Pennsylvania Department of Education

1. Pennsylvania Department of Education Successful Schooling for ELLs: What School Leaders Need to Know April 22, 2010

2. Pennsylvania Department of Education Vision for the Education of English Language Learners 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. The Department ensures 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. Pennsylvania Department of Education Vision for the Education of English Language Learners • The vision of the Department promotes the recognition of these students and their parents as cultural, economic and linguistic assets to the Commonwealth’s global initiatives. • The Department 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. Webinar Outcomes • Demonstrate an understanding of the components of an ESL Program as it relates to school and district leaders • Identify the characteristics of effective instruction in the ESL class and in subject area classes • Demonstrate an understanding of accountability for the academic achievement of ELLs

5. 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 bilingual-bicultural or English as a second language (ESL) instruction.

6. ESL Program

7. The BEC 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 PURPOSE The purpose of this circular is to provide local education agencies (LEAs) with the Rights Act,

8. ESL Core Program When ESL instruction is provided by a subcontracted IU ESL teacher, the school still must ensure that ELL students have access to content instruction that is aligned to students’ level of English language proficiency

9. 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 Language Proficiency Standards (PA ELPS) for ELLs as well as the Pennsylvania academic standards.

10. BEC: Planned Instruction for English language acquisition (ESL) classes • Language instruction must be commensurate with the student’s proficiency level. • ESL Instruction must be aligned with PA ELPS for ELLs and Pennsylvania’s Reading, Writing, Speaking, and Listening Standards. • Common planning time must be provided for ESL and content teachers to support instructional planning and evaluation • For further information see the Basic Education Circular

11. CORE ESL PROGRAM COMPLIANCE Identification: Home Language Survey, follow-up interview with parents, additional questions, review documentation, teacher referral • Create a checklist for secretaries with clear directions in how to proceed after HLS has been completed • Plan for continuous training of support staff on diversity and resiliency issues

12. CORE PROGRAM COMPLIANCE REFERENCE CHART

13. CORE ESL PROGRAM COMPLIANCE Placement: Age appropriate • 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

14. Plyler v Doe 1982: A Summary • In 1982, the Supreme Court rules in Plyler v. Doe , 457 U.S. 202 (1982), that public schools were 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.

15. Further Program Components • Refer to the Equal Access handout for ESL program components and the regulations tied to them. • Refer to the Plyler v. Doe handout for regulation requiring admission of immigrant students with or without documentation, and • Prohibition against schools requiring social security numbers

16. PA Academic Standards: Are for ALL students Are part of 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 PA Academic Standards & PA ELP Standards

17. The Pennsylvania English Language Proficiency Standards 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.

18. The Pennsylvania English Language Proficiency Standards 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.

19. English Language Proficiency Standards The English Language Proficiency Standards are at the following websites: www.pdesas.org www.education.state.pa.us The ELL overlay is at the following website: http://www.pdesas.org/module/sas/curriculumframework/elloverlay.aspx

20. ESL INSTRUCTION: What does it look like? • Teacher: • Focuses on ELP levels and grade of students • Explicitly teaches English functions and forms • Provides opportunities for use of language (practice) that reflects the rigor of grade level material • Integrates 4 domains (listening, speaking reading and writing)

21. Teacher: • Models oral discourse aligned to standards • Uses visuals, realia, demonstrations, actions and technology to enhance understanding

22. ESL INSTRUCTION: What are students doing? • Students: • Engage in oral and written communication based on standards • Interact in a variety of registers, for a variety of purposes • Use academic vocabulary in small group activities

23. What are students doing? • Practice listening comprehension skills deliberately • Demonstrate use of English language functions and forms (grammar, intonation patterns, register, syntax)

24. INSTRUCTING ELLs in Subject Areas • Teachers must be informed about the ELP level of students • Must have collaboration time with ESL teacher • Instruction reflects Can Do Descriptors and/or ELL Overlay • Teachers differentiate with visuals, graphic organizers and anticipatory guides to lessen language load

25. Subject area instruction for ELLs • Provides for oral practice in small group activities • Taps background knowledge of ELLs • Differentiates assessments to reflect content not language • Makes strategic use of first language

26. The Can Do Descriptors Are statements of what ELLs “can do” at each proficiency level • Can Do Descriptors provide indicators of effective teaching of ELLs in content classrooms • Share them with content teachers • Include them in walk-though protocols • Download this document from the WIDA website: www.wida.us

27. Accountability System • ACCESS for ELLs and PSSA are state mandated assessments • Annual Measurable Achievement Objectives (AMAOs) are state targets that parallel Adequate Yearly Progress (AYP) targets • Both require conscientious planning and administration

