Wauconda Community Unit School District #118 ELL PROGRAM FRAMEWORK

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1 Wauconda Community Unit School District #118 ELL PROGRAM FRAMEWORK

2 Table of Contents Topic Page Wauconda Community Unit School District 118 Mission 3 Wauconda CUSD #118 Board Policy 3 Illinois State Definitions of English Language Learner (ELL) Education 3 Second Language Learning Foundations BICS and CALP 4 Common Underlying Proficiency (CUP) 5 Aspects of Language Proficiency 6 Program Models in Language Minority Education in the U.S. 7 District 118 Instructional Programs 8 Wauconda CUSD #118 English Language Learner Belief Statements 9 TPI/TBE Program Goals 9 English Language Learner Program Objectives 10 World Class Innovations in Developing Assessments (WIDA) Language Assessment Test (ACCESS) Characteristics of ELLs 19 ELL Placement and Assessment (Entrance Process) Placement Process Exit/Consult Criteria 24 Consult/Transitioning Process 25 TPI/TBE Bins 26 TPI/TBE Files 26 Parent Involvement 27 Learning Strategies 28 Special Education and ELL 29 Federal Legislation and Supreme Court Decisions 30 State Legislation 30 Glossary of Terms Resource Listings Appendix 33 Articles 34 Website Resources 35 Helpful Websites Tips for Reporting Grades to the parents of ELL students 38 Procedures Forms for ELL Frameworks Handbook ELL Frameworks Handbook Forms D SEC. A,B,C AND Section E 2

3 Wauconda Community Unit School District 118 Mission By building upon partnerships among students, educators, family, and community, District 118 will provide a quality and enriched learning environment where students will become contributing and productive members of society through the commitment to lifelong learning. Wauconda CUSD #118 Board Policy The District shall provide a Transitional Bilingual Educational Program for students whose native language is other than English. The program shall recognize the student s primary language and culture as educational assets and seek to develop the necessary proficiency in English to provide the student access to the regular educational program. Illinois State Definitions of English Language Learner (ELL) Education Wauconda Unit School District 118 offers both Transitional Program of Instruction (TPI) and Transitional Bilingual Education Program (TBE) to service its ELL/LEP population. ~ The Illinois School Code defines students of Limited English Proficiency (LEP) as: Students of non-english Background whose oral comprehension, speaking, reading, or writing proficiency in English is below the average English proficiency level of students of the same age and/or grade whose first or home language is English. ~ The Illinois School Code defines TPI/TBE as: Specialized instruction designed to assist students whose home language is other than English in attaining English language proficiency. TPI/TBE instruction includes skill development in listening, speaking, reading, and writing. (TPI/TBE is not to be confused with English language arts as taught to students whose home language is English.) ~ The Illinois School Code (Sections ) states: Transitional Program of Instruction means a program designed by a school district when there are within an attendance center 19 or fewer students of the same non- English language background identified as below average in English proficiency. The School district s program must meet the standards set forth in Section (b) of the Part. Transitional Bilingual Education Program means a program which must be provided by a school district when there are within an attendance center 20 or more students of the same non-english language background identified as below average in English proficiency. A student s program can be either full-time or part-time, depending on the level of the student s proficiency in English. The school district s program must meet the standards set forth in section (a) of the Part. 3

