Office of Educational Accountability
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Frequently Asked Questions - English Language Learners
English Language Proficiency (ELP) Background:
State and federal education laws require assessments of limited-English proficient (LEP) students—also known as English language learners (ELLs)—be conducted annually to determine students’ English language proficiency level. The following information helps schools identify and plan appropriate language support for their ELL students as well as determine placement on Assessing Comprehension & Communication in English for English language learners (ACCESS for ELLs)®, the ELP assessment used in Wisconsin.
Districts are accountable for the progress and attainment of English language proficiency (ELP) of their ELL students. ELL students also participate in Wisconsin Student Assessment System (WSAS) testing which includes the Wisconsin Knowledge and Concepts Examination (WKCE) and the Wisconsin Alternate Assessment for Students with Disabilities (WAA-SwD). For additional information about the development of the ELP assessments refer to: World-Class Instructional Design and Assessment (WIDA) consortium.
Click on a main topic to search for your question:
| Q. |
What are the steps for identifying students as ELLs? |
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The identification and placement of limited-English proficient (LEP) students in programs for English language learners (ELLs) is based on the following required steps:
- Home Language Survey: The Home Language Survey (HLS) is a district-developed tool that should identify students that may not be proficient in English meeting any of the following criteria:
- Students who communicate in a language other than English: or
- Students whose families use a primary language other than English in the home: or
- Students who use a language other than English in daily non-school surroundings.
Having another language spoken in the home or routinely used in other settings is not an automatic identification of a student as a LEP/ELL. The preliminary evaluation conducted in the next step determines the students that are to be referred for placement in a language instruction educational program for ELL students.
- Preliminary Evaluation - Academic History:
Assess academic history using;
- Academic records from within or outside of the United States.
- Course grades which, in relation to the Student's grade level, indicate the lack of progress is due to limited English language acquisition.
- Information on everyday classroom performance.
- Assessment of English language proficiency: Per Titles I, Part A and III, Part A of the ESEA-No Child Left Behind Act of 2001, all ELP assessments must include four language domains: listening/understanding, speaking, reading, and writing.
For more information refer to the following document: Identification of Students as English Language Learners (Entry) (ESEA Information Update Bulletin 7.01).
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| Q. |
How are English Language Proficiency (ELP) levels defined? |
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There are seven English language proficiency levels defined in WI administrative code. Limited-English proficiency is defined in ELP Levels 1-5; Level 6 is assigned to students who are fully English proficient and no longer require ELL services (exiting or “Formerly ELL”); Level 7 refers to students who were never classified as ELL (ELP 1-5).
The WIDA Performance Definitions for the Levels of English Language Proficiency and the Wisconsin ELP level definitions should serve as a guide.
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Screening Students for Initial Placement - WIDA ACCESS Placement Test (W-APT)™:
| Q. |
What is the W-APT™ and what is its purpose? |
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The W-APT™ is a screening assessment tool that may be used as an initial measure of students’ English language proficiency to determine if a newly enrolled student is in need of English language instructional services and, if so, at what level.
The W-APT™ has three main purposes:
- To evaluate students, at the time of enrollment, identified by the Home Language Survey who may be candidates for ESL and/or bilingual services;
- To estimate the academic English language proficiency level of students new to a school or to the U.S. school system in order to determine appropriate levels and amounts of instructional services; and,
- To accurately assign students identified as ELLs to one of the three overlapping tiers for the more extensive ACCESS for ELLs® assessment given in December – February each year.
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| Q. |
Who is required to take an English language proficiency screener? |
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The English language proficiency screener is used as a preliminary evaluation for students who you believe may be ELL. The W-APT™ is the DPI’s recommended method of evaluation because it is aligned with the ELP standards and ACCESS for ELLs® assessment. However, it is a local decision which screener is used for placement of ELL students.
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| Q. |
When should the screener be administered? |
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The screener should be administered as part of the enrollment process. Under Title III Parental Notification Requirements (section 3302) schools have 30 days to notify the parent(s) of a limited-English proficient (LEP) student that their child has been identified for participation in a language instruction educational program (or, for students who arrive after the beginning of the school, within two weeks of the child’s placement in a language instruction program).
