Purpose:
In accordance with the Board of Trustee’s (“Board”) philosophy to provide a quality educational program to all students, the Agora Cyber Charter School (“Charter School”) shall provide an appropriately planned instructional program for identified students
whose dominant language is not English. When the Every Student Succeeds Act (ESSA) was signed on December 10, 2015, reauthorizing the Elementary and Secondary Education Act of 1965 (which was amended by the No Child Left Behind Act of 2001), it
changed the terminology to identify such students as English Learners (ELs). English Learners (“ELs”) are the students who require English as a Second Language (“ESL”) service by the Charter School.

The purpose of the program shall be to increase the English language proficiency of ELs so they can attain the state academic standards within the ESL program setting as well as within the regular classroom environment, to provide equal opportunities for ELs to participate in extra-curricular activities, and to provide the cultural, social and emotional supports for ELs to adapt to this new cultural setting.

Authority
The Board declares it to be their policy to provide an equal opportunity for all students, including ELs, to achieve their maximum potential through the curriculum, instruction, and programs offered in the Charter School. At no time shall the Charter School, including the Board, permit, condone, encourage or facilitate discrimination against students during the course of recruitment, admissions and enrollment, instruction, counseling and daily interactions with Charter School faculty and staff. Equal Education Opportunity Act, 20 U.S.C.A. § 1703; Title VI, Civil Rights Act of 1964, 42 U.S.C.A. § 2000d, et seq.

Definition:
ESSA defines an “English learner” as an individual who, among other things, has difficulties in speaking, reading, writing, or understanding the English language that may be sufficient to deny the individual the ability to meet challenging state academic standards. The term “English learner,” when used with respect to an individual, means an individual — (A) who is aged 3 through 21; (B) who is enrolled or preparing to enroll in an elementary school or secondary school; (C)(i) who was not born in the United States or whose native language is a language other than English; (ii)(I) who is a Native American or Alaska Native, or a native resident of the outlying areas; and (II) who comes from an environment where a language other than English has had a significant impact on the individual’s level of English language proficiency; or (iii) who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; and (D) whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual — (i) the ability to meet the challenging State academic standards; (ii) the ability to successfully achieve in classrooms where the language of instruction is English; or (iii) the opportunity to participate fully in society. (ESEA Section 8101(20)). ELs are from diverse linguistic and cultural backgrounds. The Charter School must equip them with the skills to function, compete, and prosper in American society. EL students must develop academic skills along with their general program peers while also learning English. As EL students are in transition from their native language to English, the emphasis must be on developing academic skills that comply with Pennsylvania State Standards.

Responsibility:
The Charter School shall adopt an instructional program for each EL student for the purpose of facilitating the student’s achievement of English proficiency and academic standards (“ESL Program”). 22 Pa. Code. § 4.26. All students who may be ELs must be
assessed within the first thirty (30) days of enrollment at the Charter School. The CEO and the director of the ESL Program (“ESL Director”) shall implement and supervise an ESL Program that meets the legal requirements for ESL Program compliance under
federal and Pennsylvania law:

1. Based on an educational theory recognized as sound by some experts in
   the field or considered by experts as a legitimate experimental strategy;
2. Reasonably calculated, including provisions for resources and personnel, to implement the theory effectively; and
3. Evaluated and adjusted where needed to ensure language barriers are actually being overcome.

20 U.S.C.A. § 6812. The ESL program will come under the direction of the ESL Director. The ESL Director will be responsible for the assurance of the implementation of the program and that proper Charter School policies and procedures are being followed. The CEO and the ESL Director will be responsible for informing Charter School staff with instructional strategies and cultural needs of students who will receive ESL instruction. ESL teaching resource materials will be obtained by the ESL Director and kept in his/her office for reference for both program and non-program teachers. All teachers instructing within the ESL Program shall hold the requisite certification and endorsements required by Pennsylvania law. Bilingual teachers must demonstrate academic language proficiency both in English and in the language of instruction. 22 Pa. Code §403; 20 U.S.C.A. §6826.

