Welcome, EL Points at schools with low EL populations! Thank you for all that you do to support English Learners at your school. This portal will provide key resources to help you with your responsibilities.

During Remote Learning:

Please refer to Guidance for ESL Programming During Remote Learning for guidelines on EL identification, scheduling, instruction, parent communication, assessment, MTSS, and for a complete listing of PDs offered by the Office of Multilingual Curriculum and Programs.

Key Responsibilities as an EL Point at a school with a low EL population:

1) Identification of ELs new to SDP 

2) Identification of current ELs who have transferred to the school:

3) Data Management:

4) Compliance Responsibilities:

1) Identification of ELs new to SDP:

Step 1 

Who: Family, Enrollment Secretary

What: Enrollment and EL identification process at neighborhood school (note: students should always be registered and enrolled at the school, regardless of English Learner status)

Step 2

Who: EL Point Person, Multilingual Assessment Center (MAC)

What: Initial Testing/Identification

  • EL Point Person reviews EL New Enrollments reportEH-40, and EL Initial Placement Tab and determines who should be tested.
  • The EL New Enrollments report should be run weekly to ensure that all students whose EH-40 indicates a response “other than English” are scheduled for screening.
  • Students who do not have sufficient evidence of English proficiency are tested. EL Point Person fills out ESL Assessment Request.
  • The MAC tests the student, enters results in Infinite Campus, notifies family of testing results, and ponies EL Data Envelope to student’s school

Next Steps:

  • If the student requires ESL services, then the Coordinator of the MAC will offer the parent/guardian placement at a school with ESL services
  • If the parent/guardian agrees to transfer the child to a school with an ESL program, the MAC office will coordinate the transfer from the neighborhood school to the new school
  • However, the family has the right to keep the child at the neighborhood school
  • If the parent/guardian wishes to keep the child at the neighborhood school, your Multilingual Manager will coordinate with your teachers for Instructional Support
    • There are also Instructional Resources provided in the sidebar of this page

2) Identification of current ELs who have transferred to the school:

3) Data Management:

4) Compliance Responsibilities:


Reclassification is a state-mandated process. See an overview of General Reclassification and Dual-Identified Reclassification below.

General Reclassification:

In order to be considered for reclassification, an EL must demonstrate the ability to access challenging academic content and interact with other students and teachers both academically and socially in an English language setting.
Evidence of this ability is demonstrated by the ACCESS test overall score and language use inventories completed by teachers.

Dual-Identified Reclassification (ELs with IEPs):

ELs with IEPs whose ACCESS or Alternate ACCESS scores have decreased or plateaued over the course of two or three years — indicating that they may no longer be benefitting from ESL programming — are eligible for dual-identified reclassification.
Final dual-identified reclassification decisions are determined by ACCESS or Alternate ACCESS results and a school-based team’s recommendation. If your school does not have an ESL teacher, your Multilingual Manager will serve as the expert at these school-based team meetings.

Monitoring of Former ELs

In accordance with Pennsylvania Department of Education (PDE) Guidelines, the School District of Philadelphia (SDP) must actively monitor ELs in the first two years after they are reclassified (exited) from English as a Second Language (ESL) programming. At a minimum, schools must (1) track former ELs’ progress in all core academic classes, and (2) ensure that former ELs are not struggling academically as a result of persistent language barriers. Former ELs who are struggling academically as a result of persistent language barriers must be re-designated as active ELs and re-enrolled in ESL programming.

ACCESS Testing:

The ACCESS test is administered annually to monitor students’ progress in learning academic English, meeting the requirements of the Every Student Succeeds Act (ESSA) for monitoring and reporting ELs’ progress.

Accommodations for ELs on Keystone and PSSA assessments:

EL Points help identify accommodations needed for ELs:

IEP Meetings:

ELs with IEPs must have an ESL expert participate in every IEP meeting. Reach out to your Multilingual Manager for support.