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| Q. |
Where is the W-APT™ available for download? |
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The W-APT™ screener is available at the WIDA website. The W-APT™ is a secure site and usernames and passwords are required. If you need a copy of your username and password please contact your district assessment coordinator, or contact the WIDA helpdesk at (866)276-7735.
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| Q. |
What is the difference between the format of the Kindergarten W-APT™ and the WIDA Measure of Developing English Language (MODEL)™ for Kindergarten? |
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The Kindergarten W-APT™ is available at no charge as a downloadable document at the WIDA website. This is an adaptive test, with components that can be administered to children in PreK, kindergarten, or first grade, depending on each child’s individual circumstances. PreK children would take only the Listening and Speaking components, which are combined in one test. A child entering in the second half of the kindergarten year may take all four components: Listening/Speaking, Reading, and Writing; or only the oral portions (Listening/Speaking). A child entering first grade will take all four components of the Kindergarten W-APT™. Whereas the oral portion will result in a score that lies along the WIDA ELP scale, the Reading and Writing portions are diagnostic tests, not proficiency tests. Results on the Reading and Writing portions of the Kindergarten W-APT™ will provide specific diagnostic information such as, “Can read/write simple phrases.”
The WIDA MODEL™ for Kindergarten is available to districts (for purchase) in a kit that includes interactive, hands-on activities. The MODEL™ screener uses integrated themes to assess students in the four language domains of: Listening, Speaking, Reading, and Writing, resulting in a composite proficiency level score (1-6) on the WIDA scale. This evaluation tool may aid in the identification and placement of English language learners, be used for benchmark evaluation during the school year, and/or be used as a summative measure of progress for reporting purposes. The WIDA MODEL™ will most commonly be used as an optional replacement to the W-APT™ screener test.
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| Q. |
How should the Kindergarten W-APT™ proficiency descriptions (low, mid, high, exceptional) convert to a numeric value representing a student’s ELP score? |
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The Listening/Speaking portion of the Kindergarten W-APT™ results in a raw score that can be interpreted as an oral proficiency score rating of Low to High. The occasional student might score an Exceptional. WIDA has recommended that Wisconsin use: Low: 1-2, Mid: 3-4, High: 5, Exceptional: 6. It will include teacher judgment if a specific number is put in the score. The number or level (for the W-APT™) is just a place holder and information until the final ACCESS for ELLs® numbers are received and put in ISES as a final number.
Also, review the definitions of each ELP level (see PI 13.08 Classification of LEP pupils), and consider the functional level used in the classroom for their instructions using multiple measures, including teacher input and the Kindergarten W-APT™ screener.
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Training for Test Administration:
| Q. |
Who can Administer the ACCESS for ELLs® Assessment? |
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ACCESS for ELLs® test administrators are trained staff (including administrators, teachers, and paraprofessionals) who are employed by the school or district. They may also include student-teachers who normally have responsibility for supervising students. However, the speaking portion of the assessment must be administered by a licensed teacher since paraprofessionals cannot engage in evaluation practices or evaluate students. Parent volunteers should not be allowed to administer examinations.
Prior to assisting in administering the ACCESS for ELLs®, schools and districts should ensure that test administrators have received training and are certified. Test administrators must complete each online examination for the section of the ACCESS for which they are administering. To be certified the online quizzes must be completed through the WIDA website.
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| Q. |
If I have already been trained to administer ACCESS for ELLs® on the former Desire2Learn (D2L) site, do I have to be retrained on the WIDA site? |
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If you have already been trained to administer the ACCESS for ELLs® assessment for grades 1-12 on the former Desire2Learn (D2L) site, you do not have to be retrained. However, we do recommend that you review the training (especially the speaking portion) yearly.
If you administer the assessment for kindergarten students you will be required to be trained on the new test format via the online test administration training course. Training is available on both the WIDA website and through a DVD presentation.
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| Q. |
Do all test administrators need to take the online quizzes? |
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Yes. Regardless of which training the test administrator participated in, they must take the corresponding quizzes that pertain to the sections for the test that they will be administering.
