The LIEP program within the Rose Tree Media School District is designed for all ELs to have equitable access to academic content for all courses for which they are enrolled. Regardless of the program model(s), the LIEP programs within the Rose Tree Media School District are:


  • aligned to state academic content standards for the appropriate grade level of the ELs
  • include English Language Development (ELD) instruction delivered by properly certified teachers who hold an ESL program specialist certificate or who are working in conjunction with ESL certified teachers
  • incorporate the use of the PA English Language Development Standards
  • provide equitable access to content for ELs at all language proficiency levels by providing research based “push-in” or sheltered instruction with fidelity
  • not limiting in the enrollment of ELs in any course or academic program for which they would otherwise be eligible


These program models are incorporated into the entirety of the student’s daily instructional time. The programs are designed to meet the needs of varying levels of students in varying levels and building configurations. The program model(s) and resources used are based on research and sound educational theory. The LIEP is evaluated each year as a federal requirement but also as a district requirement to keep the programs up to date and focused on student need and research based instruction.


Method of Instruction - Parents’ Language


  • Content-based English Language Learner (EL)/English as a Second Language Instruction is provided in English only and adapted to student’s English proficiency level. This instructional method is used to make academic instruction in English understandable to English learners. This will help them acquire proficiency in English while at the same time achieving in content areas.
  • Pull-Out English Language Learner (EL)/English as a Second Language (ESL) Instruction is provided when the student leaves the regular classroom during the day for ELL/ESL instruction. Instruction is to match the Academic core as well as focus on the PA ELDS. Instruction in the pull out model is not replacement for the general education curriculum but rather supplements and supports the curriculum.


Method of Instruction - PIMS Language


  • EL Specific Only Instruction (Pull Out) Current EL students are seen one to several times per week for instructional support by a certified ESL teacher. Students needing additional assistance and reinforcement may also be seen by an LIEP paraprofessional. Instructional sessions may be on a one-to-one basis but, most often occur in small groups. Sessions vary in length on the needs of students. LIEP and Regular education teachers collaborate and plan together to meet student needs. EL Specific Only Instruction classroom is provided with the necessary materials, resources and tools for instruction like that of the regular education classroom.
  • Mixed Classes with English Only Support (Push In) Current EL students are supported in the regular education classroom with a certified regular education teacher and a certified LIEP teacher. Students will be supported while immersed in the content. The certified LIEP teacher will provide modifications and supports to meet the PA Core and PA ELD Standards. An LIEP paraprofessional will often push into the regular classroom to provide assistance and reinforcement during instruction. Sessions vary in length based on specific student needs. LIEP and Regular education 16 teachers collaborate and plan together to meet student needs. All students, regardless of program, are provided equitable access to materials, resources and tools needed for instruction.
  • Monitored Students (Parent and PIMS Language) After exiting the program and being reclassified as a Former EL (FEL), the LIEP teacher will actively monitor students for a two-year period. Students will be reported in monitor status for an additional two years for a total of four years of monitor status after reclassification. Student progress toward English proficiency and academic standards through report cards, standardized assessments, communication with the regular education teacher, and district- wide assessments. Monitored students may be reactivated if the need arises because they are having difficulty meeting classroom expectations.
    • Note: ELD instruction taught by a certified LIEP teacher should not replace ELA instruction in a student’s academic program. ELD has its own curriculum that, although may incorporate elements of ELA or other content areas, is unique and aligned to the PA ELDS. ELD may replace ELA only when the instruction is aligned to the same ELA standards as the ELA course or instructional period in which a student’s non-EL peers are enrolled.
  • ELD may not replace any other core content in a student’s academic program unless it is for a limited time not to exceed one school year and the school entity has a plan for immediately mitigating any academic gaps that result (e.g., in the case of a newcomer program).
  • Resources should be appropriated responsibility so that the LIEP is running effectively. The following are resourcing supported by the Rose Tree Media School District Language Instruction Educational Program:
    • Employment of certified ESL Program Specialists to ensure the English language development instruction is delivered to ELs based on their needs.
    • Regular, on-going collaboration with regular education/content teachers is provided to ensure content is made accessible to ELs and to monitor the progress of ELs in the content classes.
    • Title III funds are utilized to support resources and materials needed to support ELs in the classroom.
    • The LIEP program and classrooms are provided with the same resources, staff development and technology tools as other academic programs within the school district.
    • Professional development occurs within the LIEP staff to implement supports, accommodations, and modifications needed for students to overcome language barriers.