4 Second Language Learning Foundations Basic Interpersonal Communication Skills (BICS), an acronym that describes social language, offers many clues to the listener and is called context-embedded language. Conversational speech is easier for non-english students to comprehend than the context-reduced language of textbooks and lectures. Students can comprehend a conversation by: Using voice clues such as tone and intonation. Asking for a statement to be repeated. Asking for clarification. Observing speakers' non-verbal behavior. Observing others' reactions. Usually it takes up to two years for students from different linguistic backgrounds to comprehend context-embedded speech readily (BICS). Cognitive Academic Language Proficiency (CALP), the language of learning and/or school, offers fewer clues and is called context-reduced language. It takes anywhere from 5 to 7 years or more for a non-english speaking student to become proficient in the context-reduced language of the classroom (CALP), because: Nonverbal clues are absent. Cultural/linguistic knowledge is often needed to comprehend fully. Referents are usually abstract. A limited English proficient student's language skills are often mistakenly assessed on the basis of ability to comprehend conversational language. When the student performs well in such situations, but does poorly on academic tasks, the student may be labeled incorrectly as a "slow learner" or a student with a "learning disability." Language Proficiency Representative of social interaction Associated with language mainly outside of school Tied to life Not necessarily grounded in standards Little relation to accountability Reflective of social contexts Academic Language Proficiency Representative of the language of contentbased instruction Associated with language acquisition mainly within school Tied to school life Grounded in language proficiency standards Linked to accountability Reflective of social and academic contexts Academic Achievement Representative of the concepts of contentbased instruction Associated with conceptual development Tied to curriculum Grounded in academic content standards Strongly linked to accountability Reflective of academic contexts within specific content areas 4

5 Common Underlying Proficiency (CUP) Cummins common underlying proficiency model of bilingualism can be pictorially represented in the form of two icebergs. The two icebergs are separate above the surface. That is, two languages are visibly different in outward conversation. Underneath the surface, the two icebergs are fused such that two languages do not function separately. Both languages operate through the same central processing system. Social Language L 1 L 2 Surface level Common Underlying Proficiency (Central Operating System) Language proficiency along will not determine when English language learners are prepared to use their second language (L 2 ) to learn with their grade level monolingual English-speaking peers. Previous schooling, academic knowledge, and literacy skills that second language learners have in their first language (L 1 ) are also strong determiners (Cummins, 1984, Baker, 1993). Cummins framework may be summarized as follows: Regardless of the language in which a person is operating, the thoughts that accompany talking, reading, writing, and listening come from the same central engine. When a person owns two or more languages, there is one integrated source of thought. Bilingualism and multilingualism are possible because people have the capacity to store two or more languages. People can function in two or more languages with relative ease. Information processing skills and educational attainment may be developed through two languages as well as through one language. Cognitive functioning and school achievement may be fed through one monolingual channel or equally successfully through two well-developed language channels. Both channels feed the same central processor. The language the child is using in the classroom needs to be sufficiently well developed to be able to process the cognitive challenges of the classroom. Speaking, listening, reading or writing in the first or the second language helps the whole cognitive system to develop. However, if children are made to operate in an insufficiently developed second language, the system will not function well. If children are made to operate in the classroom in a poorly developed second language, the quality and quantity of what they learn from complex materials and produce in oral and written form may be relatively weak. 5

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7 Program Models in Language Minority Education in the U.S. (Ranging from the most to the least instructional support through the minority language) Immersion Bilingual Programs: Academic instruction through both L1 and L2 for Grades K-12. Originally developed for language majority students in Canada. Used as one model for twoway bilingual education in the U.S. Early total immersion (in the U.S., often referred to as the model) Grades K-1: All or 90% of academic instruction through minority language Grade 2: One hour of academic instruction through majority language added Grade 3: Two hours of academic instruction through majority language added Grades 4-5 or 6: Academic instruction half a day through each language Grades 6 or 7-12: 60% of academic instruction through majority language and 40% through minority language. Partial-immersion (in the U.S., the model) Grades K-5 or 6: Academic instruction half a day through each language Grades 6 or 7-12: 60% of academic instruction through majority language and 40% through minority language. Two-Way Developmental Bilingual Programs: Language majority and language minority students are schooled together in the same bilingual class, with many variations possible, including immersion bilingual education and late-exit bilingual education. Late-Exit or Maintenance Bilingual Programs: Academic instruction half a day through each language for Grades K-6. Ideally, this type of program was planned for Grades K-12, but has rarely been implemented beyond elementary school level in U.S. Early-Exit or Transitional Bilingual Programs: Academic instruction half a day through each language, with gradual transition to all majority language instruction in approximately 2-3 years. English as a Second Language (ESL) or English to Speakers of Other Languages (ESOL) Instruction, with no instruction through the minority language: Elementary education: ~Structured immersion: Taught by a bilingual teacher, in a self-contained classroom, but all instruction is conducted through English (all day) ~ ESL or ESOL self-contained taught through academic content (all day) ~ ESL or ESOL pullout (varying from 30 minutes to half a day) Secondary education: ~ ESL or ESOL taught through academic content or sheltered English ~ ESL or ESOL taught as a subject Submersion: a trained specialist provides no instructional support. This is NOT a program model; it is illegal in the U.S. as a result of the Supreme Court decision in Lau v. Nichols. 7

