ESL PROGRAM AREA UPDATESLinda Long

Pennsylvania Department of Education

Division of Curriculum

August 2013

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.

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.

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

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

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

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

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.

ESL PROGRAM REQUIREMENTS

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

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

IDENTIFICATION, PLACEMENT, & EXIT OF ELLS

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

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.

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?

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 at www.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

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

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.

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 Level     ACCESS Score        Required 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

  

             

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.

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

PLANNED INSTRUCTION

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)

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.

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.

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

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

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.us for user ID and password information.

 

LEP DATA COLLECTION

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

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:Data Collected Window Templates Required Purpose Impact

Student Data October District Snapshot School Enrollment Programs Fact Student Student Snapshot

Collects data on LEP students in programs designed for LEP students. This data is used for federal reporting purposes.

Title III LEP & Immigrant Children & Youth funding determined by this report

PreCode November School Enrollment Program Fact Student Student Snapshot

Provides student precode labels for the ACCESS for ELLs and PSSA test booklets.

Labels for WIDA ACCESS for ELLs assessments are generated from this collection.

ACCESS for ELLs Reporting Collection

February Student Student Snapshot Program Fact District Fact

Collects data on LEP and Title III LEP students who are administered the ACCESS for ELLs English Language Proficiency Assessment during the ACCESS for ELLs test window. This snapshot is used for federal reporting purposes and for accountability purposes.

Collects counts of Title III nonpublic students served. This data is used to determine Title III allocations.

ACCESS Test Files are matched to reported LEP students. Test booklets that do not match demographic data in PIMS are invalidated for federal reporting and accountability purposes. Data MUST be accurate.

Failure to report a count of nonpublic students served may negatively impact Title III funding.

LEP System March NA Application is online and

accessed through the PDE Portal.

Collects data on LEP students in programs designed for LEP students. This data is used for federal reporting purposes and program compliance monitoring.

Based on compliance reviews, PDE provides technical assistance to LEAs.

ELL End of Year Count

June Student Snapshot School Enrollment Program Fact Student District Fact

Collects data on LEP, ICY, and Title III students who were enrolled in a school at any time during the school year. This snapshot is used for federal reporting purposes.

Reported to Congress. Impacts federal decisions concerning policy and funding for LEP and Immigrant students.

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

ACCESS FOR ELLS ASSESSMENT

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

Task Start Date End DateLEA Test Administrator Training Window -- 01/26/14LEAs Order Test Materials 11/11/13 12/13/13PIMS Precode Data Collection period for ACCESS for ELLs® 11/ /13 12/ /13

LEAs Receive Test Materials -- 01/13/14Test Window 01/27/14 03/07/14Order Additional Materials Deadline -- 02/21/14PIMS ACCESS for ELLS Data Collection Snapshot Date -- 03/07/14

PIMS ACCESS for ELLs Data Collection Period 02/24/14 03/14/14

LEAs Ship Completed Materials to MetriTech -- 03/14/14

MetriTech Data Validation website open for corrections 04/22/14 04/25/14

PIMS ACCESS for ELLs Correction Window 04/22/14 04/25/14PIMS ACCESS for ELLs data corrections (only for LEAs notified by PDE) 05/12/14 05/15/14

Reports Shipped to District* Week of 06/09/14**Subject to change depending on timeliness of materials returned to Metritech and accuracy of demographic data in PIMS & Metritech.

2013-14 ACCESS FOR ELLS

Listening Test will be media based audio CDs and online option all new test items

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

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

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.

TITLE III & ACCOUNTABILITY

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

2012-13 ACCOUNTABILITYAMAO 3 indicators and targets are pending2012-13 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

2013-2014 ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES (AMAOS)

Annual Measurable Achievement Objective

Target

AMAO 1 Annual increases in the number or percentage of children making progress towards learning English.

Definition: gain of > 0.6 ACCESS for ELLS composite proficiency level score

61%

AMAO 2 Annual increases in the number or percentage of children attaining English proficiency.

