Pennsylvania Training and Technical Assistance Network

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

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.

• 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.

Outcomes

What’s in an Educational System?

People

PoliciesPractices

www.nccrest.org

Cultu

r

eEquity

What are Culturally Responsive Educational Systems?

People

PoliciesPractices

www.nccrest.org

What is the difference?

Pennsylvania Training and Technical Assistance Network

Demographics: ELLs in Pennsylvania

• 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 Enrollment57% of the Total ELL Population

LEA Name No. of ELLs

Philadelphia City SD

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

Pennsylvania Training and Technical Assistance Network

Legal RequirementsThe 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 Rightshttp://www2.ed.gov/about/offices/list/ocr/ellresources.html

Educating Students With Limited English Proficiency (LEP) and English Language LearnersState 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. 

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Educating Students With Limited English Proficiency (LEP) and English Language Learners (ELL)

13

22 Pa. Code §4.26 DATE OF ISSUE: July 1, 2001 DATE OF REVIEW: April 14, 2009The purpose of this circular is to provide

localeducation agencies (LEAs) with the

requirements andinterpretations of the legal mandates

governing theeducation 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

Core ESL Program Requirements ChartREQUIREMENTS LEGAL REFERENCE PROGRAM

1. Identify 

• OCR 1970 Memo• Lau v Nichols 1974 Supreme Court decision

Home language survey Train intake staff 

2. Assess Determine need for instruction Place in appropriate program of

instruction 

• Office of Civil Rights 1970 Memo

• Gomes v Illinois State

• Board of Education 1987

• U.S. Court of Appeals, 7th Circuit

Appropriate proficiency test (W-APT) Multiple criteria for placement/exemption Identify home language proficiency Diagnose mathematics skills/literacy Investigate prior schooling experience

3. Provide Instruction Direct, appropriate, sufficient Designed for students' needs Based on current practices Appropriate staffing Appropriate materials

 

• 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

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) 

4. Ensure integration Instructional integration Social integration

 

• 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

• 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

• Communicate with families in preferred mode of

communication5. Re-Assess

For progress To exit a program Monitor exited students

• OCR 1970 Memo • Rios v Read 1977 • Cintron v Brentwood 1977,1978

• 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 

Pennsylvania Training and Technical Assistance Network

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

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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. Nicholshttp://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/IA1bCastanedaFullText.htm

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ESL Instruction Content Classroom

ESL Program

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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.

 

19PDE Basic Education Circular Educating Students With Limited English Proficiency (LEP) and English Language Learners (ELL), April 14, 2009

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.

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ESL Core Program

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.

21PDE Basic Education Circular Educating Students With Limited English Proficiency (LEP) and English Language Learners (ELL), April 14, 2009

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

22PDE Basic Education Circular Educating Students With Limited English Proficiency (LEP) and English Language Learners (ELL), April 14, 2009

CORE ESL PROGRAM COMPLIANCE

Placement: • Age-appropriate grade placement• Mandated English language proficiency

placementassessment WIDA Access Placement Test (W-APT)

• In addition, an informal assessment of literacy and/ormath skills in the student’s native language whenpossible

• 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

23PDE Basic Education Circular Educating Students With Limited English Proficiency (LEP) and English Language

Learners (ELL), April 14, 2009

Student enters district Completes home language survey (HLS)

All-English content classroom

Language other than English present (PHLOTE)

No member of household speaks a language other than English

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 1. age-grade appropriate assignment 2. bilingual education or English as a

Second Language (ESL)

Limited English Proficiency

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

Cochran 2/98 Adapted by Dutrisac 5/12

IDENTIFICATION AND PLACEMENT OF ENGLISH-LANGUAGE LEARNERS

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

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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

Pennsylvania Training and Technical Assistance Network

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).

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

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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.

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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 discipline-specific 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

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Tier Structure of ACCESS 2.0 for ELLs

• ENTERING1 • EMERGIN

G2 • DEVELOPING3 • EXPANDI

NG4 • BRIDGING5

6

REACHING

Tier A Tier B Tier CGrades 1-12

K-Adaptive

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WIDA Instructional Tools

1. Performance Definitions2. Can Do Descriptors3. Speaking and Writing Rubrics4. ACCESS for ELLs Score Reports (Teacher

Report, Parent Report, Roster Report, School Report and District Report)

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ACCESS for ELLs Interpretive Guide for Score Reports Spring 2015Alternate 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/

SYSTEMS

PRACTICESDATA

SupportingStaff Behavior

SupportingStudent

Achievement & Behavior

OUTCOMES

Supporting Social Competence, Academic Achievement and Safety

SupportingDecisionMaking

Multi-Tiered Systems of

Support

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-when-implementing-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.

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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 two-

year requirement)

PA Exit CriteriaRequired 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

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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 Multi-Tiered 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.

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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

Pennsylvania Training and Technical Assistance Network

Danielson’s Framework for Teacher EffectivenessRoles of ESL Teachers

Focus on the Classroom

What students &teachers bringwith them

What’s alreadythere

The work peopledo together

Cultures in the Classroom

The Classroom Culture Classroom Cultures

A FRAMEWORK FOR TEACHING:COMPONENTS OF PROFESSIONAL PRACTICE

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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

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 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?

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ELLs in Special Education – Preventing Disproportionate RepresentationPrior 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.

57Special Education Plan Requirements - Instructional Guidelines for English Language Learners 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).

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ELLs with Special Needs

• ELLs with special needs may receive both ESL instruction and special education services simultaneously. 

• Decisions regarding the IEP teamshould include an ESL teacher as a member. 

• The IEP team determines how ESL instruction and special education services canbe coordinated and delivered to meet the student’s individual needs based on multiple measures of data.

59PDE Special Education Plan Requirements - Instructional Guidelines for English Language Learners with

Disabilities, Penn Link October 21, 2010

 Technical Assistance

Provided by• PDE ESL/Bilingual Education Program

Advisors• IU ESL Points of Contact • PaTTAN

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Resources• edCount, LLC A Diagnostic Tool For Taking

Your Program’s Pulse http://www.eslportalpa.info/data-systemsprogram-evaluation/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

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Resources• Office of English Language Acquisition. English

Learner Toolkithttp://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/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 Initiativeshttp://www.pattan.net/category/Educational%20Initiatives/English%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_proficiency_(lep)_and_english_language_learners_(ell)/507356

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Resources• PDE ESL Toolkit

http://www.eslportalpa.info/esl-toolkit/ • Pennsylvania English Language Proficiency

Standards www.portal.state.pa.us/portal/server.pt?open=18&objID...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, PhDVRodriguez@pattan.net

Commonwealth of Pennsylvania

Tom Wolf, Governor