8 District 118 Instructional Programs Approximately 480 students representing 22 language groups are served by the district s two English Language Learner programs: the Transitional Bilingual Education (TBE) Program and Transitional Program of Instruction (TPI). The TBE program is a state-mandated program designed to serve students when 20 or more of the same language group attend one location. The TPI program is a mandated program designed to serve students when 19 or fewer students are at one location. Both programs are intended to serve ELL students. Instructions in English as Second Language (ESL) and in the native language (as possible) are present in both programs. The following TBE instructional delivery systems are those currently in use in School District 118: 1) TRANSITIONAL BILINGUAL EDUCATION (TBE) Bilingual education is an approach to teaching language minority students who are not yet proficient in English. In this approach, a certain amount of instruction is provided through the student s native language with a strong ESL component while he or she acquires sufficient English proficiency to transition to the general education classroom. Bilingual education is not remedial education. Bilingual Instructional Classroom Bilingual teacher and a bilingual paraprofessional staff if available Academic core concepts in the native language strengthened while teaching children English Amount of native language instruction decreased as English language proficiency increases Paraprofessionals may attend non-academic classes with students Recommended for students who need full-time bilingual services based on District 118 eligibility criteria District curriculum taught at grade level When a limitation of grade levels exist, TBE staff will teach English literacy using pull-out or push-in instruction TBE staff may pre-teach academic content using pull-out instruction 2) THE TRANSITIONAL PROGRAM OF INSTRUCTION (TPI) The TPI teacher employs an instructional resource delivery system concentrating on ESL instruction to increase English language proficiency in conversation as well as in content area. ESL teachers and paraprofessionals staff this program. Native language support is given, where possible, through the use of native language staff. This instructional delivery system includes pullout, push-in, and sheltered instruction. Instructional Resource: Students may be assigned to a general education homeroom and will receive services based on their English proficiency level Students who have a stronger English proficiency may receive sheltered instruction in the general education classroom 8

9 Wauconda CUSD #118 English Language Learner Belief Statements The basis of our English Language Learner Program is founded in our District Mission, and the ideology that English language learners need a supportive educational experience so that they can achieve academically just as their native English peers. Therefore, our supportive educational experience assumes the following: All English Language Learners need to be supported at their level of language proficiency. Provide an environment that supports and encourages the native language and culture of the student in a non-threatening environment. Transition students effectively into the general education classroom using the district curriculum and alignment to the state standards (Illinois Learning Standards & WIDA Standards (Appendix A). Use native language as necessary to ensure high quality access to content area curriculum while simultaneously providing ESL instruction. Maintain quality literacy development based on the Wauconda 118 literacy belief statements. (Appendix B). Provide an open and welcoming environment for families and support their ability to actively participate in the students academic experience. Infuse a positive multi-cultural respect for ALL students so that ALL students have a sense of belonging in their learning environment. TPI/TBE Program Goals 1. As a result of the instruction we provide through our program, the students will socially integrate: English Language Learners will practice their developing English with native English speakers as required by law. Staff and students will share and create an awareness of diverse cultures. Thereby expanding opportunities for new friendships across linguistic and cultural lines. 2. Also as a result of the instruction we provide, the students will prepare for a successful transition into the general education: Our program first provides opportunities for exposure and interaction with academic English language models with native English speaking peers and staff. Additionally we provide supported participation in the general education environment for linguistically and culturally diverse students. And finally as the student progress, we support a framework that fosters academic growth and success within the general education environment. 9

