Resources

The field of English Language Development (ELD) pedagogy is a dynamic, ever-expanding landscape. In order to assist educators in keeping up-to-date on the latest research and effective practices in ELD instruction, this section of the portal houses current publications, resource websites and cultural pamphlets, all of which can assist in the creation and maintenance of effective ELD programs and the delivery of sound instruction.
 publicationswebsite links cultural pamphlets resource-pg_graphic-newsletter

PDE ELD Field Updates

Field updates are sent to district points of contact for the language instruction educational program (LIEP) who have been identified in PIMS. If you believe you are the appropriate person to receive this information via email, please contact your PIMS administrator to correct the point of contact in PIMS.

August 18, 2021
March 30, 2021
January 7, 2021 – ACCESS for ELLs 2021 Updates
2021 ACCESS Planning Document (12.4.2020)
December 4, 2020 – ACCESS for ELLs 2021

EL Screening, Identification, and Placement Tutorial

This PDE-developed interactive self-paced online tutorial covers the screening, identification, and placement of ELs. It walks through the procedure in detail for both pre-K and K-12 outlined in the guidance documents. It is designed for all personnel who are involved in the enrollment process for ELs and any other educators or administrators who wish to learn more about the process. Educators who complete this course may receive Act 48 credit for doing so. A certificate will be awarded upon completion.
Estimated time to complete: 2 hours
To access the tutorial, visit the CSC Learning Center. Click on “Login” to login or create a free account. You will then be able to enroll in the course and learn at your own pace.

On-Track Measures: English Language Proficiency Indicators Tutorial

The English Language Proficiency Indicator is one of two on-track measures, along with Chronic Absenteeism (reported as Regular Attendance), that also serves as federal accountability indicators. This indicator provides a view of English learner growth toward, and on-time attainment of, English language proficiency as measured by the ACCESS for ELLs. English learners are expected to attain proficiency in English within a six-year span; however, this timeline can be less depending on initial proficiency level. Performance on this indicator will be calculated and depicted for all schools that meet the minimum student group size of 20 eligible English learners. PDE developed an online, self-paced tutorial that offers a detailed explanation of the EL Proficiency Indicator.
Additional information on the English Language Proficiency Indicator can be found on PDE’s webpage.
Access the EL Proficiency Indicator tutorial here.
Questions or comments on the PA Future Ready Index can be sent to ra-edfuturereadypa@pa.gov.

WIDA: Preparing to Administer Alternate ACCESS for ELLs

WIDA provides training resources to help educators prepare for and administer Alternate ACCESS for ELLs. However, not every resource is necessary or applicable to every educator. To understand the preparation process and what you’ll need to get started, view the QuickStart Guide.
Each language domain (Listening, Reading, Speaking, Writing) is given separately and may take a different amount of time to deliver depending on the students’ grade level, abilities and modes of communication.
Access the WIDA resource here.

English Learner Reclassification Training Module

The English Learner (EL) Reclassification Training Module assists educators in completing Rubric 1 of the Language Use Inventories during the EL reclassification assessment process. This module provides video examples of EL students using language at various grades and proficiency levels, as well as additional criteria and supportive resources that can be used with Rubric 1 to help guide reclassification decision-making.
The training module is composed of five sections, which can be accessed using the menu located at the top of the page.

  1. HOME – Reclassification policy to review prior to completing the training
  2. TRAINING INTRODUCTION – Outline of the training as well as its purpose and training objectives
  3. DOCUMENTS – Links to the various documents that can be used in addition to the reclassification rubrics when making student reclassification determinations
  4. GRADES/GRADE BANDS – Language use examples and decision-making walk-throughs
  5. FEEDBACK –Short survey to provide feedback on this training tool and the resources provided

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