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2026 EL Accommodations Guidelines for PSSA and Keystone

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2026 EL Accommodations Guidelines for PSSA and Keystone

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Basic Education Circular for Educating ELs

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Basic Education Circular for Educating ELs

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Common Lit:  ELA Resources for Secondary

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Common Lit:  ELA Resources for Secondary

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For full functionality of this site it is necessary to enable JavaScript. Click here for instructions on how to enable JavaScript in your web browser.

World-class content

Access thousands of reading lessons and our comprehensive ELA curriculum, CommonLit 360.

Accessible for all learners

Tailor instruction to students' needs with text-to-speech, translation, and digital note-taking.

Actionable data

Track students' reading performance, set goals, and plan instructional next steps.

CommonLit
Digital Library

Discover thousands of free, supplemental lessons and quizzes in English and Spanish - all featuring great authors.

CommonLit
Assessment Series

Measure growth in reading comprehension with three benchmark assessments when you unlock our premium packages.

CommonLit 360 &
Professional Development

Support a successful rollout of our research-backed ELA curriculum with personalized webinars and on-demand trainings.

"

CommonLit has made a tremendously positive impact on my teaching practice. I'm very proud to teach CommonLit!

Jennifer Lane ELA Teacher

"

CommonLit definitely keeps me organized. It's easy for me to grade and it's easy for me to see students' reading growth increase throughout the year.

"

The CommonLit assessment questions are aligned to our ELA standards, which is extremely helpful when prepping for the state exam.

Teachers trust CommonLit to foster students' reading comprehension

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CommonLit | Free Online Reading Passages and Literacy Resources

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CommonLit is a comprehensive literacy program with thousands of reading lessons, full-year ELA curriculum, benchmark assessments, and standards-based data for teachers.

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Languages across the world have unique phonemic systems. For individuals learning English as a second language, it is common for the phonemic system of their first language to influence the production of sounds in English.

Resources listed below are intended to contribute to foundational awareness of potential cultural and linguistic influences. There are variations within cultures, and regional and dialectal variances exist in all languages. Therefore, a single chart/page on cultural and/or linguistic features is not meant to provide a comprehensive overview. Clinical judgment, client/patient/student and caregiver input, and additional research are needed to ensure culturally responsive services.

How Can I Use This Information?

Speech-language pathologists can use this information to:

Identify sounds in a client's phonological system for languages other than English.

Determine phonemic influences of a client's native language on English.

Identify sounds from the client's first language that may not exist in English or identify sounds in English that do not exist in someone's native language.

Recognize that even if there are similar sounds across two languages, they may not be used the same way. For example, in some languages a sound may only be used at the ends of words and not as a word-initial sound.

Audiologists can use this information to:

Correlate the client's audiogram and the sounds of the client's language(s).

Recognize and respond to amplification needs.

Identify the effect of the individual's phonemic system on speech audiometry assessment.

Modify materials and procedures during speech audiometry assessment.

Phonemic Inventories and Cultural and Linguistic Information

ASHA has compiled resources on the phonemic systems for the following languages:

Amharic

Arabic

Bosnian

Burmese

Chinese

English

English Phonemic Inventory [PDF]
Dialect
Haitian Creole

Hindi/Urdu

Hmong

Japanese

Korean

Navajo

Pashto and Persian

Polish

Russian

Spanish

Somali

Somali (Portland State University)

Tagalog

Vietnamese

Refugee Profiles/Information
ASHA's policy documents state that SLPs and audiologists must consider the sound systems of all the languages used by a client in order to provide appropriate assessment and treatment services.
Websites with Phonemic Inventories

If you have any questions, please contact ASHA's Office of Multicultural Affairs at multicultural@asha.org.

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Phonemic Inventories and Cultural and Linguistic Information Across Languages

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A list of phonemic inventories across multiple languages

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The Language Bank of the International Service Center (ISC) is a translation and interpretation fee-for-service available in the most commonly used foreign languages in Pennsylvania.

