation not to discriminate based on race, color, or
national origin requires public schools to take affirmative
steps to ensure that limited English proficient (LEP)
students, now more commonly known as English Learner
(EL) students or English Language Learners (ELLs), can
meaningfully participate in educational programs and
services, and to communicate information to LEP parents in
a language they can understand.
Office for Civil Rights
http://www2.ed.gov/about/offices/list/ocr/ellresources.html
Pennsylvania Training and Technical Assistance Network
Educating Students With Limited English
Proficiency (LEP) and English Language Learners
State regulation, 22 Pa. Code § 4.26, declares:
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.
12
Educating Students With Limited English Proficiency
(LEP) and English Language Learners (ELL)
22 Pa. Code §4.26
DATE OF ISSUE: July 1, 2001
DATE OF REVIEW: April 14, 2009
The purpose of this circular is to provide local
education agencies (LEAs) with the requirements and
interpretations of the legal mandates governing the
education of students with Limited English Proficiency
(LEP), also known as English Language Learners
(ELLs).
PDE Basic Education Circular Educating Students With Limited English Proficiency (LEP) and English
Language Learners (ELL), April 14, 2009
13
Core ESL Program Requirements Chart
REQUIREMENTS
1.
2.
Identify
Assess
LEGAL REFERENCE
OCR 1970 Memo
Lau v Nichols 1974
Supreme Court decision

•
Office of Civil Rights 1970 Memo


 Determine need for instruction
•
Gomes v Illinois State
 Place in appropriate program of
•
•
Board of Education 1987
U.S. Court of Appeals, 7th Circuit
•
•
Castaneda v Pickard 1981
U.S. Court of Appeals, 5th Circuit
•
Equal Education Act 1974
•
Titles VI& VII of Civil Rights Act 1964
•
Rios v Read 1977
•
Cintron v Brentwood 1977, 1978
•
Gomez v Illinois State
•
•
•
Board of Education 1987
U.S. Court of Appeals, 7th Circuit
The Provision of an Equal Education Opportunity to
Limited English Proficient Students OCR, 1992
Titles VI & VII of Civil Rights Act 1964
Equal Education Act 1974
Office of Civil Rights 1970 Memo
Lau v Nichols 1974 Supreme Court decision
instruction
3. Provide Instruction
 Direct, appropriate, sufficient
 Designed for students' needs
 Based on current practices
 Appropriate staffing
 Appropriate materials
4. Ensure integration
 Instructional integration
 Social integration
PROGRAM
•
•
•
•
•
•

Home language survey
Train intake staff
Appropriate proficiency test (W-APT)
Multiple criteria for placement/exemption

Identify home language proficiency

Diagnose mathematics skills/literacy

Investigate prior schooling experience
Develop Instructional Plan
•
Schedule daily instruction
•
Hire/Contract qualified teachers
•
Assessment plan
•
Research-based ESL best practices
•
Identify what is taught (curriculum)
•
Identify appropriate materials
•
Describe available opportunities (tutoring, afterschool,
programs, etc.)
•
Train and support staff (Professional Development Plan)
•
•
Describe access to programs and services (Gifted, Extra
Curricular, Special Education, Vocational, etc.)
Ensure accommodations for language proficiency
•
Identify integration with same-age peers
•
Communicate levels and needs to relevant staff
•
5. Re-Assess
 For progress
 To exit a program
 Monitor exited students
•
•
•
OCR 1970 Memo
Rios v Read 1977
Cintron v Brentwood 1977,1978
•
Communicate with families in preferred mode of
communication
Specific multi-criteria reclassification procedures
•
PA Exit Criteria
•
Monitoring plan/documentation
6. Document
• Instruction
• Student Achievement
• Program Compliance
• Program Effectiveness
•
•
•
Castañeda v Pickard 1981
U.S. Court of Appeals, 5th Circuit
The Provision of an Equal Education Opportunity to
Limited English Proficient Students
OCR, 1992
•
Develop Program Guide
•
Develop record keeping plan
•
Appoint team to implement program evaluation
•
Schedule program evaluation and periodic data review
•
Plyler v. Doe 457 U.S. 202 (1982)
In 1982, the Supreme Court ruled that public schools are prohibited
from denying immigrant students access to a public education. The Court
stated that undocumented children have the same right to a free public
education as U.S. citizens and permanent residents. Public schools and
school personnel are prohibited under Plyler from adopting policies or
taking actions that would deny students access to education based on
their immigration status.