10 English Language Learner Program Objectives 1. ELL students will receive receptive and expressive English language instruction beginning with initial enrollment in the district and as determined by an individual student's language proficiency assessment. 2. Instruction in the content areas and language arts in English will be provided according to the student s English language proficiency (see chart below). 3. Content area instruction will be provided in the student s native language for the understanding of basic and accelerated concepts to the extent necessary and possible (see chart below). 4. In order to build a strong foundation for learning, language arts instruction may be provided in the student s native language proportionate to the student s level of English proficiency. 5. Instruction of ELL students will parallel the appropriate grade level curriculum and will align with the district s curriculum, belief statements, and the Illinois State Standards. ( 6. Staff development will be provided in order to facilitate the understanding of the goals and objectives of the program for English Language Learners. 7. To effectively integrate English Language Learners with their native English-speaking peers, program models and instructional approaches will encourage students and staff to accept individual and cultural diversities. Entering Beginning Developing Expanding Bridging Content Area Level 1 Level 2 Level 3 Level 4 Level 5 Reading TBE TBE TBE TBE Gen. Ed. ESL/Language Arts TBE TBE TBE TBE TBE Mathematics TBE TBE or Gen. Ed. Gen. Ed. Gen. Ed. Gen. Ed. Science/Health TBE TBE or Gen. Ed. TBE or Gen. Ed. Gen. Ed. Gen. Ed. Social Studies TBE TBE TBE or Gen. Ed. Gen. Ed. Gen. Ed. Art, Music, & Physical Ed. Transitional Bilingual Education (TBE) Program Design Integrated Integrated Integrated Integrated Integrated Transitional Program of Instruction (TPI) Program Design Content Area Entering Beginning Developing Expanding Bridging Level 1 Level 2 Level 3 Level 4 Level 5 Reading TPI TPI TPI TPI Gen. Ed. ESL/Language Arts TPI TPI TPI TPI TPI Mathematics TPI TPI or Gen. Ed. Gen. Ed. Gen. Ed. Gen. Ed. Science/Health TPI TPI or Gen. Ed. TPI or Gen. Ed. Gen. Ed. Gen. Ed. Social Studies TPI TPI TPI or Gen. Ed. Gen. Ed. Gen. Ed. Art, Music, & Physical Ed. Integrated Integrated Integrated Integrated Integrated 10

11 World Class Innovations in Developing Assessments (WIDA) WIDA or World-class Innovations in Developing Assessments is a consortium of several states. The WIDA consortium includes: Wisconsin, Delaware, Arkansas, District of Columbia, Rhode Island, Maine, New Hampshire, Vermont, Illinois, and Alabama. The states represent some 275,000 English Language Learners. The WIDA English Language Proficiency Standards are: Illinois state standards A resource for teachers and administrators The starting point for assessment, curriculum, and instruction of English Language Learners. WIDA s English Language Proficiency Standards for English Language Learners in Kindergarten through Grade 12: Frameworks for Large-scale State and Classroom Assessment is the first published product of an enhanced assessment system being developed and implemented by a consortium of states. Federal grant monies available under the No Child Left Behind Act of 2001 were awarded to Wisconsin (the lead state), Delaware, and Arkansas (WIDA), the original partners, in early Within the first half-year of the project, the District of Columbia, Maine, New Hampshire, Rhode Island, and Vermont joined the team, followed by Illinois in October This document is designed for the many audiences in the field of education who are impacted by English language learners (ELLs), linguistically and culturally diverse students who have been identified as having levels of English language proficiency that preclude them from accessing, processing, and acquiring unmodified grade level content in English. This audience includes: English language learners themselves as well as those with disabilities; teachers; principals; program, district, and regional administrators; test developers; teacher educators; and other stakeholders who are members of the consortium of states under the WIDA umbrella. The two frameworks that constitute this document are to be used for planning curriculum, instruction, and assessment of English language learners. Their common elements are the following: 1). English language proficiency standards, 2). Language domains, 3). Grade level clusters, and 4). Language proficiency levels. Overlaying the standards are the performance definitions that describe each level of language proficiency. These definitions, by delineating the stages of second language acquisition, provide the parameters in which the model performance indicators operate. 11