Language Instruction Educational Programs (“LIEPs”) Title III of the ESEA replaces the expectation in the ESEA, as amended by NCLB, that LIEPs be “scientifically based” with a new expectation – that LIEPs be “effective.” A LEA must:

• Use Title III funds for effective approaches and methodologies for teaching ELs
  (ESEA Section 3115(a));
• Increase the English proficiency of ELs by providing effective language instruction educational programs that meet the needs of ELs and demonstrate success in increasing (A) English language proficiency; and (B) student academic achievement (ESEA Section 3115(c)(1));
• Use Title III funds in ways that build its capacity to continue to offer effective language instruction educational programs that assist English learners in meeting challenging State academic standards (ESEA Section 3113(b)(3)(E)); and
• Include in its local plans for a Title III subgrant a description of the effective programs and activities that will be provided, including language instruction educational programs (ESEA Section 3116(b)(1)).

ESL Program:
The goals of the Charter School’s ESL Program are to assist the EL students in using English, per 20 U.S.C.A. §6812:

1. to communicate in social settings;
2. to achieve academically in all content areas; and
3. in socially and culturally appropriate ways.

The CEO and the ESL Director shall implement and supervise the ESL Program, and further ensure that the ESL Program meets the legal requirements for ESL program compliance. The CEO and the ESL Director, in conjunction with appropriate certified ESL teachers, shall develop and disseminate written procedures regarding the ESL Program. The procedures shall include, but will not be limited to, the following:

1. Detailed program goals;
2. Student enrollment procedures (i.e., Home Language Survey);
3. Assessment procedures within 30 days of enrollment for program entrance, measuring progress in gaining English proficiency, and program exiting;
4. Accommodations for EL students in the general education classroom;
5. Grading policies; and
6. List of resources, including support agencies and interpreters.

20 U.S.C.A. § 6826. The ESL Program shall include daily instruction for EL students, supporting the ESL Program’s goals, and will receive curriculum aligned with Pennsylvania standards. 22 Pa. Code. § 4.26. Language instruction shall correspond to each EL student’s English proficiency level, which shall include both direct language instruction and adaptation of instruction in all content classes. The exact hours of direct language instruction will be determined based on each EL student’s needs. All ESL instruction shall be part of each EL student’s daily schedule, and will not interfere with or prohibit each EL student’s instruction in all grade level content classes. EL students will be placed in all appropriate grade level content classes. Each EL student will receive instruction in all content areas, as other students in the class. Each EL student will receive additional supplemental support and instruction from ESL teachers periodically for Language Arts class and for necessary content area classes. An ESL teacher will assist the classroom teacher in identifying and implementing teaching strategies that will help each EL student achieve academic success in the classroom. During the initial period of language acquisition and development, the Charter School may grade the EL student on a pass/fail basis. The Pennsylvania English Language Proficiency Standards shall be incorporated in both ESL instruction and grade level content classes.

Program Goals and Objectives: The Charter School has developed the following goals and objectives for the ESL Program.

Goal 1: To use English to communicate in social settings.

• Objective: By the end of the school year, EL students will improve and increase their ability to use English to participate in social
  interactions. This will be evidenced by observation of ELL students in cooperative learning activities, playground interactions and
  personal conversation.
• Objective: By the end of the school year, EL students will improve and increase their ability to interact, through and with spoken and written English for personal expression and enjoyment. This will be evidenced by personal writing journals and book choice with
  reading log.

Goal 2: To use English to achieve academically in all content areas.

• Objective: By the end of the school year, EL students will improve and increase their ability to use English to interact in the classroom,
  evidenced by conversations with ESL teachers, observations of students in cooperative group settings, and observations of students in social interactions, report cards and test results.
• Objective: By the end of the school year, EL students will improve and increase their ability to use English to obtain, construct and
  provide subject matter information in spoken and written form. This will be evidenced by an increase in standardized testing
  content area scores, a portfolio of EL student work, and ESL teachers’ observations of the EL students’ ability to pose questions and have discussions in content area classes.

Goal 3: To use English in socially and culturally appropriate ways.

• Objective: By the end of the school year, EL students will improve and increase their ability to use the appropriate language variety,
  register, and genre according to the audience, purpose and setting. This will be evidenced by EL student academic presentations, observations of EL students’ social conversations with peers, and conversations with ESL teachers.
• Objective: By the end of the school year, EL students will improve and increase their ability to use nonverbal communication appropriate to audience, purpose and setting. This will be evidenced by observations of EL students by ESL teachers.

The success of the ESL program will be measured by: EL students increasing scores within their level of the program; EL students testing to the next level of the program; and EL students testing out of the program as evidenced by yearly English proficiency testing. Success will also be measured by an increase in academic scores on a content area standardized test. 22 Pa. Code § 403; 20 U.S.C.A. § 6841. The ESL Director will also look at student portfolios and ESL teacher narratives to demonstrate progress of each EL student.