Based on the Supreme Court’s ruling, LEAs may not require
immigration documentation proving that children are in this
country legally. LEAs must not participate in such practices which
might have a “chilling effect” on the children’s enrollment in
schools.
https://www.law.cornell.edu/supremecourt/text/457/202
Pennsylvania Training and Technical Assistance Network
15
Lau v. Nichols 414 U.S. 563 (1974)
This 1974 landmark Supreme Court ruling stated that identical
education does not constitute equal education under the Civil Rights
Act; school districts must take affirmative steps to overcome
educational barriers faced by non-English speakers.
As a result of this case, LEAs must ensure that students of a
particular race, color, or national origin are not denied the same
opportunities to obtain an education generally obtained by other
students in the same school system. The Supreme Court directed
school districts to take steps to help limited-English proficient
(LEP) students overcome language barriers and to ensure that
they can participate meaningfully in the district's educational
programs.
Summary of Lau v. Nichols
http://www-tc.pbs.org/beyondbrown/brownpdfs/launichols.pdf
Castañeda v. Pickard 648 F.2d 989 (1981)
This 1981 decision in the 5th Circuit Court established a three-pronged test
for evaluating the effectiveness of programs for English language learners.
The three-prong test is as follows. The ESL Program must be:
1. based on “a sound educational theory.”
2. “implemented effectively,” with adequate resources and
personnel.
3. periodically evaluated to determine its effectiveness in
overcoming language barriers, and if necessary, revise the
program.
As a result of this ruling, LEAs must ensure that their ESL program is
successfully serving and addressing the needs of LEP students.
For more details:
http://faculty.ucmerced.edu/khakuta/LAU/IAPolicy/IA1bCastanedaFull
17
Text.htm
ESL Program
ESL Instruction
Content Classroom
18
Basic Education Circular
As used here, the term program refers to:
(1) planned instruction by a qualified ESL/Bilingual
Program teacher
(2) adaptations/modifications in the delivery of content
instruction by all teachers based on the student’s
language proficiency level and the Pennsylvania
English Language Proficiency Standards (PA ELPS)
for ELLs, as well as the Pennsylvania academic
standards.
PDE Basic Education Circular Educating Students With Limited English Proficiency (LEP) and English
Language Learners (ELL), April 14, 2009
19
ESL Core Program
When ESL instruction is provided by a
subcontracted IU ESL teacher, it is the
responsibility of the LEA to ensure that
ELLs have access to content instruction
aligned to students’ English language
proficiency (ELP) levels.
20
BEC: Planned Instruction in Academic
Content Area Classes
• The language instructional program must also provide ELLs
with meaningful comprehensible access to standards-based
instruction in all content areas.
• Content area instruction must be aligned with the student’s
proficiency level.
• The PA ELPS PreK–12 are an overlay to the academic
standards and must be incorporated in planned instruction for
ELLs by ALL teachers.
• The LEA (District/Charter School/etc.) must support
instructional planning and evaluation efforts between the
ESL/Bilingual teachers and the content-area teachers by
providing common planning time, as appropriate.
PDE Basic Education Circular Educating Students With Limited English Proficiency (LEP) and English
Language Learners (ELL), April 14, 2009
21
CORE ESL PROGRAM
COMPLIANCE
Identification:
• Home Language Survey (HLS), interview with
parents, additional questions, review
documentation, teacher collaborative input
• Create a checklist for support personnel with
clear directions regarding post HLS completion
procedures
• Plan for continuous support staff training on
diversity and resiliency issues
PDE Basic Education Circular Educating Students With Limited English Proficiency (LEP) and English
Language Learners (ELL), April 14, 2009
22
CORE ESL PROGRAM
COMPLIANCE
Placement:
• Age-appropriate grade placement
• Mandated English language proficiency placement
assessment WIDA Access Placement Test (W-APT)
• In addition, an informal assessment of literacy and/or
math skills in the student’s native language when
possible
• Be aware that not all countries have the same school
calendar year, grading structure (elementary and
secondary), grading systems and other features that
are common to our educational system
PDE Basic Education Circular Educating Students With Limited English Proficiency (LEP) and English Language
Learners (ELL), April 14, 2009
23
IDENTIFICATION AND PLACEMENT OF ENGLISH-LANGUAGE LEARNERS
Student enters district
Completes home language
survey (HLS)
No member of household
speaks a language other
than English
All-English content
classroom
Language other than
English present
(PHLOTE)