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| Q. |
Does DPI offer any online training? |
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Yes. The Wisconsin Department of Public Instruction has produced three separate Mediasite presentations. The presentations are: ACCESS for ELLs® test administration training, Kindergarten ACCESS for ELLs® test administration training, and The English language proficiency standards. These presentations are available on the OEA-ELL website.
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Testing Students' English Language Proficiency (ELP)
| Q. |
What is ACCESS for ELLs®? |
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ACCESS for ELLs® is a large-scale test used to assess English language proficiency (ELP). It does not assess content area knowledge such as math or social studies. Four language domains are assessed: listening, speaking, reading, and writing. ACCESS for ELLs® composite scores are used to assign an ELP level as indicated:
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| Level 1 |
Level 2 |
Level 3 |
Level 4 |
Level 5 |
| Entering |
Beginning |
Developing |
Expanding |
Bridging |
| Q. |
How does one determine tier placement on the ACCESS for ELLs® test? |
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A brief screening exam known as the WIDA ACCESS Placement Test (W-APT)™ should be used to designate ELL status and to assist teachers in assigning new students their appropriate tier for ordering test materials. The W-APT™ can be used at any time throughout the year as students enter a new school or district. Returning students may be assigned to a tier according to their ACCESS for ELLs® scores from the previous year.
ACCESS for ELLs® TIER A is most appropriate for English language learners who:
- have arrived in the U.S. or entered school in the U.S. within this academic school year without previous instruction in English, or
- currently receive literacy instruction ONLY in their native language, or
- test at the lowest level of language.
ACCESS for ELLs® TIER B is most appropriate for English language learners who:
- have social language proficiency and some, but not extensive, academic language proficiency in English, or
- have acquired some literacy in English, though have not yet reached grade level literacy.
ACCESS for ELLs® TIER C is most appropriate for English language learners who:
- are approaching grade level in literacy and academic language proficiency in the core content areas, or
- will likely meet the state’s exit criteria for support services by the end of the academic year.
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| Q. |
How can we avoid placing students in the wrong tier? |
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This situation can be avoided by using multiple measures, including teacher input and the W-APT™ screener, when determining tier placement and by following the Criteria for Tier Placement for ACCESS for ELLs®. It is conceivable that a student may still be placed in the wrong tier. If discovered prior to test administration, the most appropriate booklet should be used (MetriTech provides extra booklets to all districts).
The most common mistake is underestimating a student's capabilities and placing him or her in Tier A rather than B or C. When this happens, the student can "top out" on the test, by getting most or all items correct, making it difficult to determine the student's true English language proficiency level. When in doubt, because a student seems to be on the border of Tier A and B or Tier B and C, place the student in the higher tier.
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| Q. |
What is the Kindergarten ACCESS for ELLs®? How does it differ from the previous Kindergarten ACCESS for ELLs®? |
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The revised Kindergarten ACCESS for ELLs® is a standards-based, criterion referenced assessment used to meet federal accountability requirements.
Since much of kindergarten learning takes place through hands-on activities, the new kindergarten language proficiency test incorporates the use of picture cards that allow for a variety of new test item types including matching, identifying, and describing activities. The interactive nature of the tests encourages all students to accurately demonstrate their level of English language proficiency.
Research supports that PreK-Kindergarten (PreK-K) English language learners are developmentally distinct from ELL students in grades 1 and 2. For this reason, the 2007 Edition of the WIDA English Language Proficiency (ELP) Standards includes a separate PreK-K grade level cluster for the first time. This mirrors TESOL’s ELP Standards (2006). The new assessments are aligned to the model performance indicators of the new PreK-K grade level cluster.
Features of the revised Kindergarten assessment:
- High-interest, age-appropriate stories
- Centered around engaging, child-friendly graphics
- Thematically integrated throughout the language domains: listening, speaking, reading, writing
- Improved item types involving the use of manipulatives
- Result in a composite proficiency level score (1-6) on the WIDA scale
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| Q. |
What is the administration time of the ACCESS for ELLs®? |
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It is not a timed test; the times are approximate and vary slightly by grade level cluster, Tier, and levels of English language proficiency. A Tier A first grader, for example, may finish the writing section of the test within 20 minutes whereas an eleventh grade student taking the Tier C test might need 60 minutes to complete the writing section.