The ISC's Language Bank will enable service providers who are the direct or indirect recipients of government funds to meet the linguistic accessibility requirement of Title VI of the Civil Rights Act of 1964. The key to ensuring meaningful access to programs and benefits for Limited-English-Proficient (LEP) persons is effective communication. Service providers can ensure effective communication with LEP clients by relying on the translation and interpretation services offered by the ISC through its multicultural Staff and Language Consultants.
Language Capabilities:
Albanian, Arabic, Bhutanese, Bosnian, Burmese, Cambodian, Chinese, Farsi, French, Gujarati, Haitian Creole, Hindi, Italian, Korean, Kurdish, Laotian, Polish, Punjabi, Romanian, Russian, Serbo-Croatian, Somali, Spanish, Swahili, Thai, Tigrinya, Turkish, Urdu, and Vietnamese.
Service Costs:
Cost varies with each assignment depending on the particular language, service site, and complexity of the translation or interpretation work.

Except for emergency situations, we recommend that interpretation requests be made at least 3 days in advance and translation requests at least 1 week in advance.
Please contact Mr. David Chebbet at (717) 236-1523 if you need more information or assistance.

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The Language Bank of the International Service Center (ISC) is a translation and interpretation fee-for-service available in the most commonly used foreign languages in Pennsylvania. The ISC's Language Bank will enable service providers who are the direct or indirect recipients of government funds to meet the linguistic accessibility requirement of Title VI of the Civil Rights Act of 1964.

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https://docs.google.com/presentation/d/16Wu_10yE5Nzx8_pUL2pXKXWhSm7goYoCLYpxbVw6WQs/edit?usp=sharing

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I do not know of any districts who have secondary schools on trimesters. If that is not the case and you are in need of a secondary form with trimesters, please email slopez@caiu.org. Thank you!

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Welcome to our languages learning site which focuses on grammar and vocabulary. We have useful resources that you might enjoy for free such as: lessons, grammar tips, vocabulary, phrases, language tools, and audio files to download.

Languages Lessons

Learning new languages can help you communicate with other people and also understand their culture and behavior. Here is a list of the languages we offer:

MYLANGUAGES.ORG is a website dedicated to language learning. Our goal is to build an on-line language community where people from all over the world with the same passion can come and learn a language through grammar, vocabulary, audio, dictionaries, quizzes and much more resources. All our pages are available absolutely FREE. Our philosophy is that you shouldn't have to pay to learn a language! All we ask is to share this site with others so that they can benefit too.

Learning a language has many benefits some of which are: an understanding of the world, leading to a better career potential, sharpening cognitive skills, appreciating international literature, experiencing a more enjoyable travel, making lifelong friends and ultimately understanding one's own culture and self. Enjoy learning with mylanguages.org. Don't forget to bookmark this page.

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Learn Languages - Grammar and Vocabulary

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This website offers free learning lessons in 100 languages from Afrikaans to Zulu from grammar, vocabulary to phrases and quizes. Enjoy learnign with our lessons!

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Accessibility and Accommodations Manual 

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Accessibility and Accommodations Manual 

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Beginning of Year To Do List from our Friends in Middletown (Google Doc)

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Beginning of Year To Do List from our Friends in Middletown (Google Doc)

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Start Up To Do List - Google Docs

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Beginning of Year Checklist from our Friends in Middletown (PDF)

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Beginning of Year Checklist from our Friends in Middletown (PDF)

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The 2020 WIDA ELD Standards are included in the first section.

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Changes are coming to WIDA AMS and DRC INSIGHT in 2023-24! When you log in to WIDA AMS on June 30, you'll notice some big differences in the parts of the site you use most often. Read on to learn what's changing, what's not changing, and how your students will be impacted by the new look and feel of DRC INSIGHT. We'll give you some tips on how to prepare and tell you where to find resources to support you with this transition.

You'll notice the biggest difference in student management and test management, where improved filters, sort options, and easy-to-locate buttons will help you quickly find the information you need or the task you need to complete. Going forward, you can

View all student demographic details in one tab, and quickly move to the next to add or remove accommodations in the new student management application.

Review, edit and create new registrations (the new name for "test sessions") on a refreshed test management interface.

Easily navigate in and between applications with clearly identifiable buttons, and quickly locate options to print test tickets and run tier placement reports.