Language Assessment
1. English proficiency
2. Listening, speaking, reading, writing
3. Language dominance
4. L1 academic achievement
5. Early childhood reports
6. Grades in core content areas.
7. Scores on the PSSA/Keystone Exams
8. Scores on the W-APT or ACCESS (annual
9. State=mandated English proficiency assessment)
10. Family interview
Fully English
proficient and
English dominant
Limited English Proficiency
Limited English Proficiency
1. age-grade appropriate assignment
2. bilingual education or English as a
Second Language (ESL)
Cochran 2/98
Adapted by Dutrisac 5/12
Effective Research-Based Teaching
Practices
1. standards-based instruction and
assessment
2. culturally responsive practices
3. cooperative learning
4. scaffolded instruction
5. include higher-order thinking skills
6. grade appropriate literacy instruction
differentiated by ELP levels
7. multiple assessment practices
8. direct English language instruction
9. ongoing, structured teacher collaboration
10. project-based learning
Activity: Turn and Talk
• Using your graphic organizer and the flow
chart, write the strengths and areas of
improvement in your building/district for
identification and placement of ELLs
• Share your responses with your table partners
• Be prepared to share with the large group
25
Further Program Components
• Refer to the Core ESL Requirements Compliance
Chart handout for ESL program components
and the regulations tied to them
• Refer to Plyler v Doe Supreme Court Case
for regulation requiring admission of
immigrant students with or without
documentation (prohibition against schools
requiring social security numbers)
26
ESL Program Instruction
ESL Instruction must be aligned with the Pennsylvania Core
Standards, and the PA English Language Proficiency Standards
for ELLs.
Instruction must meet all requirements under Lau v.
Nichols, 414 U.S. 563 (1974) and Castañeda v. Pickard, 648
F.2d 989 (1981).
Pennsylvania Training and Technical Assistance Network
Develop an Instructional Plan
• Schedule daily ESL instruction
• Hire/contract qualified ESL teachers with PA ESL
Program Specialist Certificate
• Develop an assessment plan
• Implement research-based ESL best practices
• Identify what is taught (curriculum)
• Identify appropriate materials
• Describe available opportunities (tutoring,
afterschool programs, etc.)
• Train and support staff (Professional Development
Plan)
28
PA Academic Standards & PA ELP Standards
PA Core Standards:
• Are for ALL students
• Are part of the
Curriculum Framework
• Guide content
instruction
• Comprise content
specific objectives
PA ELP Standards:
• Are for ELLs
• Are part of the
Curriculum Framework
for ELLs
• Guide district ESL and
content curriculum and
instruction
• Include both content
and language objectives
29
The Pennsylvania English Language Proficiency Standards (ELPS)
www.pdesas.org
English Language Proficiency Standard 1:
English language learners communicate in English for SOCIAL AND
INSTRUCTIONAL purposes within the school setting.
English Language Proficiency Standard 2:
English language learners communicate information, ideas, and concepts
necessary for academic success in the content area of LANGUAGE ARTS.
English Language Proficiency Standard 3:
English language learners communicate information, ideas, and concepts
necessary for academic success in the content area of MATHEMATICS.
English Language Proficiency Standard 4:
English language learners communicate information, ideas, and concepts
necessary for academic success in the content area of SCIENCE.
English Language Proficiency Standard 5:
English language learners communicate information, ideas, and concepts
necessary for academic success in the content area of SOCIAL STUDIES.
30
PA ESL Programs Framework
Instruction must fully engage ELLs, accelerating language
acquisition and learning across the day.
•Focused Language Study (FLS): This element calls
for dedicated time for focused instruction in how
English works, providing ELLs with an understanding of
the basic structures of language — in all four domains
— for a variety of registers, especially the academic
register needed to engage in academic discourse across
all content areas. FLS would likely be part of what
districts call ESL/ELD and may be provided to ELLs in a
variety of configurations following PA Policy regarding
ESL/Bilingual Programs.
Council of Great City Schools
PA ESL Programs Framework
Discipline-specific and Academic
Language Expansion: This element calls for
the development and expansion of disciplinespecific and academic English across the day by
all teachers and integrated into all subjects. The
language learning that occurs during a student’s
experience with the different content areas (i.e.,
social studies/history, science, math, English
language arts) is especially valuable for ELLs
because it extends and stretches their language
development in new and various directions.