LISTENING: approximately 25 minutes (group administered)
SPEAKING: up to approximately 15 minutes (individually administered)
READING: approximately 35 minutes (group administered)
WRITING: approximately 60 minutes (group administered)
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| Q. |
There are students who have done very well on various sections of the test and yet have to repeat them because of a weakness in one area. In future years, is it possible to only test areas where they scored below the cut-off? |
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Per Title III requirements, states must annually assess the English language proficiency of all LEP students in the five domains of listening, reading, speaking, writing, and comprehension for grades K-12 (4K students are NOT to be assessed with ACCESS for ELLs®; the Kindergarten W-APT™ or WIDA MODEL™ is the appropriate assessment tool). Title I requirements also requires annual assessment of English language proficiency in the four domains of listening, speaking, reading, and writing. In order to score a student's test and show annual growth, the student must be tested in ALL domains annually. The composite score is based on all four domains from the current year. In Wisconsin, comprehension is measured by combining the domain scores from reading and listening.
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| Q. |
What accommodations can be made for ELL students with special needs? |
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The types of acceptable accommodations suggested for ELLs with Individual Educational Plans (IEPs) taking this English language proficiency test are published in the ACCESS for ELLs® Test Administration Manual and are also available on the: Accommodations for ACCESS for ELLs® web page.
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| Q. |
Do we need to give the ACCESS for ELLs® to our High School foreign exchange program students? |
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Foreign exchange students come to a U.S. school to be educated in English. They generally do not participate in the state English language proficiency examination because they are considered English proficient when they come to a Wisconsin school. However, if a district believes this to be inaccurate and they will end up serving a foreign exchange student in their ELL program, then the school may assess the student’s ELP level. Any student who is not an ELL is considered at ELP level 7. Exchange students should have access to all services and programs available to their students and may receive support as needed.
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| Q. |
Is there an opt-out /parental refusal for ACCESS for ELLs® testing? |
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No, there is no parent opt-out for the ACCESS for ELLs®. All ELL students are required to be tested even if parents are refusing language education programs. In addition, ACCESS for ELLs® is not an achievement test; it is used to make decisions about students’ educational needs.
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| Q. |
Who is the printing, distributing, scoring and reporting contractor for ACCESS for ELLs®? |
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All materials will come from MetriTech, Inc. of Champaign, IL, and should be returned as directed in the packaging/shipping information. For assistance from MetriTech, please call 1-800-747-4868 and ask for WIDA support.
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| Q. |
Is there a cut score document that shows the minimum and maximum composite ranges for each grade and tier level? |
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This information is available in the WIDA ACCESS for ELL® Score Reports.
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| Q. |
How are ACCESS for ELLs® Pre-ID labels generated? |
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A demographic data file is created by DPI using school/district submitted information from the Wisconsin Student Locator System (WSLS) and the Individual Student Enrollment System (ISES). The test contractor (MetriTech) creates the labels using these data.
District testing coordinators or test proctors should place the Pre-ID label on the front outside cover of the ACCESS for ELLs® test book in the space provided, and fill in the “School Use Only” fields on the back cover of the ACCESS for ELLs® test book for every student.
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| Q. |
What do I do with an ACCESS for ELLs® Pre-ID label that has incorrect student demographic data? |
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The Pre-ID label should be used unless the demographic data are wrong (Wisconsin Student Number, First Name, Last Name, Birth Date, and Gender). To correct the demographic data, discard the label, and bubble-in the correct information in the appropriate boxes on the front and back covers of the student test booklet. The optional data file provided by MetriTech will incorporate the student data from the Pre-ID label unless otherwise corrected.
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| Q. |
Is the ACCESS for ELLs® available for use in private schools? |
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ACCESS for ELLs® is available for private schools in Wisconsin. Private school students are counted for Title III grant allocations. The schools must agree to abide by confidentiality policies and security. Private schools may order booklets directly from MetriTech.
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| Q. |
How do private school students in our district get ACCESS for ELLs® test labels from the contractor? |
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Districts may send a separate data file to MetriTech for their private school students and then they will receive labels. If districts do not send a separate file, then all of the information will need to be bubbled on the test booklet. It is important that the correct DPI private school codes are used.
