Leading the Way 2016

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The WIDA English Language Development Standards are North Carolina’s essential standards for English Language Learners. The standards address the language needs of students at varying proficiency levels within the content areas of math, science, social studies, language arts, and social/instructional language. WIDA also provides two essential English language proficiency assessments: the W-APT and the ACCESS. Both of these assessments are aligned to the WIDA standards. Newly enrolled language minority students take the W-APT screener within the first 30 days of the start of school, or, if entering after the school year starts, within 15 days. Based on results from the W-APT screener, students are designated as LEP or never identified. Students who are designated as LEP are placed in the school’s Language Instruction Educational Program (LIEP). Students who are designated as never identified from the W-APT results are considered proficient in English. The ACCESS is administered annually to all LEP students to measure progress and proficiency. There are six levels of English language proficiency measured by the ACCESS test. Results of the ACCESS provide information about how students are progressing in reading, writing, speaking and listening in English. See ACCESS score criteria required for exiting LEP status below. All teachers can use the results of the ACCESS paired with the WIDA standards to plan and deliver instruction. Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Entering Emerging Developing Expanding Bridging Reaching Student can process and produce words, phrases or chunks of language with sensory, graphic and interactive support. Student can process and produce general language related to the content area in phrases or short sentences with support. Student can process and produce general and some specific language of content area in expanded sentences with support. Student can process and produce specific and some technical language of the content area at a variety of sentence lengths with support. Student can process and produce specialized or technical language of the content areas at extended sentence lengths with minimal support. Student can process and produce specialized or technical language reflective of the content areas as comparable to proficient English speaking peers.
ACCESS Score Criteria Required for Exiting LEP Status Overall Composite of at least 4.8 AND Reading Proficiency Level of at least 4.0 AND Writing Proficiency Level of at least 4.0 * Students can exit LEP status only on Tier B or C of the ACCESS. EL Reclassification Students who have exited LEP status on the ACCESS test or who were designated as NEVER IDENTIFIED on the W-APT may be eligible for LEP reclassification upon recommendation by the EL Committee. Reclassification takes place from October to December. EL Committee Guidance Each school has an EL Committee Chairperson(s) and EL Committee that provide leadership and advocacy at the school level for EL students. EL Committee members should be a diverse group of staff members, such as: Assistant Principals, Counselors, Deans, Testing Coordinators, ESL teachers, and Content Area teachers. EL Committees meet regularly to: build collaboration among teachers to improve instruction and raise EL student achievement analyze data to develop individualized EL plans and make recommendations for LEP services determine testing accommodations for each eligible EL student ensure compliance with Title III program requirements
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Page 8 and 9: Co-Teaching Co-teaching in ESL is a
Page 10 and 11: The population of ELs at any given
Page 12 and 13: Be an English learner for a day! EL
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Page 16 and 17: Data Dashboard EL Enrollment: Total

Leading the Way 2016

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