Council of Great City Schools
State-Mandated Assessments
• WIDA ACCESS Placement Test (W-APT)
• ACCESS 2.0 for ELLs (annual English language
proficiency assessment)
• Alternate ACCESS for ELLs
33
Tier Structure of ACCESS 2.0 for ELLs
2
1
ENTERING
EMERGING
3
4
5
DEVELOPING
EXPANDING
BRIDGING
6
R
E
A
C
H
I
N
G
Tier A
Tier B
Grades 1-12
Tier C
K-Adaptive
34
WIDA Instructional Tools
1.
2.
3.
4.
Performance Definitions
Can Do Descriptors
Speaking and Writing Rubrics
ACCESS for ELLs Score Reports (Teacher
Report, Parent Report, Roster Report, School
Report and District Report)
ACCESS for ELLs Interpretive Guide for Score Reports Spring 2015
Alternate ACCESS for ELLs Interpretive Guide for Score Reports 2015 . Both reports can be accessed at
www.wida.us
E-Metric ACCESS for ELLs https://solutions.emetric.net/paaccess/
35
Multi-Tiered
Systems of
Support
Supporting Social Competence,
Academic Achievement and Safety
OUTCOMES
Supporting
Student
Achievement &
Behavior
Supporting
Decision
Making
SYSTEMS
Supporting
Staff Behavior
Shared Ownership within an MTSS/RtII Framework
Shared ownership
of students
across staff and
programs
All staff assume
an active role in
each level of
tiered instruction
(general and
special educators,
Title 1, ESL,
paraeducators,
etc)
Librarians, music
and art staff also
participate in
various ways
Principal’s
leadership is
critical
“All hands on deck”
•
•
•
•
•
•
•
•
•
•
General Educator
Special Educator
Reading Specialist/Title I
School Psychologist
Speech/Language Therapist
School Counselor
ESL Teacher
Para-Educator
Principal
Other Related Service Providers
Culturally Responsive MTSS Approach
• Create structures and practices that consider
the cultural needs of students in the learning
process.
• Continually provides training and
development of all staff to broaden and
deepen their cultural perspectives.
• The rate of progress differs from student to
student, and many variables, including culture,
may have an impact on this rate.
Retrieved from: http://www.rtinetwork.org/learn/diversity/cultural-adaptations-whenimplementing-rti-in-urban-settings
Ensure Integration
• Describe access to all programs and services (Gifted,
Extra Curricular, Special Education,Vocational, etc.)
• Ensure differentiated instruction and assessment based
on English language proficiency (ELP) levels
Have all content teachers who have ELLs in their classrooms
received training in how to teach ELLs?
• Identify integration with same-age peers
• Communicate ELP levels and needs to relevant staff
(counselors, psychologists, reading specialists)
• Communicate with families in preferred mode of
communication.
Are translation and interpretation services available for ELL
families?
Activity: Turn and Talk
• Using your graphic organizer and the flow
chart, write the strengths and areas of
improvement of the ESL Program in the
components of instruction and ensure
integration.
• Share your responses with your table
partners.
• Be prepared to share with the large group.
42
Re-Assess Periodically
• For Progress
– Specific multi-criteria reclassification procedures
• ESL Program Exit
– PA Exit Criteria (include exit criteria)
• Monitor Program Effectiveness
– Monitoring plan/documentation (include the twoyear requirement)
PA Exit Criteria
Required Exit Criteria
• Score of BASIC on the annual Pennsylvania System of School
Assessment (PSSA) math or Algebra I Keystone and PSSA reading
or Literature Keystone.
• Score of 5.0 on an ACCESS for ELLs Kindergarten assessment
(accountability score) or score of 5.0 on a Tier C ACCESS for ELLs
assessment.
Additional Exit Criteria
• Final grades of C 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 math or Algebra I Keystone
AND PSSA reading or Literature Keystone assessments.
http://www.eslportalpa.info/identificationplacementexit-criteria/exit-criteria/
Documentation
• Develop Program Guide
• Develop record-keeping plan
• Appoint team to implement program
evaluation
• Schedule program evaluation and periodic
data review of ACCESS for ELLs
Accountability System
• ACCESS for ELLs and PSSA/Keystone Exams are
state-mandated assessments
• Annual Measurable Achievement Objectives
(AMAOs) are state targets that parallel
Adequate Measurable Objectives (AMOs)
targets
• Both require conscientious planning and
administration
46
Monitoring Your Program’s
Effectiveness
• Review the results of ACCESS for ELLs with your
teachers.