Attendance policies will be the same for EL students as for English-speaking students. The Student Handbook will clearly state the Charter School’s policy and expectations regarding the ESL Program.

Enrollment of EL Students:
EL students and families shall be provided translation and interpretation services to the extent needed to assist with the enrollment process. All students seeking first time enrollment in the Charter School shall be given a Home Language Survey in accordance with requirements of the U.S. Department of Education’s Office for Civil Rights. Enrollment of a student may not be delayed in order to administer the Home Language Survey. The completed survey shall be filed in each student’s permanent record folder
through graduation. 22 Pa. Code § 11.11(e).

Based on the Home Language Survey responses, each student shall be assessed for potential placement in an ESL Program within 30 days of enrollment. A student will be exempt from assessment if the student meets two of the following three criteria:

1. Final grades of B or better in core subject areas (mathematics, language arts, science and social studies);
2. Scores on Charter School assessments that are comparable to the basic performance level on the annual Pennsylvania System of School
   Assessment (“PSSA”); or
3. Scores of basic in reading, writing and mathematics on the PSSA or the equivalent assessment from another state.

Identification & Placement of EL Students:

Entry Criteria
The Charter School will use the WIDA-ACCESS Placement Test (W-APT) to assess newly enrolled students for placement in the ESL program. The W-APT results will be one indicator for placement in the ESL program. Additional criteria for placement in the ESL program include: educational and cultural backgrounds, interviews with families, and native language literacy. Other indicators shall include current or previous grades, performance on state assessments, and Charter School-based formative or summative assessments. This ESL-Program eligibility criterion is aligned with requirements established by the Pennsylvania Department of Education.

Student placement in the ESL Program and designated instruction time (Beginner, Intermediate, Advanced) will comply with program guidelines and will be based upon the instructional need of each ESL student. Instructional placement will be age and grade appropriate.

Parents may request an EL student to be excused from the ESL Program if the instruction conflicts with the family’s religious beliefs. 22 Pa. Code § 4.4(d)(3). All EL students shall have access to and should be encouraged to participate in all Charter School educational programs, opportunities, and extracurricular activities available. Equal Education Opportunity Act, 20 U.S.C.A. § 1703; Title VI, Civil Rights Act of 1964, 42 U.S.C.A. § 2000d, et seq.

Exit Criteria
Required Exit Criteria
Exit Criteria 1

• Kindergarten students – Overall composite proficiency level score of 5.0 on an ACCESS for ELs Kindergarten Assessment (accountability score).
• Grades 1-12 students – Overall composite proficiency level score of 5.0 on a Tier C ACCESS 2.0 Grades 1-12 Assessment.
• Cutoff score flexibility is available for students in grades 1-12 in the following special circumstance:
• Following the grade and score criteria in the table below, the W-APT may be administered between June and September to students who scored below the minimum cutoff for program exit on the January administration of the ACCESS in order to demonstrate sufficient progress to justify exit.

Grade Level	ACCESS Score	Required W-APT Scores*
K	Cut-off score flexibility not allowable for Kindergarteners
1-5	4.6-4.9	5.0 in each domain
6-8	4.7-4.9	5.0 in each domain
9-12	4.8-4.9	5.0 in each domain

NOTE: The W-APT may only be administered to a student once in any school year.
NOTE: A student must score 5.0 in each domain (listening, speaking, reading and writing).

A composite proficiency score will not be used.

• A score of PROFICIENT on the English Language Arts PSSA or Literature Keystone assessment can be used along with the other required criteria outlined in this policy (Required Exit Criteria #2 and Additional Exit Criteria #1 or #2) to justify exit for students who achieve an overall composite proficiency level score of 4.5 to 4.9 on the January administration of the ACCESS 2.0 Grades 1-12. In this case, W-APT scores are not necessary to demonstrate progress from the time of ACCESS administration to the end of the school year.

Exit Criteria 2
Score of BASIC on the annual Pennsylvania System of School Assessment (PSSA) math or Algebra I Keystone AND English Language Arts PSSA or Literature Keystone. NOTE: PSSA and Keystone exam scores must be from the most recent academic school year.

