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ESL Program Area Updates

ESL Program Area Updates. Linda Long Pennsylvania Department of Education Division of Curriculum August 2013. Mission for the Education of ELLs.

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ESL Program Area Updates

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

  5. 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

  6. Contents • Program Requirements • Educating Students with Limited English Proficiency and English Language Learners • Identification, Placement, & Exit of ELLs • Program Placement • Program Exit • LEP Status • Parent Notification • ESL Instruction • Planned Instruction • Updated ELL Overlays • LEP Data • 2013-2014 LEP Data Collection Schedule • ACCESS for ELLs Assessment • 2013-2014 Testing Schedule • New for 2012-2013 • Title III & Accountability • 2013-2014 AMAO Targets • AMAO Status Reports • AMAO Improvement Planning • 2013-2014 ESL Professional Development Plan • Technical Assistance Protocol

  7. 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

  8. 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.

  9. ESL Program Requirements

  10. 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 bilingual-bicultural or English as a second language (ESL ) instruction. 22 Pa. Code § 4.26

  11. 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/community/pa_codes/7501/educating_students_with_limited_english_proficiency_(lep)_and_english_language_learners_(ell)/507356

  12. Identification, Placement, & Exit of ELLs

  13. 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

  14. 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.

  15. 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?

  16. 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 atwww.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

  17. 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 • 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 • NCLB-B3 Description of District ELD Program • 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

  18. 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.

  19. 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 LevelACCESS ScoreRequired W-APT Scores*                         K                      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

  20. 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.

  21. For more information • For more information on any of these topics, please visit the ESL Toolkit! • Identification- http://toolkit.eslportalpa.info/index.cfm?pageid=4623 • Placement- http://toolkit.eslportalpa.info/index.cfm?pageid=4649 • Exit criteria- http://toolkit.eslportalpa.info/index.cfm?pageid=4651

  22. Planned Instruction

  23. 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)

  24. 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.

  25. 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.

  26. 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

  27. 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

  28. 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.usfor user ID and password information.

  29. LEP Data Collection

  30. 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

  31. 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:

  32. 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

  33. ACCESS for ELLs Assessment

  34. 2013-2014 Testing Schedule Schedule is located on the WIDA website at www.wida.us. Click on consortia. Select member states. Select PA.

  35. 2013-14 ACCESS for ELLs • Listening Test will be media based • audio CDs and online option • all new test items

  36. 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

  37. 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

  38. 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.

  39. Title III & Accountability

  40. 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/community/state_assessment_system/20965/pennsylvania_accountability_system_(pas)/1190535

  41. 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. (ESEA Flexibility Frequently Asked Questions Addendum, March 5, 2013) • For more information about ESEA Flexibility, access the US Department of Education website: http://www2.ed.gov/policy/elsec/guid/esea-flexibility/index.html

  42. 2013-2014 Annual Measurable Achievement Objectives (AMAOs)

  43. 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)

  44. 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 subgranteein 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

  45. 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

  46. Professional Development

  47. 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

  48. Data Collection Webinars Target Audience: PIMS Administrators, PIMS Coordinators, District Test Facilitators

  49. Title III Webinar Series • Target Audience: Title III subgrantees and consortia • 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

  50. Assessment Webinars • Target Audience: ACCESS Test Facilitators, ELL Coordinators, ACCESS Test Administrators

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