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Student Mobility During Testing :
| Q. |
What do we do if an ELL student moves to a different school within our district during the ACCESS for ELLs® testing window? |
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If a student moves from one school to another within your district, the student test booklet should be sent to their new school if portions of the test remain to be tested. The second school completes the test and sends it to MetriTech. If the test has already been completed at the first school, it should be sent to MetriTech from the first school.
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| Q. |
What do we do if an ELL student moves out of our district to another district during the ACCESS for ELLs® testing window? |
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If a student moves from one school to another within your state, the student test booklet should be sent to their new school if portions of the test still remain to be tested. The student’s new school will complete the test and send it to MetriTech. If the test has already been completed at the first school, it should be sent to MetriTech from the first school. If the student is moving into another WIDA state then the same procedures should be followed. Reports will be sent to the district that returned the test book to MetriTech.
The state is only charged for test booklets that are scored. If a student is tested twice (or takes parts of the assessment in two booklets) they will receive two scores, the state will be charged twice, and school/district reporting and accountability will be affected.
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| Q. |
What do we do if we receive a new ELL student into our district during the ACCESS for ELLs® testing window? |
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If student records do not indicate that any portions of the ACCESS for ELLs® test have been taken, you should contact the ACCESS for ELLs® coordinator in the district from which the student moved (visit The DPI Directory of Services Search Form or contact OEA). Consider asking the student if he or she has taken any of the tests. When in doubt, give the student the entire test so that you have ELP levels for state and federal reporting. If the student is either from a non-WIDA state or did not complete the ACCESS for ELLs® in their previous district, complete all of the ACCESS for ELLs® and return it to MetriTech
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| Q. |
Do we still have to test new ELL students if they arrive at the end of the ACCESS for ELLs® testing window? |
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Yes, If a student is either from out of state or did not complete the ACCESS for ELLs® in their previous district, do what you can to get the test completed. Use the W-APT™ or other ELP assessments to determine an English proficiency level for the student as you would for a student arriving after the window closes.
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| Q. |
Who can I contact with ACCESS for ELLs® problems and questions? |
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Refer to the follwoing table for contact information:
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Department of Public Instruction
Renae Fjeld Accardo
(608) 267-5153
renae.fjeldaccardo@dpi.wi.gov
Kristen Kehoe
(608) 267-3164
kristen.kehoe@dpi.wi.gov |
WIDA
(866) 276-7735
www.wida.us |
MetriTech
(800) 747-4868
www.metritech.com |
| Before the test window |
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Creating an account
(WIDA Training site, W-APT™)
- Data field questions
- Forgotten password
(W-APT™)
- Professional development
- Who must take the ACCESS for ELLs® assessment
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- Forgotten password (WIDA Training Site)
- Professional development
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- Label information
- Ordering test materials
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| During the test window |
- Delivery of test materials
- What to do if a student moves
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- How to use the WIDA Training site
- Questions about test constructs
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- How to order additional test booklets
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| After the test window |
- Interpreting test results
- Professional development
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- Interpreting test results
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Reporting & Coding ELL Data:
| Q. |
Is it possible to create a mechanism for obtaining newly enrolled students’ ACCESS for ELLs® scores from other WIDA states? |
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If a student comes to Wisconsin from another WIDA state, the Wisconsin district may contact the previous district to find out the student’s English language proficiency (ELP) level. In this case, the district does not need to conduct a screener (W-APT™). The ACCESS for ELLs® assessment is currently being used in 20 states.
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| Q. |
When and how do ACCESS for ELLs® scores get entered into ISES? |
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If the WSN, student first and last names, and date of birth match in ISES, then the MetriTech data file will provide an ACCESS for ELLs® composite score (when present), which in turn is used to calculate ELP codes in ISES. Typically, this occurs in June.
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| Q. |
How can we verify that the ACCESS for ELLs® results were correctly uploaded into ISES? |
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DPI receives a file from MetriTech with the test results from the ACCESS for ELLs®. DPI uploads the composite ELP score from the ACCESS for ELLs® data into the ISES data collection. If a composite ELP score is uploaded correctly, the English proficiency level code will be calculated (rounded-down to the nearest whole number). See further information on how the English Proficiency Level will be calculated.