Cutoff score flexibility is available in the following special circumstances:

• For students that were administered a PSSA math and/or PSSA English Language Arts assessment in school year 2015-16 and did not score BASIC or higher, each of the remaining exit criteria must be met to exit (Required Exit Criteria #1, Additional Exit Criteria #1, Additional Exit criteria #2).
• For students that are in a grade that is not assessed with a PSSA or Keystone assessment, each of the remaining exit criteria must be met to exit (Required Exit Criteria #1, Additional Exit Criteria #1, Additional Exit criteria #2).
• For students that were opted out of participation in a PSSA or Keystone assessment due to a religious objection or conflict, each of the remaining exit criteria must be met to exit (Required Exit Criteria #1, Additional Exit Criteria #1, Additional Exit criteria #2).
• For students transferring from other states, the results of academic achievement assessments used for accountability in other states may be considered when the academic proficiency level is comparable to BASIC on the PSSA/Keystone assessments.

Additional Exit Criteria:

• Final grades of C or better in core subject areas (mathematics, language arts, science and social studies).
• Scores on district-wide or local assessments that are comparable to the BASIC performance level on the math PSSA or Algebra I Keystone AND English Language Arts PSSA or Literature Keystone assessments.

Once an EL student exits the ESL Program, he/she will be monitored for four years. The law requires Charter School to maintain a description of the progress made by children in meeting challenging State academic content and student academic achievement standards for each of the four years after such children are no longer receiving services. Such monitoring of students shall begin as soon as the student exits an ESL/Bilingual program. For students who exit a program at the end of the school year, monitoring will begin the following school year. The progress of the exited EL student will be monitored at quarterly intervals throughout the academic year, utilizing
collaborative conversations regarding progress monitoring of the exited EL students between content and ESL teacher. During the four year monitoring period, any student encountering academic difficulty that is determined to be as a result of English language proficiency skills may be reclassified and returned to an ESL/Bilingual education program. However, such reclassification should only occur after collaboration between the ESL teacher and content teachers has ensured that effective and appropriate core curriculum instruction, including differentiation and interventions has been implemented. Content and ESL teacher input is critical in determining whether reclassification is the appropriate support to enable the former EL to succeed.

Notifications to Parent(s)/Guardian(s) of ELs:
Title I requires that every LEA that uses funds under either Title I or Title III for services to ELs must provide a parent with notification that outlines their child’s identification as an EL and placement in an LIEP. (ESEA Section 1112(e)(3)). The parental notification must include:

• The reason for identification of the child as an EL;
• The child’s level of English language proficiency, how the level was assessed, and the status of the child’s academic achievement;
• Methods of instruction used in the program in which the child is, or will be, participating, and the methods of instruction used in other available programs, including how the programs differ;
• How the program will meet the educational strengths and needs of the child and help the child achieve English language proficiency, and meet academic standards;
• Exit requirements for the program, expected rate of transition to a classroom not tailored for EL students, and expected rate of high school graduation;
• In the case of a child with a disability, how the program meets the annual goals in the child’s individualized education program (IEP); and
• Information regarding parents’ right to withdraw the child from a program upon their request, and to decline enrollment or choose another program or method of instruction, if available. (ESEA 1112(e)(3)(A)). The notification must be provided no later than 30 calendar days after the beginning of the school year or within the first two weeks of placement in an LIEP for students who
  enroll after the start of the school year. (ESEA Section 1112(e)(3)(A), 1112(e)(3)(B)). The notice and information provided must be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand. (ESEA Section 1112(e)(4)).

Assessment of ESL Students:
In accordance with Pennsylvania academic standards and Charter School academic standards, the Charter School will monitor the progress of EL students and will provide appropriate accommodations within the content areas to ensure achievement of the academic standards and curricular goals. 22 Pa. Code § 403; 20 U.S.C.A. § 6842. The ESL Director will oversee the review, both annual and periodic, of EL students.

Pennsylvania’s assessments shall be administered to all EL students annually to measure progress and determine each EL student’s English language proficiency for each language domain (Reading, Writing, Speaking and Listening/Understanding). Each designated ESL teacher will complete the annual grading and evaluation process for EL students (English, Reading and Language Arts). Other considerations will
include EL student portfolios and teacher narratives regarding observations of each EL student. Students with immigrant status who have lived in the United States for less than one year are exempt from participating in the PSSA and local assessments.

Throughout the course of the year, individual student progress will be evaluated on a continuous basis with each ESL teacher and the classroom teacher. Each teacher will modify EL students’ learning plans to ensure academic success for each EL student.