Looking to add multiple students at once? The new import management application allows you to upload a file with your students' information and add those students to automatically generated registrations at the same time. The new application also allows you to identify any errors in your import file and helps you find and correct them.

We're also transitioning to a more user-friendly way to locate and download WIDA Screener Online, ACCESS for ELLs and Alternate ACCESS for ELLs score reports. Visit the Reporting Services application this summer and fall to download score reports for the 2023-24 WIDA Screener administration. Later in the year, you'll also find the Secure Material Tracking Report, and 23-24 ACCESS score reports located here. Looking for score reports from past years? Those will stay in Report Delivery, where you previously accessed them.

Tip: With the transition to Reporting Services, DRC will only keep the current year plus two previous years' reports in WIDA AMS. If you need to download reports from 2020-21 or earlier, do so before June 30!

The DRC INSIGHT Secure Student Browser is also getting a refresh, for a more accessible student experience.

Some buttons, like Back and Next, have moved to the upper left of the screen. Students will find the icons for universal tools, like the highlighter, notepad and line guide, alongside these buttons. Moving these to the top left means a smoother testing experience for students using screen readers or keyboard navigation.

We've increased the number of magnification options, allowing students to magnify their screen up to four times the original size.

The color contrast options available in INSIGHT have been reduced to those most commonly used by students around the consortium.

Lastly, we've simplified the microphone check experience on the Speaking test.

While you'll need to learn new navigation for some tasks in WIDA AMS, you'll complete many tasks in the same way you do now. Creating user accounts, ordering materials, scoring WIDA Screener responses and conducting data validation will all work the same way they currently do.

If you'll be administering WIDA Screener Online this summer, we encourage you to take advantage of resources we'll have available to support you:

In early July, we will release a training video providing a brief overview on common tasks in WIDA AMS. Each 1-2 minute segment of the video will show you how to complete tasks like creating a student, creating a registration, and downloading test tickets. Once it's released, this video will be available in the WIDA Secure Portal, under Resources > Screener Online.

Updated test demos, test practice and online sample items will be available in WIDA AMS and DRC INSIGHT at the end of June.

You can review step-by-step directions on how to complete tasks in WIDA AMS through the WIDA AMS User Guide (this document will be updated at the end of June). The new applications in WIDA AMS will also have online help features - look for the question mark icon in the upper right corner once the new applications arrive.

Make sure you schedule some time for yourself to learn the new INSIGHT layout and the new universal tool options. That way, you can support your students if they have questions as they take the test.

In September, take advantage of refreshed ACCESS training courses, which will contain new screencast features to show you exactly how to complete many of the tasks in WIDA AMS.

In the fall and winter, make sure to schedule plenty of time for students to view the test demo and use the test practice ahead of administering ACCESS for ELLs Online.

Lastly, as you become familiar with the changes to AMS and INSIGHT, make sure to send us your feedback! More enhancements to WIDA AMS are coming, so let us know how these new applications work for you.

We encourage you to bookmark this article so you can revisit it in the fall when you're ready to dive back in to WIDA AMS. Please join us on May 18 for a webinar hosted by WIDA and DRC to see some of these changes firsthand and ask any questions that may have bubbled up as you read this article. We'll also be communicating about these changes throughout the summer and into the fall in our emails, social media and Q&A webinars. As always, the WIDA Client Services Center and DRC Customer Service teams are here to support you. Find their hours of operation and ways to get in touch on the Contact Us page.

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Get ready for 2023-24 updates to WIDA AMS and DRC INSIGHT

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Changes are coming to WIDA AMS and DRC INSIGHT in 2023-24! When you log in to WIDA AMS on June 30, you'll notice some big differences in the parts of the site you use most often. Read on to learn what's changing, what's not changing, and how your students will be impacted by the new look and feel of DRC INSIGHT.

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ELD and Adult Ed. Classes in the Community (1).docx

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Please note some clarifications that were shared on the 8/30/23 field memo:

1. Personnel administering PAPER ACCESS or WIDA 1-12 Screeners only need to complete the speaking training and pass the speaking quizzes annually after initial full certification. They do not need to complete quizzes for all parts of the training.