Districts are required to submit an ELP code for students without a correctly uploaded composite score. Refer to the ISES Interface specifications and the timeline for creation of pre-ID labels for WSAS and ACCESS for ELLs®. The web site will be updated with any additional changes.
Districts should submit a correct ELP code for all students in their ISES data submissions. The district-submitted ELP codes will be used for students without valid ACCESS for ELLs® composite scores and for students who should be reclassified as a composite score of 6.
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| Q. |
For the ISES data element, how do I determine if an ELL student is “served” or not? |
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The student is considered “ELL served” if an English language learner (English language proficiency code 1-5) is served in an English language instruction educational programs designed for English language learners or served by an English language instruction program funded by Title III.
ELL Served
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Description/Comments |
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| No |
N |
The student is NOT served in English language instruction educational programs designed for English language learners. |
| Served - No T3 |
S |
The student is served in English language instruction educational programs designed for English language learners, this is not a Title III program. |
| T3 Served |
T |
The student is served in English language instruction educational programs designed for English language learners, some Title III funding |
| Data Not Required |
X |
Valid only for Parentally Placed Private students. |
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| Q. |
What should a district do when ACCESS for ELLs® did not create an English Language Proficiency code in ISES? |
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Districts should check their ISES Year-End and Count-Date collections to verify that ELL students’ ACCESS for ELLs® composite scores are calculated at each student’s most current English language proficiency (ELP) code. For ELL students with no composite score on ACCESS for ELLs® or with hand-coded information that doesn’t match their WSLS/ISES records, an ELP code should be submitted as soon as the student has been classified as an ELL student.
Students who are to be reclassified to ELP 6 (or Former ELL) and who did not take the most recent ELP exam should have their correct ELP code uploaded to ISES. If a student was not available during the testing window, the W-APT™ score can be used as a placeholder until the following year’s ELP exam administration of ACCESS for ELLs® (the screener can only be used once per student). Refer to the ISES Interface Specifications.
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| Q. |
What should a district do when a new student enters the district? |
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Districts should upload the estimated ELP level into their Student Enrollment System fall Count-Date records for new ELL students so labels can be generated for their ACCESS for ELLs® testing. Students entering the district after the label file is generated should have their demographic data bubbled onto their test booklet. The Wisconsin Student Number (WSN), first and last name, and birth date must accurately match the record entered into the WSLS system.
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| Q. |
What should I do if an English speaking student was inappropriately coded as ELL? |
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Each year there are a few students who participate in ACCESS for ELLs® testing in error. The district (ISES coordinator) may remove the ACCESS composite score and enter the correct ELP code in ISES. This can only be done during the ISES Year-End and ISES Count Date Submission Window.
Schools and districts that discover this problem should complete the District Request & Certification of Change Form (removal of ACCESS Composite Score from ISES). This (rare) correction is only a request to inactivate the composite score so the district can enter the corrected ELP code for the student.
It is very important that data is checked for accuracy. ELL students are included in accountability measures for Title I (AYP) and Title III (AMAOs) and correct data ensures the most accurate results.
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| Q. |
How can we correct incomplete or incorrect English Language Proficiency codes? |
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Schools and districts that discover inaccurate ELP codes used to identify ELLs should upload corrected ELP codes during the ISES Year End and ISES Count Date submission windows.
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| Q. |
When is the clean-up window for correcting errors? |
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The clean-up window for correcting errors is as follows:
- At the end of the test window, before submitting test booklets, verify that the WSN, Student First and Last Names, and DOB match those in ISES.
- During the posted clean-up period and immediately upon receipt of student reports, contact MetriTech.
- If a data error causes the district to miss their accountability targets there is an appeal period during which the district can submit documentation if it changes the AMAO results.
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| Q. |
Can an ACCESS for ELLs® composite score for a non-ELL who was mistakenly administered the ELP exam be disabled? |
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Yes, there is a procedure to manually override the score in ISES, which will revert the ELP level back to non-ELL status (ELP 7). Schools and districts that discover that an English speaking student received an ACCESS for ELLs® score in error should complete a request for and certification of the necessary correction. To correct this rare test administration error, the Certification of Change form is available during ISES data collection, approximately June-September. The Certification of Change form should be completed only in rare circumstances.
