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    Foreign Exchange Stude​​nts

    Foreign exchange students come to our country to experience the American culture and at the same time provide our students with the opportunity to learn from other cultures. The Pennsylvania Department of Education supports the educational and cultural values of these programs and encourages Local Education Agencies (LEAs) to participate and support these culturally enriching programs.

    Districts are required to determine if foreign exchange students are English learners using the state EL identification procedure. If foreign exchange students are identified as ELs, then they must:

    • Be placed with the districts language instruction educational program (LIEP) as appropriate based on their language proficiency,
    • Be reported in PIMS as active ELs,
    • Participate in the annual state English language proficiency assessment (ACCESS for ELLs®), and
    • Participate in the PSSA/Keystone Exams. 

    Scores from English assessments other than WIDA assessments may only be used as the basis for identification decisions if the score descriptors clearly define performance at or above the WIDA performance definition for level 5. If this performance definition by the other assessment is not clear, then screening using a WIDA instrument is necessary.

    The home language survey for foreign exchange students does not need to be completed by the parent in the home country. It can be completed by the student or the host family.

    Students with Limited or Interrupted Formal Education (SLIFE)

    Some English learners enter U.S. schools with significant gaps in their prior education. These students, often referred to as SLIFE, may have had limited access to continuous, age-appropriate instruction in literacy, numeracy, or other core subjects. As a result, they often need additional supports that go beyond English language development alone.

    The SLIFE Quick Reference Guide is designed to help educators and administrators better understand the unique needs of SLIFE and to plan programs and supports that promote both language development and academic progress. It highlights key considerations for instruction, credit accrual, and program design so that districts can ensure equitable access to learning and graduation pathways.

    SLIFE Quick Reference Guide (Word)

    English Learners with Disabilities

    English learners with disabilities are entitled to the full protections of the Individuals with Disabilities Education Act and Chapter 14 as well as the language assistance required under Title VI of the Civil Rights Act, the Equal Educational Opportunities Act, and 22 Pa. Code § 4.26. This guidance document explains how those obligations apply together. It does not replace special education regulations, policies, or guidance, and readers should consult the Bureau of Special Education for requirements that apply to all students with disabilities.

    English Learners (ELs) with Disabilities Guidance (PDF)

    For additional information

    For Special Education regulations and policies, please visit the PDE Bureau of Special Education webpage. 

    For professional development and technical assistance focusing on English learners with disabilities, please visit the Pennsylvania Training and Technical Assistance Network (PaTTAN) website.