School District of Philadelphia

1
School District of Philadelphia

• Office of Language, Culture and the Arts
• English for Speakers of Other Languages and
  Bilingual Bicultural Programs

2
Demographics

• ESOL Counts by Grade and Level
• Grade K 923
• Grade 1 1427
• Grade 2 1350
• Grade 3 1314
• Grade 4 1285
• Grade 5 1100

3
Demographics

• ESOL Counts by Grade and Level
• Grade 6 965
• Grade 7 964
• Grade 8 811
• Grade 9 1092
• Grade 10 842
• Grade 11 684
• Grade 12 672
• Total Number of Students 13,429
• Office of Student and School Service

4
Demographics

• Schools with Programs
• Central Region 11 South Region 20
• Central East Region 26 Southwest Region 9
• East Region 18 West Region 7
• North Region 23 TOTAL 140 Schools
• Northeast Region 17
• Northwest 9
• Over 70 Languages represented in our English
  language learners population

5
The Language Policy Process

• Retreat administrators, teachers, community
  leaders
• The Office of Language, Culture and the Arts
  convened a team to develop the Language Policy
• The team developed a draft of the Language Policy
  
• OLCA conducted 8 Focus Groups attended by
  teachers, administrators, parents and
  linguistically and culturally diverse community
  leaders.
• The draft of the Language Policy was modified to
  reflect the input of the focus groups.
• The draft of the Language Policy was revised by
  two experts in policy and programs for second
  language learners.
• The draft of the Language Policy was presented to
  the School Reform Commission for approval.

6
Language Policy For English Language Learners

• English Language Learners (ELLs) in every school
  must have the opportunity to
• acquire English language proficiency in
  listening, speaking, reading and writing
• be prepared to meet rigorous promotion and
  graduation requirements

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Language Policy For English Language Learners

• develop an understanding of and appreciation for
  their own and other students linguistic and
  cultural heritages
• maintain and develop proficiency in their home
  language to the greatest degree possible, and
  participate fully in the life of their schools

8
Language Policy For English Language Learners

• GUIDING PRINCIPLES FOR PRACTICE
• HIGH QUALITY PROGRAMS FOR ENGLISH LANGUAGE
  LEARNERS
• ACCOUNTABILITY
• A STRONG PARTNERSHIP BETWEEN THE SCHOOL DISTRICT,
  ELL FAMILIES, AND THEIR COMMUNITIES
• ALIGNMENT OF DISTRICT POLICIES WITH FEDERAL,
  STATE, AND LOCAL MANDATES
• IMPLEMENTATION

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ESOL and Bilingual Program Handbook
POLICIES AND PROCEDURES FOR
ESOL AND BILINGUAL PROGRAMS


HANDBOOK
HANDBOOK
PARENTAL AND COMMUNITY PARTICIPATION
PROGRAM IMPLEMENTATION
PROGRAM EVALUATION
NEW STUDENTS
INTRODUCTION

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ESOL and Bilingual Program Handbook

Programs developed for ELLs, whether they are
in ESOL and/or Bilingual programs, will have best
results when they are based on the


The George Washington University Center for
Equity and Excellence in Education
Guiding Principles to Ensure the Academic
Success for Limited English Proficient Students

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ESOL and Bilingual Program Handbook


Principle 1 English language learners are held
to the same high expectations of learning
established for all students Principle
2 English language learners develop full
receptive and productive proficiencies in
English, in the domains of listening, speaking,
reading and writing, consistent with expectations
for all students


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ESOL and Bilingual Program Handbook


Principle 3 English language learners are taught
challenging content to enable them to meet
performance standards in all content areas,
including reading and language arts, mathematics,
social studies, science, the fine arts, health
and physical education, consistent with those for
all students Principle 4 English language
learners receive instruction that builds on their
previous education and cognitive abilities and
that reflects their language and proficiency
levels


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ESOL and Bilingual Program Handbook