• Use the results of ACCESS for ELLs to measure
growth in English language development over
time.
• Use ACCESS for ELLs results to guide
implementation decisions concerning the MultiTiered Systems of Support in your school(s).
• Ensure that ELLs are exited from the ESL Program
according to PA Exit Criteria and monitored for
two years post exit.
47
Activity: Turn and Talk
• Using your graphic organizer and the flow
chart, write the strengths and areas of
improvement of the ESL Program in the
components of Re-Assess for Progress,
Program Exit, Monitoring Program
Effectiveness, and Documentation.
• Share your responses with your table
partners.
• Be prepared to share with the large group.
48
Danielson’s Framework for Teacher
Effectiveness
Roles of ESL Teachers
Pennsylvania Training and Technical Assistance Network
Focus on the Classroom
Cultures in the Classroom
What students &
teachers bring
with them
What’s already
there
The Classroom Culture
The work people
do together
Classroom Cultures
A FRAMEWORK FOR TEACHING:
COMPONENTS OF PROFESSIONAL PRACTICE
Domain 1: Planning and Preparation
•Demonstrating Knowledge of Content
and Pedagogy
•Demonstrating Knowledge of Students
•Setting Instructional Outcomes
•Demonstrating Knowledge of Resources
•Designing Coherent Instruction
•Designing Student Assessments
Domain 2: The Classroom Environment
•Creating an Environment of Respect
and Rapport
•Establishing a Culture for Learning
•Managing Classroom Procedures
•Managing Student Behavior
•Organizing Physical Space
Domain 4: Professional Responsibilities
•Reflecting on Teaching
•Maintaining Accurate Records
•Communicating with Families
•Participating in a Professional Community
•Growing and Developing Professionally
•Showing Professionalism
Domain 3: Instruction
•Communicating with Students
•Using Questioning and Discussion
Techniques
•Engaging Students in Learning
•Using Assessment in Instruction
•Demonstrating Flexibility and Responsiveness
51
Domain 1: Planning and Preparation
Overarching Understanding Specific to ESL
• ESL instruction must be strategically planned
and prepared relative to student levels of
proficiency in the English language.
• The written ESL curriculum is aligned to PA
English Language Proficiency Standards (ELPS)
and PA Core Standards for ELA.
• Planning and preparation also includes a focus
on cultural competency.
Possible Examples of How the Framework For Teaching Could Apply to English as a Second Language
Teachers, p. 18 www.pdesas.org/Instruction/Frameworks
Domain 2: The Classroom Environment
Overarching Understanding Specific to ESL
• The classroom environment reflects cultural
awareness, differences, and the acculturation process.
• The ESL teacher creates an environment that is
dynamic, multi-faceted and reflective of individuals.
• The ESL teacher respects, values and allows use of the
first language in class. S/he is prepared to address the
deep and often invisible dimensions of culture (i.e.
world views, power, privilege, etc.) and participation
in a larger community.
• Language, culture and community are valuable
classroom/environmental resources.
Possible Examples of How the Framework For Teaching Could Apply to English as a Second
Language Teachers, p. 18 www.pdesas.org/Instruction/Frameworks
Domain 3: Instruction
Overarching Understanding Specific to ESL
• English as a Second Language (ESL) instruction is a complex
undertaking that involves multi-age, multi-English language
proficiency levels and multicultural awareness.
• Skilled ESL teachers match instruction with English
proficiency levels. Language proficiency assessments,
including the W-APT or ACCESS for ELLs, and other
relevant data sources are used to inform lesson
development.
• Language acquisition is the primary focus of ESL instruction
and the 4 domains of listening, speaking, reading and
writing are integrated within instructional design and
delivery.
• A culturally responsive climate is foundational to an
effective instructional environment.
Possible Examples of How the Framework For Teaching Could Apply to English as a Second
Language Teachers, p. 18 www.pdesas.org/Instruction/Frameworks
Domain 4: Professional Responsibilities
Overarching Understanding Specific to ESL
• Interdisciplinary collaboration is essential.
Knowledge is imparted regarding the relationship
between oral language and acquisition of
academic skills and related achievement.
• The ESL teacher is an active advocate for the
diverse learning needs of ELLs including the need
for a higher level of cultural competency and
awareness across classrooms.
• The ESL teacher actively shares information
about current local, state and federal regulations
and ethical guidelines relative to the rights and
educational needs of ELLs.
