Skip To Main Content

ESL Resources

ell

Program’s Purpose
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 by a certified ESL specialist. The goal our English Language Development Program (ELD) is to facilitate the acquisition of English language skills of students whose native or first language is not English.

Program Goals

  • To develop ELs competency in listening, speaking, reading and writing English.
  • To increase the English language proficiency of ELs so that they can meet state and district academic standards.
  • To enable ELs to participate in all mainstreamed classes as well as communicate in and contribute to real world situations.
     

ELD Program Descriptions
English language development instruction is delivered by a licensed ESL teacher and can be 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 is 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. The program is either taught as a stand-alone class or course at the secondary level or as pull small group at the elementary level.  It is to 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 is incorporated into all classes taught by non-ESL licensed teachers in which ELs are enrolled. These teachers are responsible for 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.

The ELD program utilizes different Language Instructional Educational Programs depending on the ELs’ grade and language level.  

The Instructional Programs are:

Mixed Classes with English-only Support

  

Language Focus: English language skills and content are the focus of instruction.  The student’s native language is not used in either instruction or support.  Support could be provided either inside or outside of the regular classroom.

Class Composition: ELs and non-ELs are placed together in the same classroom

EL-specific English-only Instruction

  

Language Focus: English language skills and content are the focus of instruction.  The student’s native language is not used in either instruction or support

Class Composition: ELs only
English Language Levels

Each student will move through these levels at a pace that is appropriate to their ability. With time and ELD support, English Learners will reach the Bridging level and then be ready to exit the Language Instruction Education Program.

The goals of the English Language Development Program at Saucon Valley School District follows the Five WIDA ELD Standards. These five language proficiency standards include both social and academic uses of the language students must acquire for success in and beyond the classroom. The English language proficiency goals and standards are as follows:

Standard 1: English language learners communicate for social, intercultural, and instructional purposes within the school setting.

Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the area of language arts.

Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the area of mathematics.

Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the area of science.

Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the area of social studies.

  • Score of Basic on the annual Pennsylvania System of School Assessment (PSSA).
  • Level of Proficient (Bridging) in the areas of Listening, Speaking, Reading and Writing on the annual state English Language proficiency assessment.
     

Plus 1 of These Additional 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.

Pennsylvania Department of Education (PDE)

 

English Language Proficiency (ELP) Standards

with Correspondences to K–12 English Language Arts (ELA), Mathematics, and Science Practices, K–12 ELA Standards, and 6-12 Literacy Standards