28. Tier Structure of ACCESS for ELLs • 6 R E A C H I N G Grades 1-12 K-Adaptive

29. Overall Composite Score

30. ACCESS for ELLs RESULTS

31. ACCESS for ELLs REPORTS The district will receive the following reports soon: • District Frequency Report • School Frequency Report • Student Roster Report • Teacher Report • Parents Report • http://wida.wceruw.org/states/NC/SchoolFrequencyDistributionReport2009BlankSample.pdf

32. Score Reports & Stakeholders

33. WHAT ARE AMAOs? Performance targets that include: • Making progress toward English language proficiency as measured by the state English language proficiency (ELP) assessment (currently the ACCESS for ELLs ®) • Attaining English language proficiency as measured by the state English language proficiency assessment • Meeting AYP as measured by the state content assessment (PSSA/PASA, PSSA-M)

34. AMAO 1 : Annual increases in the number or percentage of children making progress toward learning English. Definition of growth: • Gain of ≥ 0.6 ACCESS for ELLs® composite level for an individual student

35. AMAO 1 : Annual increases in the number or percentage of children making progress toward learning English School Year Target percent of students • 2007-2008 target of 49% • 2008-2009 target of 51% • 2009-2010 target of 53% • 2010-2011 target of 55% • 2011-2012 target of 57% • 2012-2013 target of 59% • 2013-2014 target of 61% • 2014-2015 target of 64% • 2015-2016 target of 67%

36. AMAO 2: Annual increases in the number or percentage of children attaining English proficiency • Definition of attainment: • Grades 1-12 • ACCESS for ELLs® composite score ≥ 4.5. Scores from both Tier B and Tier C forms of the test are acceptable. • Kindergarten (Note: In 2008-2009, K ACCESS composite scores for the first time were reported across the full range of 1.0 to 6.0.) • ACCESS for ELLs® composite score of ≥ 4.5 (Accountability Level, not Instructional Level)

37. AMAO 2: Annual increases in the number or percentage of children attaining English proficiency Growth targets: School Year Target % of students attaining English proficiency 2007-2008 target of 14% 2008-2009 target of 16% 2009-2010 target of 18% 2010-2011 target of 20% 2011-2012 target of 22% 2012-2013 target of 24% 2013-2014 target of 26% 2014-2015 target of 28% 2015-2016 target of 30%

38. AMAO 3: Adequate yearly progress for LEP children. The method for calculating AMAO 3 for Title III subgrantees is consistent with that used under Title I for AYP. AMAO 3 for Consortia is calculated on the aggregated consortium ELL population that has participated in the PSSA for the year in which the ACCESS for ELLs test was administered. • Former ELLs who have exited and are in their first or second year of monitoring are also eligible to be included in AMAO 3 calculations, consistent with AYP calculations.

39. Accountability Status Subgrantees are required to undergo Improvement Planning when AMAOs have not been met for two consecutive years or more. • The Pennsylvania Department of Education will be in contact with subgrantees who fall into this category to develop district or consortium improvement plans.

40. Technical Assistance Provided by : PDE ESL/Bilingual Education program advisors IU ESL Contact people Distinguished Educators ESL Technical Assistance Facilitators

41. Bureau of Teaching and Learning Support Division of Student Interventions and Instructional Supports John Nau, Chief, Acting Title III Director 717-241-9391 jnau@state.pa.us Division of School and District Planning and Continuous Improvement Becky McHugh, Acting Chief (717) 783-9260 bmchugh@state.pa.us Bureau of Assessment and Accountability Division of Assessment Stephanie Stauffer, Ed. Assessment Specialist (717) 346-7167 sstauffer@state.pa.us Contact Information www.education.state.pa.us Commonwealth of Pennsylvania Edward G. Rendell, Governor Pennsylvania Department of Education Gerald L. Zahorchak, D.Ed., Secretary Diane Castelbuono, Deputy Secretary Office of Elementary and Secondary Education John J. Tommasini, Director Bureau of Special Education Patricia Hozella, Assistant Director Bureau of Special Education

42. Ana Sainz de la Peña Educational Consultant asainzdelapena@pattan.net ESL Technical Assistance Facilitators: Connie Cochran, IUs 1-11,15, 27, 28 ccochran@pattan.net Heidi Faust, IUs 14, 16-21, 29 hfaust@pattan.net Paula Zucker, IUs 12, 13, 22-26 pzucker@pattan.net Contact Information: PaTTAN www.pattan.net Commonwealth of Pennsylvania Edward G. Rendell, Governor Pennsylvania Department of Education Gerald L. Zahorchak, D.Ed., Secretary Diane Castelbuono, Deputy Secretary Office of Elementary and Secondary Education John J. Tommasini, Director Bureau of Special Education Patricia Hozella, Assistant Director Bureau of Special Education