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| Q. |
How should one report a preschooler’s English Language Proficiency level in ISES collections? |
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Neither NCLB nor state law requires assessment or services for ELLs at grade levels earlier than Kindergarten. If students at earlier grades are assessed, then their English language proficiency codes should reflect the results of the assessment used. Students who are not assessed cannot be counted as ELL/ELP (codes 1-5). DPI recommends using a mix of qualitative data, including language samples gathered in different environments and during varying activities and routines, observations in different environments and during varying activities and routines, extensive language history gathered from parents and other caregivers, and quantitative data in order to come up with an accurate picture of a student’s language development. The WIDA ELP Performance Definitions can also be used as a guide.
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| Q. |
A few ELL students in my district also have an IEP and were not able to take all four domains of the ACCESS for ELLs® because of their disability. These students were not assigned a composite score. What ELP code should I give them in ISES? |
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When a student is unable to complete a portion of the ELP test due to his or her disabilities, the available subscale proficiency levels should be used along with other evidence collected by the teacher, including parent input, to determine the student’s ELL proficiency level and ELP code. That ELP code should be entered into the district’s data submission for ISES. The ACCESS for ELLs® composite score is only provided when all four domains are completed. Only students with a composite score have an ELP code automatically generated in ISES.
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Exiting ELLs: Former Limited English Proficient (FLEP) Students:
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Accountability for ELLs & Annual Measurable Achievement Objectives (AMAOs):
| Q. |
What are the accountability requirements for English Language Learners (ELLs)? |
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The re-authorization of the federal Elementary and Secondary Education Act, known as No Child Left Behind Act of 2001 (NCLB) inaugurated major changes in the expectations placed on state and local education agencies regarding assessment of and accountability for limited-English proficient (LEP) students – also known as English language learners (ELL). Specifically, NCLB Title III requires states to:
- Establish English language proficiency (ELP) standards aligned to state academic content standards, yet suitable for ELL students learning English as a second language;
- Annually assess the English language proficiency of each ELL student using a valid and reliable assessment of English language proficiency aligned to ELP standards;
- Define annual measurable achievement objectives (AMAOs) to measure and report on progress toward and attainment of English proficiency and academic achievement standards; and
- Hold local education agencies (LEAs) accountable for meeting increasing Annual Measurable Achievement Objective (AMAO) targets for English language proficiency (ELP) over time (NCLB 2002, Public Law 107-110, 115 Statute 1425).
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| Q. |
What are the AMAOs? |
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Three specific AMAO target areas have been established under Title III:
- Progressing in English language acquisition: annual increases in the number or percentage of students making progress in learning English.
- Exiting or reaching English language proficiency: annual increases in the number or percentage of students attaining English language proficiency by the end of each school year.
- ELL-Adequate Yearly Progress (AYP): AYP for the ELL subgroup (under Title I) in meeting grade-level academic achievement standards in English Language Arts (Reading) and Mathematics.
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| Q. |
Will AMAOs be calculated the same in 2008-09 as they were in 2007-08? |
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Accountability decisions for 2008-09 will continue to be calculated as they were last year. However, 2010-11 progress and exit rate calculations (AMAO 1 and AMAO 2) using 2009-10 data must change to comply with new federal requirements. Further information about this change will be issued by the Office of Educational Accountability.
Please take note that federal modifications to ELL accountability rules will likely change many of the following answers.
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| Q. |
How is progress currently calculated for each ELL student? |
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First, the ELP levels (included in the ISES Year-End collection) are used in conjunction with grade cluster to define cohorts. Second, the cohorts are held to the following progress targets:
| Required ELP Level Increases |
| Cohort A | 0.8 ELP | | Cohort D | 0.5 ELP |
| Cohort B | 0.7 ELP | | Cohort E | 0.4 ELP |
| Cohort C | 0.6 ELP | | Cohort F | 0.3 ELP |
Districts have met AMAO 1 when 50% or more of ELLs in the district meet these targets. For example, a student in cohort D with a composite score of 3.0 last year, and 3.5 this year has met the cohort’s progress criteria.