Possible Examples of How the Framework For Teaching Could Apply to English as a Second
Language Teachers, p. 18 www.pdesas.org/Instruction/Framework s
Activity
• Count off 1-4
• Read your designated Danielson domain
–
–
–
–
Number 1: Domain 1
Number 2: Domain 2
Number 3: Domain 3
Number 4: Domain 4
• How would you use these guiding questions
to elicit a professional conversation and
feedback between an administrator and an ESL
teacher regarding teacher evaluation?
56
ELLs in Special Education – Preventing
Disproportionate Representation
Prior to referral of an ELL for evaluation,
the Local Education Agency (LEA) must
ensure that the ESL program is appropriate
in terms of planned instruction for ESL and
content per 22 Pa. Code § 4.26 and the
Basic Education Circular (BEC) Educating
Students with Limited English Proficiency
(LEP) Students and English Language
Learners.
Special Education Plan Requirements - Instructional Guidelines for English Language Learners 57
with Disabilities, Penn Link October 21, 2010
Appropriate Progress Monitoring
• When school teams monitor students' progress,
it is important that the teams provide the
appropriate context for interpreting ELL student
performance.
• All instructional decisions concerning ELLS
should be based on multiple measures that are
more likely to capture the complex nature of the
learning process for these students.
(WIDA. RtI2: Developing a Culturally and Linguistically Responsive Approach..., p. 10).
58
ELLs with Special Needs
• ELLs with special needs may receive both ESL
instruction and special education services
simultaneously.
• Decisions regarding the IEP team
should include an ESL teacher as a member.
• The IEP team determines how ESL instruction
and special education services can
be coordinated and delivered to meet the
student’s individual needs based on multiple
measures of data.
PDE Special Education Plan Requirements - Instructional Guidelines for English Language Learners with
Disabilities, Penn Link October 21, 2010
59
Technical Assistance
Provided by
• PDE ESL/Bilingual Education Program Advisors
• IU ESL Points of Contact
• PaTTAN
60
Resources
• edCount, LLC A Diagnostic Tool For Taking Your
Program’s Pulse
http://www.eslportalpa.info/data-systemsprogramevaluation/program-evaluation/
• e-Metric ACCESS for ELLs website
https://solutions.emetric.net/paaccess/
• National Center for Culturally Responsive
Educational Systems (NCCRESt, 2006)
www.nccrest.org, Practitioner Brief, Becoming
Culturally Responsive Educators: Rethinking Teacher
Education Pedagogy
• National Clearinghouse for English Language
Acquisition www.ncela.us
61
Resources
• Office of English Language Acquisition. English Learner Toolkit
http://www2.ed.gov/about/offices/list/oela/english-learnertoolkit/index.html
• Office for Civil Rights. Programs for English Language
Learners
http://www2.ed.gov/about/offices/list/ocr/ell/index.html
• PaTTAN and English Language Learner Initiatives
http://www.pattan.net/category/Educational%20Initiatives/Engli
sh%20Language%20Learners%20(ELL)
• PDE Basic Education Circular Educating Students With Limited
English Proficiency (LEP) and English Language Learners (ELL),
April 14, 2009
http://www.portal.state.pa.us/portal/server.pt/community/pa_
codes/7501/educating_students_with_limited_english_proficie
ncy_(lep)_and_english_language_learners_(ell)/507356
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Resources
• PDE ESL Toolkit http://www.eslportalpa.info/esltoolkit/
• Pennsylvania English Language Proficiency Standards
www.portal.state.pa.us/portal/server.pt?open=18&ob
jID...2
• Stanford University. Understanding Language,
http://ell.stanford.edu
• WIDA Resources
– ACCESS for ELLs Released Items
http://www.wida.us/assessment/ACCESS/ACCESS_Sample_Items.pdf
– ACCESS for ELLs Interpretive Guide for Score Reports Spring 2015 www.wida.us
– Can Do Descriptors www.wida.us
– RtI2: Developing a Culturally and Linguistically Responsive Approach www.wida.us
– W-APT Speaking and Writing rubrics http://www.wida.us/assessment/w-apt/
– WIDA Performance Definitions Listening and Reading
https://www.wida.us/get.aspx?id=542 ; Speaking and Writing
https://www.wida.us/get.aspx?id=543
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Contact Information
www.pattan.net
Victor Rodriguez-Diaz, PhD
VRodriguez@pattan.net
Commonwealth of Pennsylvania
Tom Wolf, Governor