Principle 5 English language learners are
evaluated with appropriate and valid assessments
that are aligned with state and local standards
and that take into account the language
acquisition stages and cultural background of the
students Principle 6 The academic success of
English language learners is a responsibility
shared by all educators, the family and the
community


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ESOL and Bilingual Program Handbook

The School District of Philadelphia ESOL and
Bilingual Programs will use these six Guiding
Principles to ensure high-quality equitable
education for all English language learners


The same principles will be used to evaluate the
effectiveness of our programs
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ESOL and Bilingual Program Handbook


COURT CASES Federal laws and court cases
mandating equal educational access for national
origin students 1964 Civil Rights Act, Title VI

No person in the United States shall, on the
grounds of race, color, or national origin, be
excluded from participation in, be denied the
benefits of, or be subjected to discrimination
under any program or activity receiving Federal
financial assistance.
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ESOL and Bilingual Program Handbook


Office for Civil Rights October 1970 Memo
(requirements based on the 1964 Act)
Where inability to speak and understand the
English language excludes national
origin-minority group children from effective
participation in the educational program offered
by a school district, the district must take
affirmative steps to rectify the language
deficiency in order to open its instructional
program to these students.
Equal Educational Opportunities Act, 1974
No state shall deny educational opportunity to
an individual on account of his or her race,
color, sex or national origin, by(f) the failure
by an educational agency to overcome language
barriers that impede equal participation by its
students in its instructional programs.
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ESOL and Bilingual Program Handbook


Lau v. Nichols 1974 (U.S. Supreme Court)
there is no equality of treatment merely by
providing students with the same facilities,
textbooks, teachers, and curriculum for students
who do not understand English are effectively
foreclosed from any meaningful education.
Rios v. Read 1977 (U.S. District Court of New
York)
It is not enough simply to provide a program
with bilingual teachers rather, the critical
question is whether the program is designed to
assure as much as is reasonably possible the
language deficient childs growth in the English
language. An inadequate program is as harmful to
a child who does not speak English as no program
at all
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ESOL and Bilingual Program Handbook


Cintrón v. Brentwood, 1977, 1978
(U.S. District Court, Eastern
District of New York)
The goal is instruction by competent bilingual
teachers in the subject matter of the curriculum
while at the same time teaching non-English
speaking children the English language.
Casteñeda v. Pickard 1981 (5th Circuit Court)
The courts decision states that the burden of
proof is upon the district that the instructional
program designed for a LEP student has clearly
developed English language skills of
comprehension, speaking, reading, and writing
necessary for learning and achieving in
English-only instruction at a level substantially
equivalent to pupils whose primary language is
English
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ESOL and Bilingual Program Handbook

• 22 Pa. Code 4.26
• The education of students whose dominant language
  is not English is the responsibility of every
  school district/charter school in the
  Commonwealth. Title 22, Chapter 4, Section 4.26
  of the Curriculum Regulations requires that the
  school district/charter school provide a program
  for every student who is limited English
  proficient (LEP) or an English language learner
  (ELL). The regulation states

• Every school district shall provide a program for
  each student whose dominant language is not
  English for the purpose of facilitating the
  students 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.

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P
A
Y
ROGRESS
DEQUATE
EARLY
READING Proficient by Year
-
45 54 63 72 81 91 100
2004 2003 2002
2007 2006 2005
2010 2009 2008
2014
2011
2012
2013
21
P
A
Y
ROGRESS
DEQUATE
EARLY
MATH Proficient by Year
-
35 45 56 67 78 89 100
2004 2003 2002
2007 2006 2005
2010 2009 2008
2014
2011
2012
2013
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Office of Language, Culture and the Arts

• Thank you for your attendance!
• Ana Sainz de la Peña
• Director of ESOL ands Bilingual Programs
• asainzdelapena_at_phila.k12.pa.us
• Linda Hargrow lhargrow_at_phila.k12.pa.us
• ELL Academic Coach