2. ALL personnel who will administer the Alternate ACCESS must complete the full training this year (2023/2024) because WIDA updated the course. A decision has not been made yet concerning whether or not annual recertification will be required for Alternate ACCESS.

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How to create a test ticket with the new enhancements (With thanks to Cumberland Valley for sharing!)

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How to create a test ticket with the new enhancements (With thanks to Cumberland Valley for sharing!)

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Implementation Guide WIDA ELD Standards Framework

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Implementation Guide WIDA ELD Standards Framework

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WIDA ELD Standards Implementation Guide- Administrator Supplement

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WIDA ELD Standards Implementation Guide- Administrator Supplement

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Immigration and Refugee Resources - Medical, Insurance, ESL Resources for CAIU area by Beth-Ann McConnell | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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Literacy Education and Second Language Learning for Adults

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Online Collections - Literacy Education and Second Language Learning for Adults

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These are online collections of books in many languages. Some are large hubs in themselves, with links to other collections. Some focus on specific languages or on languages in particular countries or regions. There is some overlap, so you may find the same books in multiple locations.

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English and Transitions Skills For Levels 0-1

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Resources for Multilingual Family Engagement

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October 2023 ELD Networking for Teachers

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There are more than 61,000 English Learners (ELs) speaking more than 200 different languages in Pennsylvania. The education of students whose dominant language is not English and who are ELs is the responsibility of every Local Education Agency (LEA). Title 22, Chapter 4, Section 4.26 of the Curriculum Regulations requires the LEA to provide a program for every student who is an English learner (EL).

The goal of language instruction educational programs (LIEPs) is to facilitate the development and attainment of English proficiency and academic achievement of students whose native or first language is not English. Without instruction in social and academic English and appropriate support for learning academic content, these students are at risk of losing the educational opportunities provided to non-EL students.

Educating English Learners (ELS) outlines program regulations and guidance related to the education of ELs in Pennsylvania.

Definition of English Language Development (ELD)

ELD is a required component of all language instruction educational programs (LIEPs). ELD takes place daily throughout the day for ELs and is delivered by both ESL teachers and non-ESL teachers.

ELD Delivered by ESL Teachers

English language development instruction, otherwise known as English as a second language, delivered by a licensed ESL teacher is its own content area. ELD in this context is driven by language, but it draws from general education content as a vehicle for instruction in order to contextualize language learning. It must be codified in a dedicated and planned curriculum specifically designed to develop the English language proficiency of ELs so that they are able to use English in social and academic settings and access challenging academic standards. ELD instruction provides systematic, explicit, and sustained language instruction designed to prepare students for the general academic program by focusing, in meaningful and contextualized circumstances, on the academic language structures that underpin social and academic constructs. It can be taught as a stand-alone class or course but may also be embedded within other courses with the direct support of an ESL program specialist as appropriate based on the program design and needs of the students.

ELD Delivered by Non-ESL Teachers

ELD must be incorporated into all classes taught by non-ESL licensed teachers in which ELs are enrolled. These teachers are responsible for deliberately planning for and incorporating language instruction as well as supports, modifications, and accommodations needed to allow ELs to access the standards to which the course is aligned.

English Language Development Standards

Pennsylvania's English Language Development Standards for English Learners (ELDS for ELs) have been carefully developed to meet compliance with federal requirements by providing a framework for standards-based instructional and assessment planning for ELs so that they may attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging academic content standards that all children are expected to meet.

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There are more than 61,000 English Learners (ELs) speaking more than 200 different languages in Pennsylvania. The education of students whose dominant language is not English and who are ELs is the responsibility of every Local Education Agency (LEA).

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About Us

At Compass, we believe that the voices of families and students are an integral part of the education system. Our mission is to foster understanding and connection between cultures. We provide culturally and linguistically responsive services that promote multilingual family and student engagement. The interpreters, translators, and cultural navigators at Compass are committed to building trust with all our clients.

Why Choose Us

Our interpreters, translators, and cultural navigators adhere to the ethics of the field and understand the expectation of maintaining confidentiality. The services offered through Compass are specialized in the field of education and multilingual staff are trained in school processes, procedures, and technical vocabulary. We strive to be the trusted voice that brings connection to all individuals in the educational system.