A standardized form will be kept in each EL student’s permanent record folder through graduation. The form shall identify the date, level, and English proficiency score upon entering the ESL Program; report(s) of progress toward ESL Program goals; and academic standardized test scores. A narrative from the designated ESL teacher, regarding each EL student’s progress toward satisfying the ESL Program objectives,
will also be part of the data collection and review process.

An EL student may not be retained in a grade level based solely on his/her lack of English language proficiency. Before an EL student is retained in a grade, the ESL Director must demonstrate that all appropriate modifications were made to instruction
and assessment in order to allow the EL student’s meaningful access to the grade level content curriculum as well as to promote ESL instruction.

EL Students with Disabilities
All EL students shall be eligible for special education services. All procedures for the screening, evaluation, IEP, and the provision of services and/or instruction for EL students must be in compliance with governing state and federal laws and regulations. However, the Charter School, as LEA, must ensure that their program is effective before referring the child for evaluation. The questions should be asked to determine if a Student should be evaluated for IDEA disability or a Section 504 Plan:

• Is ESL instruction sufficient in quantity and quality?
• Is the core ESL instructional program effective and aligned to the proficiency level of the student, and the English Language Proficiency
  Standards?
• Is planned instruction in the content areas delivered according to the English language proficiency level of the student and the English
  Language Proficiency Standards, and are appropriate ESL-related adaptations/modifications are provided by content teachers?
• Collaboration exists between the ESL and content teachers?
• Instruction and home-school communication is culturally responsive? In determining if a bilingual School Psychologist will help the evaluation team determine if the problems are related to second language acquisition or a possible disability, the Charter School must ensure that the psychologist is a trained psychologist in the assessment of ELs at all levels of English language proficiency versus a
  psychologist who happens to be bilingual. A current practice with many LEAs is to hire a bilingual psychologist to implement an IQ test of a student. The problem arises when the results are used as the only criteria to make identification and placement decisions without having a complete profile of the child, e.g.:
• Has the student received any instruction in the native language?
• What is the student’s dominant language?
• How many years of instruction has the student had in English?
• How is the student progressing in ESL instruction? How is the student progressing in comparison to other ELs (like peers)…not compared to native speakers of English.
• Was a translator/interpreter used during assessment? If yes, was the test developed for the use of a translator/interpreter?
• Was the student born in the US?
• Was the student transient? What amount of time were they in school (in and outside the US)?
• What is the level of acculturation?
• Has the assessor acknowledged the impact of cultural and linguistic diversity on assessment performance? e.g., increased processing time, cultural bias, gaps in vocabulary and prior knowledge, false cognates, etc. The IEP team for an EL student shall include either the ESL Director or an appropriately certified ESL teacher, or at a minimum, the IEP team shall receive input from either the ESL Director or the appropriate ESL teacher when appropriate. In Pennsylvania, the ESL Program Specialist (PK-12) is the add-on certificate for teachers who provide English as a Second Language instruction. The ESL teacher has the training, expertise, and experience to:
• Analyze and interpret English language proficiency assessment results of Focusing on English language proficiency levels, and o Calculating language proficiency growth using the scaled scores;
• Identify the student’s language strengths and needs;
• Provide essential guidance related to the process of second language acquisition, communication with families, cultural responsiveness, and reduction of language barriers;
• Provide information concerning the ecology of the student (e.g., first language literacy, cultural and educational background, length of time in the U.S., interrupted education, mobility, acculturation stages, socioeconomic status). The IEP team for an EL student shall consider the need for ESL instruction as it addresses the EL student’s needs related to the provision of a Free and Appropriate Public Education. In determining an EL student’s needs, the IEP team shall consider both special education services and ESL instruction simultaneously. Special education services do not replace ESL instruction. LEAs must not identify or determine that ELs are students with disabilities because of their limited English language proficiency. For special education students, the term ESL Program refers to:
• planned instruction by a qualified ESL/Bilingual Education teacher;
• adaptations/modifications in the delivery of content instruction by all teachers, based on the student’s English language proficiency levels and the Pennsylvania English Language Development Standards (PA ELDS) for ELs, as well as the Pennsylvania Core Standards. LEAs must ensure that their program is sufficient in quantity and quality before referring the student for an evaluation, demonstrating evidence that:
• ESL instruction is daily, rigorous, and research-based;
• the core ESL instructional program is aligned to the English language proficiency levels of the student, and the PA English Language
  Development Standards;
• grade-level planned instruction in the content areas is delivered according to the English language proficiency levels of the student and the PA English Language Development Standards, and appropriate adaptations/modifications are provided by content teachers to allow meaningful access to core curriculum;
• collaboration is ongoing between the ESL and content teachers;
• instruction and home-school communication are culturally and linguistically responsive.ELs with IEPs may receive both ESL instruction and special education services simultaneously. The IEP must be developed by the IEP Team, which should include the
  ESL teacher as a member or as a minimum information provided by the ESL teacher to the IEP team. EL students receiving special education services must submit to Pennsylvania’s annual assessments. Each EL student may participate in assessments through the use of one or more state-approved accommodations appropriate to his/her disability. The IEP team may make decisions regarding assessment accommodations for ELL students with disabilities, considering the following:

