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Chester County Intermediate Unit finds strengths and gaps in Coatesville English‑learner services
Summary
A Chester County Intermediate Unit audit of Coatesville’s English‑learner program found the district has core ELD systems in place but recommended clearer district guidance, more collaboration time for ESL specialists, an annual LIEP review and stronger family engagement.
The Chester County Intermediate Unit presented an audit of Coatesville Area School District’s K–12 English‑learner program to the Education Committee on June 10, summarizing findings and prioritized recommendations for strengthening instruction, assessment and family engagement.
Carissa Lookingbill, who led the review for the Intermediate Unit, told board members the audit included document reviews, interviews and teacher and family surveys conducted between November 2024 and April 2025. The audit covered Coatesville’s LIEP (Language Instruction Educational Program), curricular materials, schedules for ESL specialists, screening and benchmark assessments, and teacher practice.
Key findings included: the district has an LIEP in place and uses a variety of curricular and assessment tools across grades; students are grouped for pull‑out instruction by proficiency level; newcomers (students in the U.S. under one year) receive more frequent instruction; and teachers report using assessment data for instructional decisions. The CCIU audit also found that ESL specialist schedules contained insufficient collaboration time with content‑area teachers and that, in some cases, lists of students on schedules did not match reporting data.
The CCIU’s prioritized recommendations include: updating the district LIEP annually; scheduling regular collaboration time between ESL specialists and content teachers; creating district guidelines for instructional minutes based on proficiency levels; using recently released Pennsylvania Department of Education ESL teacher time calculation forms to improve consistency; developing teacher‑friendly curricular frameworks aligned to PA Core and WIDA ELD standards; establishing a K–12 assessment calendar; and increasing family engagement methods, as staff survey responses and family survey participation were low.
"We recommend a multiyear rollout so the district can prioritize and sequence improvements rather than implementing everything at once," Lookingbill said during the presentation.
Board members asked whether the Intermediate Unit would assist with implementation plans and family‑engagement strategies; the CCIU representatives said the IU offers professional learning and partnership services and can support planning and rollout work.
No formal board action was required; the Education Committee carried the audit as an informational presentation and is expected to use the report to inform curriculum and staffing decisions in the coming school year.