Why Are Our Services Needed?

Educational agencies are in need of services that will not only allow them to comply with federal regulations of providing quality interpretation and translation but will also assist them in engaging multilingual students and families meaningfully. There may be times that the needs of the students, families, and staff go beyond the scope of an interpreter and translator. In these instances, the work of our cultural navigators can bring cultural understanding and provide mentorship to students and families as they adapt to a new environment.

Services

Transmit spoken language from English to the target language and vice versa between parties in educational settings.

Provided languages: Arabic, Dari, Hindi, Nepali, Pashto, Persian, Spanish, Urdu

Translate written education documents, including those related to the field of special education, from English to the target language and vice versa between parties in educational settings.

Provided languages: Arabic, Belarusian, Dari, Hindi, Nepali, Pashto, Persian, Russian, Spanish, Ukrainian, Urdu, Vietnamese

Act as liaisons among community, district, school, and families as well as mentor individuals as they become oriented to a new culture.

Available languages: Arabic, Bengali, Dari, Farsi (Persian), Hindi, Malayalam, Nepali, Pashto, Russian, Spanish, Turkish, Ukrainian, Urdu

Pricing Structure

Most services are Title III eligible. As a reminder, please review Title VI of the Civil Rights Act of 1964, the Equal Educational Opportunities Act (EEOA), and ESSA, Section 8101(20), ESSA, Section 3201(5), And ESSA, Section 6115(g) for further guidance on allowable expenses for English Learners.

View services and fees

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Compass - Capital Area Intermediate Unit 15

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Compass - Capital Area Intermediate Unit 15

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Introduction

Chapter 1 - Who Are Newcomers?

Chapter 2 - Welcoming Newcomers to a Safe, Inclusive and Thriving School Environment

Chapter 3 - Supporting Newcomers' Social, Emotional, and Mental Health Needs

Chapter 4 - Providing High-Quality Instruction for Newcomers

Chapter 5 - Establishing Partnerships with Families

To request the toolkit in an alternate format as a reasonable accommodation, i.e. large print, CD Rom or audio, please contact Melissa Escalante by phone, 202-987-1745 or email at: Melissa.Escalante@ed.gov.

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To request the toolkit in an alternate format as a reasonable accommodation, i.e. large print, CD Rom or audio, please contact Melissa Escalante by phone, 202-987-1745 or email at: Melissa.Escalante@ed.gov.

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Newcomer Toolkit: Welcoming Newcomers • Multilingual Learning Toolkit

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This is one chapter from the U.S. Department of Education Newcomer Toolkit. This chapter focuses on how teachers can welcome both newcomer Multilingual Learners and their families into a school community.

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These glossaries are to provide permitted testing accommodations of ELL/MLL students. They should also be used for instruction during the school year. These glossaries may be downloaded, printed and disseminated to educators, parents and ELLs/MLLs.

Bilingual glossaries are an essential and expected test accommodation for ELLs/MLLs in the State of New York. The languages of these glossaries cover the top 10 languages at the state level, with new languages added based on changing language populations in the NY State student demographic data.

Schools should provide testing accommodations to ELLs/MLLs, as needed, on all NYS ELA and content-area assessments (i.e., Mathematics, Science and Social Studies). Districts/schools must make all necessary arrangements to make these accommodations available for ELLs/MLLs who need them. Please click here for the New York State Office of Bilingual Education and World Languages Webpage on "Assessment and Testing Accommodations".

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These glossaries are to provide permitted testing accommodations of ELL/MLL students. They should also be used for instruction during the school year.

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Learn 48 Languages Online for Free: Spanish, Chinese, English & More

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Download free language lessons. Collection features audio lessons in 48 languages including Spanish, English, French, German, Italian, Mandarin, Arabic...

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In September of 2016, OSEP funded three projects focusing on tiered approaches to improving reading and language outcomes for English Learners (ELs). These projects are developing and implementing culturally and linguistically responsive models for multitiered system of supports for ELs, including those with or at risk of having a disability.