12 Wauconda CUSD 118 will frame instruction by moving ELL students through the five levels of language development. The five language proficiency levels outline the progression of language development implied in the acquisition of English as an additional language, from 1, Entering the process, to 5, Bridging to the attainment of state academic content standards. The language proficiency levels delineate expected performance and describe what English language learners can do within each domain of the standards. 1- ENTERING 2- BEGINNING 3- DEVELOPING Characteristics of ELL Students 4- EXPANDING 5- BRIDGING WIDA's English Language Proficiency Performance Definitions At the given level of English language proficiency, English language learners will process, understand, produce, or use 1- i pictorial or graphic representation of the language of the content areas; Entering i words, phrases, of chunks of language, when presented with one-step commands, directions, WH- questions, or statements with visual and graphic support 2- i general language related to the content areas; Beginning i phrases or short sentences; 4 oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication, when presented with one to multiple-step commands, directions, questions, or a series of statements with visual and graphic sup 3- i general and some specific language of the content areas; Developing i expanded sentences in oral interaction or written paragraphs; 4 oral or written language with phonological, syntactic, or semantic errors that may impede the communication but retain much of its meaning, when presented with oral or written, narrative or expository descriptions with occasional visual and graphic supp 4- i specific and some technical language of the content areas; Expanding i a variety of sentence lengths of varying linguistic complexity in oral discourse of multiple, related paragraphs; 4 oral or written language with minimal phonological, syntactic, or semantic errors the do not impede the overall meaning of the communication, when presented with oral or written connected discourse with occasional visual and graphic support 5- i the technical language of the content areas; Bridging i a variety of sentence lengths of varying linguistics complexity in extended oral or written discourse including stories, essays, or reports; 4 oral or written language approaching comparability to that of proficient English peers, when presented with grade level material 12

13 1) What is the ACCESS for ELLs? Language Assessment Test (ACCESS) ACCESS for ELLs is a standards-based, criterion referenced English language proficiency test designed to measure English language learners social and academic proficiency in English. It assesses social and instructional English as well as the language associated with language arts, mathematics, science, and social studies within the school context across the four language domains. 2) Who developed the ACCESS for ELLs? ACCESS for ELLs was contracted and developed by the Center for Applied Linguistics (CAL) ( in Washington, DC in collaboration with the WIDA Consortium. Item writers and reviewers are professional educators of ELLs throughout the Consortium partner states who participate in on-line workshops. 3) Who is printing, distributing, scoring and reporting the ACCESS for ELLs? All materials will come from MetriTech, Inc. of Champaign, IL, ( and should be returned as directed. 4) When will the ACCESS for ELLs be operational? ACCESS for ELLs will be operational in spring, 2005 with Alabama, Maine and Vermont the first partner states to administer it as their statewide annual assessment of English language proficiency. The schedule for the implementation of the ACCESS for ELLs within the Consortium is as follows: Spring 2005: Alabama, Maine and Vermont Fall 2005: Illinois Spring 2006: Delaware, District of Columbia, New Hampshire, Rhode Island, and Wisconsin 5) Who will use the ACCESS for ELLs? State Departments of Education in nine of the ten states in the WIDA Consortium have determined that the ACCESS for ELLs will be their statewide assessment instrument for the mandated annual assessment of English language proficiency. All identified English language learners in these states will participate in this testing program. 6) Is the ACCESS for ELLs available for use in private schools? ACCESS for ELLs is currently available for private schools within WIDA Consortium member states. Private schools that agree to abide by confidentiality policies and security may order booklets directly from MetriTech ( ) and contact the Consortium regarding payment. 7) Can non-wida members use the ACCESS for ELLs? ACCESS for ELLs is currently scheduled for administration only in Consortium member states. However, the Consortium will consider making it available on a case-by-case basis. For more information, contact WIDA Project Director, Tim Boals at timothy.boals@dpi.state.wi.us. 8) How much will the ACCESS for ELLs cost? At present, the ACCESS for ELLs costs $20 per student for Consortium member states. 13