Definition: ACCESS for ELLs composite proficiency score of > 4.5 on a Tier B or C assessment or Kindergarten assessment

26%

AMAO 3 Adequate yearly progress (AYP) for LEP students.OR PA ESEA Flexibility Waiver indicators

AYP Targets OR PA ESEA Flexibility Waiver targets

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)

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 subgrantee in 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

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

PROFESSIONAL DEVELOPMENT

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

DATA COLLECTION WEBINARS

Collection Date Topic

Enrollment September 17, 18, 24, October 3

PIMS Enrollment Snapshot Training

Precode November PIMS PSSA/ACCESS for ELLs Precode Training

ACCESS February 19, 25 PIMS ACCESS for ELLs Snapshot Training

LEP February 27 LEP System Data Collection Training

End of Year June 10, 18 ESL End of Year Snapshot Training

Target Audience: PIMS Administrators, PIMS Coordinators, District Test Facilitators

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

Date Time TopicMay 8, 2014 10 am-12 pm

1:30-3:30 pmEffective Instruction for Students with Limited or Interrupted Formal Education

September 25, 2013 10 am-12 pm eMetric Data Interaction Tool for ACCESS for ELLs

October 2013 TransACT: An overview of the Online Tool for Compliance and Parent Notification

ASSESSMENT WEBINARS

Date Time Topic

August 21, 2013 1:30-3:30 pm Use of the W-APT for Identification and Placement

November 5, 2013

1:30-3:30 pm Administering Kindergarten ACCESS

November 5, 2013

10 am-12 pm Administering ACCESS Grades 1-12

November 7, 2013

10 am-12 pm Administering Alternate ACCESS

November 7, 2013

1:30-3:30 pm ACCESS Test Ordering & Security

May 22, 2014 10 am-12 pm ACCESS for ELLs Score Interpretation

• Target Audience: ACCESS Test Facilitators, ELL Coordinators, ACCESS Test Administrators

INSTRUCTION OF ELLS: WEBINARS Target Audience: ELL Coordinators, IU ESL Contacts,

classroom, content, ESL, and special education teachers

Date Time Topic

August 21, 2013

10 am-12 pm

Effective ESL Programs: Meeting the Challenges and Embracing the Opportunities

January 22, 2014March 12, 2014April 10, 2014

10-11:30 am

Implementing the PA ELL Overlays Series

INSTRUCTION OF ELLS: ON SITE TRAININGS Target Audience: ELL Coordinators, IU ESL Contacts,

classroom, content, ESL, and special education teachers

Date & Site Topic

September 4-5, 2013(PaTTAN Pittsburgh)September 9-10, 2013(PaTTAN Harrisburg)September 12-13, 2013(PaTTAN King of Prussia)

ELD Standards in Action: Collaboration

October 7, 2013 (videoconference)(PaTTAN Pittsburgh)(PaTTAN Harrisburg)(PaTTAN King of Prussia)

ESL Program Development and Compliance Training for Charter Schools

October 25, 2013 (PaTTAN Pittsburgh)October 23, 2013(PaTTAN Harrisburg)October 22, 2013 (PaTTAN King of Prussia)

Data Discovery

November 15, 2013 (videoconference)(PaTTAN Pittsburgh)(PaTTAN Harrisburg)(PaTTAN King of Prussia)

PDE’s New ELL Overlays: Supporting Rigor

TECHNICAL ASSISTANCE

ESL TECHNICAL ASSISTANCE PROTOCOL

Option #1: ESL Toolkit

Option #2: IU ESL Contact

Option #3: ESL Technical Assistance Coordinator

Option #4: PDE

ESL TECHNICAL ASSISTANCE FACILITATORS

o through September 30, 2013

Technical Assistant

Phone number

Email IU Regions

Heidi Faust 610 780-8712 hfaust@csc.csciu.org

7, 14, 16, 17, 18, 19, 20, 21, 27, 28, 29

Francine Dutrisac

717 321-6569 fdutrisac@csc.csiu.org

1, 2, 3, 8, 9, 10, 11, 12, 13, 15

Paula Zucker 215 290-8988 pzucker@csc.csiu.org

4, 5, 6, 22, 23, 24, 25, 26

ESL TECHNICAL ASSISTANCE COORDINATOR After October 1, 2013

the provision of technical assistance with primary focus on priority schools and those Local Educational Agencies (LEAs) in Title III AMAO Improvement

working with PDE staff to develop and implement ESL training opportunities and supportive resource materials

support PDE staff by providing technical assistance, conducting site visits, coordinating professional development opportunities, gathering information and producing ESL tools and resources to assist in the provision of instruction to English Language Learners (ELLs).

PDE STAFF

Division of Curriculum Linda Long | State Title III Director

ESL/Bilingual Education Advisorlilong@pa.gov (717)-783-6595

Lovinda Weaver | ESL/Bilingual Education Advisorlweaver@pa.gov(717) 787-5482

Tami Shaffer l Education Administration Associatetshaffer@pa.gov (717)-705-3829

Division of Federal Programs Jesse Fry | Regional Coordinator

jefry@pa.gov Phone: 717-783-6829