For purposes of reporting AMAO 1, each student is assigned to a cohort based on the student’s current grade and prior year’s English language proficiency (ELP) level:
| Grade Level | | ELP Level 1-2 | ELP Level 3-4 |
| 1-2 | | Cohort A | Cohort D |
| 3-8 | | Cohort B | Cohort E |
| 9-12 | | Cohort C | Cohort F |
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| Q. |
Are ELL students at English Language Proficiency Level 5 held accountable on AMAO 1 (Progress)? |
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Currently AMAO 1 is calculated for ELP Levels 1-4. Beginning in the 2010-11 school year (based on 2009-10 data) all ELL students (ELP Levels 1-5) will be included in the calculation for AMAO 1 as well as AMAO 2 (exiting).
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| Q. |
How is progress from a W-APT™ score to an ACCESS for ELLs® score used? |
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The W-APT™ score is entered by the district as an initial ELP code for the new ELL student. A district is given credit for all ELL students with two data points: two ACCESS for ELLs® composite scores; or an initial ELP code to composite score; or a composite score to final ELP code.
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| Q. |
How is progress calculated for ELL students, such as migrant students, who do not take the ACCESS test one year? |
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Migrant students who complete the school year are included using an ELP code in the fall at the ISES Count Date and the ISES Year End. If a student doesn’t show progress—by ACCESS scores or by other local evidence—this will inevitably count against the school. Schools are to evaluate every ELL student using ACCESS for ELLs® or other local evidence each year until the student exits ELL services.
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| Q. |
How is progress calculated for ELLs, such as new students, who do not have two data points on the ACCESS test? |
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Progress for new ELL students is calculated using the initial ELP code (determined using the screener) and the year-end ACCESS for ELLs® composite score. The initial ELP code entered from the screener must be included in ISES by the third Friday Fall count date to automatically generate a label for the ACCESS testing window.
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| Q. |
Do exited students (ELP 6) count under AMAO 1 for progress? |
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No. Federal rules do not allow us to count exited students in progress rate calculations. We refer to this as the exit bias.
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| Q. |
How is the exiting rate calculated for AMAO 2? |
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The target for AMAO 2 is to exit at least 20% of eligible ELLs each year. To calculate, the number of students who reached ELP 6 (exited) is divided by the number of students eligible (ELP 5) or expected (an ELP 5 last year) to exit.
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| Q. |
How does a district get credit for AMAO 2 if they reclassify or manually exit students as Fully English Proficient to become a former ELL student (ELP 6)? |
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ELL students that are a minimum Level 5 and grade 4 or older may be reclassified or exited to ELP 6. This information must be uploaded by the district to ISES for the ISES Year End collection (June-September).
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| Q. |
How is AMAO 3 (AYP) calculated? |
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AYP determinations are completed under Title I reporting. Decisions on districts’ AYP reports regarding the ELL subgroup are replicated for AMAO 3 reporting. More information on AYP is available online (http://dpi.wi.gov/oea/acct/ayp.html).
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| Q. |
How are consortia held accountable for AYP? |
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Consortia AMAO 3 uses AYP from member districts. Typically consortia districts have too few ELL students for subgroup for AYP evaluation (40 at a grade span tested on Reading/Mathematics) so this has not been an issue to date. AYP has many steps to the calculations so AMAO 3 has used the final district decisions for ELL students.
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| Q. |
Are cell sizes calculated for each district or the consortium as a whole? |
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Cell size limits are calculated at the consortium level for AMAO 1 and AMAO 2. AYP decisions are used in AMAO 3 and follow the cell size rules under Title I reporting.
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| Q. |
Where is there updated information about calculating AMAOs on the web? |
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Information is available on the DPI Office of Educational Accountability ELL page.
Districts and consortia of districts must meet the Title III AMAOs annually since the baseline year.
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For questions about this information, contact oeamail@dpi.wi.gov
Last updated on 11/9/2009 7:34:41 AM
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District Assessment Coordinator (DAC) Corner
Assessment for ELLs
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