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ESL only
Bilingual
research based
enough resources and personnel to effectively implement program
evaluation must occur

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Commensurate with the student's proficiency level ( students at level 1-3 require more time).
level 1 and 2 : 2hours
level 3:1-2 hours
level 4: 1 hour
level 5: up to 1 hour

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*ELD must be incorporated into all classes taught by non-ESL licensed teachers
*ESL - Its own content area
Driven by language, draws from reg. ed. content

*lang. Instruction- systematic, explicit, sustained designed to prepare st. for gen. curriculum using meaningful, contextualized and academic lang. structures
*stand-alone or imbedded w/direct support of ESL teacher as appropriate to needs of st.
*Reg. ed. T. must deliberately planning for and incorporate lang. instruction

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LIEP- Language Instruction Ed. Program must be identified in one of the six following categories
*Mixed class bilingual
*EL bilingual
*EL-Specific Transitional instruction
*Mixed classes with native language support
*EL specific English Only instruction
*Mixed classes with English only support
aligned to stds.
ELD taught by certified instructors in collaboration with classroom teacher
aligned to PA ELDS
access to content
not limiting enrollment in any course

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No parent permission necessary
HLS
W-APT

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Flowchart for testing decisions
1-12 WIDA Screener
K- 4 domains of W-APT

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W-APT results

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Age appropriate

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Instruction may not take place until parents have been notified.

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Newly enrolling students without academic records do NOT have to be assessed. Interview questions are now used to make screening decisions.
Parents may opt out
If parent opts out, an meeting with ESL teacher and administrator needs to occur to explain benefits, but in no way influence.

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LIEP must be evaluated

Must provide parents with description (detailed) of LIEP, its benefits for st. and explanation of effectiveness

No exact hours for direct language instruction only that it takes place daily

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Same as all students
Can not give an incomplete
Assessments must be modified based on Language Level

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grading procedures must be in LEA grading policy
If ELD information is on report card, the information must be understandable to parents
No mention of ESL is permitted on high school transcript

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Can not retain based on language proficiency

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Can not retain based on language proficiency (same)
Document meaningful access to to gen. curriculum and promote second language learning implemented and documented PRIOR to considering retention

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Administer annual assessment to measure progress or attainment of language proficiency
PA Exit Criteria
Monitoring- 2 years

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New- no provision that allows parents to opt out of testing

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New guidelines for reclassification
New guidelines for ELLs with IEPs

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Continued participation
Description of program
Right to refuse
Right to refuse Title III

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Relying on students, siblings, friends is not appropriate for translations due to confidentiality.
Also, they may not be competent in interpreting the specialized language.

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Should NOT replace ELA instruction, but MAY replace ELA when aligned to ELA stud. as the ELA course or instructional period in which non-EL peers enrolled

ELD may not replace core content unless it for a limited time not to exceed a year and LEA has plan to immediately mitigate gaps that result.

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Parents have the right to refuse certain separate, specialized programs and services that may be part of the LIEP for their children.

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Add teacher as responsible party- planning and instructing and modifying and assessing
Add additional language from 2017 BECs about program
research based with fidelity and systematic and explicit

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Right to dual services
No waiting period

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Can not utilize family member if private information
Cover sheet explaining how they can have document translated orally
List required to parents- what do we have, what don't we

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Add different program types and state what we primarily use

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Revamp based on BEC 2017- copy and paste

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Revise screening protocol
HLS- revise to include  based on new questions from PDE
Update flowchart

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change scores

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Evaluating the Effectiveness of the LIEP

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Evaluating the Effectiveness of the LIEP