1. 1. Accommodations must not invalidate the results of the assessment;
   2. Accommodations may be used for the entire assessment or only for part/parts of the assessment;
   3. Determinations of any accommodation must be:

• Based on a student’s disability;
• Made by the student’s entire IEP team;
• Properly documented in the student’s IEP; and
• Properly coded on the assessment. Exit of ELs with IEPs: Monitoring of the EL status is required for four years after a student exits a language instruction educational program and appropriate records of student progress must be maintained. ESSA Section 3121(a)(5). Monitoring may include any or all of the following:

 

• Periodic review of grades
• Local assessments
• Required state assessments
• Teacher observation
• Teachers may implement appropriate interventions to assist students who are not meeting benchmarks in core content areas.
• Monitoring is not an extension of the language instruction educational program. Students who are monitored cannot be counted as ELs in any state or federal data collection systems for the purpose of acquiring state or federal funding.
• For accountability purposes, an LEA must report on the academic achievement of an EL for each year of the four years after such student has achieved English language proficiency and no longer receives ESL services. These data must include results on content assessments for reading/language arts, mathematics, and science. Communications with EL Parents/Guardians Communications with EL parents and/or guardians must be in the parents’/guardians’ preferred language and mode of communication. The Charter School will provide interpretation services (written and/or oral, depending on the preferred mode of communication). 20 U.S.C.A. § 7012.The ESEA does not define the term “families.” Families may include relatives involved in the social, emotional, and academic support of the student and expand beyond parents and guardians to include siblings, grandparents, aunts, uncles, cousins and others. As such, States, LEAs, and schools looking to involve and support families should be responsive to their students’ diverse family structures. For an EL or immigrant student, extended family members may have a powerful impact on the student’s academic success. In many cultures, grandparents in particular play a pivotal role in guiding and shaping household values. Providing outreach to those relatives,
  including through information about school programs and student progress, as well as opportunities for meaningful involvement, such as participation in school functions like family literacy nights and other such events, can have a positive impact on student
  learning. It is also important to consider the family situation of foster youth, unaccompanied children, and others whose “family” network may extend beyond biological relatives.

Requirements for pre-service and in-service professional development for teachers

The ESSA made several important changes pertaining to preparation and professional development for teachers of ELs. First, instead of describing these programs and activities as “high-quality,” as under NCLB, the statute has strengthened these provisions by clarifying that such programs and activities supported by Title III funds must be “effective.” LEAs must use Title III funds to provide effective professional development for teachers and principals of ELs that is:

• Designed to improve the instruction and assessment of ELs;
• Designed to enhance the ability of teachers and principals to understand and implement curricula, assessment measures and practices, and instructional strategies for ELs;
• Effective in increasing children’s English language proficiency or substantially increasing the subject matter knowledge, teaching knowledge, and teaching skills of teachers of ELs; and
• Of sufficient intensity and duration to have a positive and lasting impact on the teachers’ performance in the classroom. This does not include one-day or short term events, unless as part of a teacher’s comprehensive professional development plan that is based on a needs assessment. (ESEA Section 3115(c)(2)). Second, the use of Title III State-level funds for professional development was
  previously limited to assisting personnel in meeting certification and licensing requirements for teaching ELs. States may now also provide professional development to improve teaching skills to meet the diverse needs of ELs, including how to
  implement effective programs and curricula to teach ELs. (ESEA Section 3111(b)(2)(B)). The professional development provided by either the State or an LEA need not be limited to teachers who teach exclusively ELs, but may be provided to all teachers who
  have ELs in their classrooms, to enable them to teach those ELs more effectively.

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