Features of these models include:

Appropriate research-based reading instruction and intervention for ELs

Culturally responsive teaching strategies and principles

Professional development and strategic coaching for teachers

Linguistically aligned progress monitoring and screening measures

Data-based educational decision making

Please click on each project to learn more about each model and to access additional resources.

Project ELITE2 is a model demonstration project sponsored by the Office of Special Education Programs in the U.S. Department of Education. The project operates within the Language for Learning Institute of The Meadows Center for Preventing Educational Risk at The University of Texas at Austin.

The goal of the Project ELITE2 is to develop, implement, and evaluate a multitiered instructional model for English learners in the elementary grades that focuses on language and literacy development. We are one of three model demonstration sites collaborating to optimize educational outcomes for English learners, specifically those with or at risk for having a learning disability.

Through this newly funded cooperative agreement, Project ELITE2 is working with a school district in Central Texas to extend our previous work from ELs in the primary grades to ELs in grades three through five.

Project ELLIPSES is a model demonstration project sponsored by the Office of Special Education Programs in the U.S. Department of Education. The goal of the project is to assess the implementation of multi-tiered system of supports (MTSS) focused on culturally and linguistically responsive teaching (CLRT) to meet the needs of English learners and English learners with disabilities in the area of literacy and language development. Project ELLIPSES will provide training and technical assistance to build staff capacity to support MTSSCLRT implementation and high-quality literacy instruction for English learners and English learners with disabilities in grades third through fifth.

Project Lectura para Excelencia y Éxito (Project LEE) is a model demonstration project at Portland State University, sponsored by the Office of Special Education Programs in the U.S. Department of Education. The goal of Project LEE is to improve literacy and language outcomes for ELs in grades 3-5 with or at-risk for being identified with a disability. Within this context, we intend to support schools to use a framework, PLUSS (Sanford, Brown & Turner, 2012), to adapt existing evidence-based interventions for the unique linguistic and cultural needs of ELs. The PLUSS Model provides a replicable model of literacy instruction and intervention through embedding culturally and linguistically appropriate instruction into existing multi-tiered system of supports.

PLUSS stands for:

P: Preteaching language and vocabulary and priming background knowledge
L: Language use and modeling
U: Using visuals and graphic organizers
S: Systematic and explicit instruction
S: Strategic use of native language and culture

As one of three model demonstration sites, Project LEE is collaborating with other projects and the outcomes of this project will be disseminated nationally. Specifically, the goals of our project are to: (1) improve the literacy outcomes for ELs with or at-risk for being identified with a disability, and (2) create a replicable and sustainable model of culturally and linguistically responsive instruction that can be overlaid across all tiers of instructional support within a multi-tiered system of supports.

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Multitiered System of Supports for English Learners

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Research-based practices, guides, and tools for Response to Intervention (RTI) with English Learners, the U.S. Department of Education funds model development of MTSS with ELs.

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Professional Learning

Office Hours and training activities are designed for Pennsylvania educators and students or faculty members in PA institutions of higher education. Participants must register with their respective education institution's email address.

This training resource is meant to help educators use Rubric 1 (Speaking, Listening, Interaction, and Reading) to complete evaluations of their ELs' language use for reclassification by providing video examples of students using language at various grades and proficiency levels. This training also provides additional criteria and resources that can be used in conjunction with reclassification Rubric 1 to help in decision-making.

Please review the Reclassification, Monitoring and Re-designation of ELs guidance at www.education.pa.gov/englishlearners prior to completing this training.

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Office Hours and training activities are designed for Pennsylvania educators and students or faculty members in PA institutions of higher education. Participants must register with their respective education institution’s email address.

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Welcome to School in the US (English and Spanish)

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Welcome to School in the US (English and Spanish)

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This shareable created by ParentPowered offers practical tips to families that will help them and their children thrive in their new school.

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 October 2024 ELD Networking for Teachers (Participant)

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This can be used as a template to indicate the PSSA and Keystone Assessment Accommodations for your English Learners.

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2025-2026 PSSA and Keystone Accommodations

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English Language Features Challenging for Nepali English Learners

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English Language Features Challenging for Nepali English Learners

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ELD Professional Learning Menu 2025-2026