English Language Learners (ELLs): Standards and Assessments

NCLB requires that state assessments allow for "the inclusion of limited English proficient students who shall be assessed, to the extent practicable, in the language and form most likely to yield accurate and reliable information on what such students know and can do, to determine such students' mastery of skill in subjects other than English." (Part A, subpart 1, sec. 1111 (b) (3) (C) (ix) (III))

ATTENTION: The Wisconsin Alternate Assessment for English Language Learners was not included in the Wisconsin Student Assessment System reporting or accountability in 2006-07. Wisconsin is working with the U.S. Department of Education and a multi-state consortium on assessment of English Language Learners.

Assessment:

ACCESS for ELLs® - stands for Assessing Comprehension and Communication in English for English Language Learners. It is a large-scale test that first and foremost addresses the English language development standards that form the core of Wisconsin’s approach to instructing and testing English language learners. These standards incorporate a set of model performance indicators (PIs) that describe the expectations educators have of ELL students at five different grade level clusters and in five different content areas.
WKCE ELL Decision Flowchart for English Language Proficiency Levels 1 and 2 - Provides a simple graphic view of the process to determine what assessments an ELL level 1 or 2 student must complete and the effect of the schools AYP.
Assessment of Limited-English Proficient Students - provides considerations for educators to take into account of for assessment of ELL students.

Translation Accommodation:

This year the state of Wisconsin developed Spanish and Hmong translation scripts for the WKCE. The aim of these scripts is to better help students demonstrate what they know on the WKCE without the interference of language. Students whose native language is Spanish or Hmong will be given the choice to use all or parts of the translation accommodation, which includes a bilingual glossary of commonly used testing terms, translation of the test directions, and a written translation script of math, science and social studies test items. DPI recommends that educators also consult the Assessment Accommodations Matrix in order to create the most appropriate testing situation for their students.

DPI recognizes that 15% of the Wisconson ELL population speaks a language other than Spanish or Hmong. Districts who serve students who speak languages other than Spanish or Hmong may use qualified translators to provide oral translation support to students.

Guidelines for Use of Translators - Provides information about the use of translators for ELL students taking the WKCE and allowable accommodations.
How to administer the Mediasite Translation Accommodation - Powerpoint Presentation
Guidelines for Using Translation Accommodation
Spanish Translation Accommodation - For Spanish versions of the Directions for Test Administration, English and Spanish oral and writen versions of WKCE Released Items, Spanish/English test specific glossary, guidelines for using translation accommodations, and administration of mediasite translation accommodation.
Hmong Translation Accommodation - For Hmong versions of the Directions for Test Administration, English and Hmong oral and writen versions of WKCE Released Items, Hmong/English test specific glossary, guidelines for using translation accommodations, and administration of mediasite translation accommodation.
WKCE Translation Accommodation Confirmation of Destruction Form - This form must be completed when destroying all WKCE Translation Accommodation Materials.

Assessment Accommodations Matrix:

The Assessment Accommodations Matrix is provided to assure students are given a proper testing environment, assistance, directions, and motivation. PDF Format

Annual Measurable Achievement Objectives (AMAO):

Accountability for English Language Learners - The No Child Left Behind Act Requires districts to meet Annual Measurable Achievement Objectives (AMAOs) for English Language Proficiency (ELP) under Title III Part A accountability requirements.
Title III - The school districts that receive Title III funds are reviewed to see if they meet the following three AMAOs for their English learners:
1. Progress in English language acquisition
2. Progress in the percentage of students who become proficient in English and no longer qualify for language assistance programs
3. Satisfactory academic performance on the attainment of academic standards based on the results of the WKCE and the WAA-SwD

Standards:

English Language Proficiency Levels - Definitions of the five limited-English proficiency levels, as well as the two fully-English language proficiency levels 6-7. PDF Format
Reclassification - Criteria for reclassification of ELL students as fully English proficient.
WIDA's English Language Standards - The WIDA Consortium's English Language Proficiency Standards for ELLs in Kindergarten through Grade 12 ("the WIDA Standards") encompass five English language proficiency (ELP) standards and over 800 accompanying model performance indicators.
Spanish Language Arts Standards - These standards are designed for use with native Spanish speakers. The SLA Standards should serve as a guide for curriculum development and lesson planning in Spanish bilingual programs, particularly programs that have a focus on developing the native language in addition to English.
Spanish Edition - MS Word Format , English Edition - MS Word Format

Articles on the Use of State Test Results: A Series for Policy-Makers and the General Public. Using Disaggregated Data to Compare State Test Performance of Districts with Dissimilar LEP Populations. January 2001.MS Word Format

For questions about this information, contact Brian A. Johnson (608) 267-1290

Last updated on 6/10/2008 7:41:27 AM