14 9) Who pays for the ACCESS for ELLs? Currently, most Consortium states have determined that the ACCESS for ELLs will be purchased at the state level, primarily using federal Title III and/or Title VI money; however, a few states have determined that local districts will fund the assessment. This stipulation applies to public schools; private schools may purchase the ACCESS for ELLs directly from the WIDA Consortium. 10) What does the cost of the ACCESS for ELLs include? The cost of the ACCESS for ELLs includes: Printing, distributing, scoring, and reporting of the secure test; Password to a non-secure screener test for use in initial identification and placement Of English language learners; Ongoing test maintenance, including the annual refreshment Of items; availability to professional development opportunities, especially those related to the WIDA English language proficiency standards and the ACCESS for ELLs. On-line workshops that led to certification for administration Validation and related research. 11) Does the ACCESS for ELLs comply with No Child Left Behind (NCLB)? Most definitely, for a number of reasons: ACCESS for ELLs is anchored in state academic content standards and common English proficiency standards used within the WIDA states measure progress in attaining academic and school related English across grade level clusters and English proficiency levels up to and including full English proficiency. Assesses each language domain (listening, speaking, reading, and writing) separately to generate individual subscale and composite scores (including comprehension) meets rigorous psychometric standards for test reliability and validity for ELLs in grades K-12 provide relevant data for local and state accountability purposes. In addition, to information for classroom, bilingual, and English as a second language teachers and administrators. 12) Why is the ACCESS for ELLs a secure test? The requirements of federal legislation, the No Child Left Behind (NCLB) Act, make it imperative that English language proficiency assessments are secure and confidentiality is maintained. Since scores on these assessments are now being used for accountability purposes, test security is absolutely necessary 13) What does it mean to be a secure test? With a secure test, districts, schools, and individual test administrators must be trained in its administration and have agreed to maintain the security of test questions. Tests arrive at districts or schools, are kept under lock- and-key, and are administered following standard procedures. Tests are promptly boxed and returned to the vendor for scoring and reporting to arrive no later than the due date. No photocopies of any materials are to be made and all copies are to be returned to the vendor, Metritech, Inc. 14) What does ACCESS look like? There are Students booklets with black and white graphics Listening, reading and writing in a single, consumable booklet where students directly respond rather than on a separate answer sheet A reusable prop-up book for speaking; the test administrator records students responses on a score sheet in the back of the student booklet Test administration manuals Coordinator manuals Five grade level clusters: Kindergarten, grades 1-2, grades 3-5, grades 6-8, and 14

15 grades 9-12, and three distinctive, yet overlapping, tiers per grade level cluster except kindergarten, which is a single form. There are a total of 13 separate booklets. 15) How is ACCESS different from previous English language proficiency assessments, such as IPT, LAS, MAC II, LPTS, and Woodcock-Muñoz? The ACCESS for ELLs is a criterion-referenced test anchored in and representative of the WIDA English language proficiency standards. The test targets academic language proficiency rather than general social English, the focus of most English language proficiency tests. In addition, items are grouped around themes rather than presented in isolation. Unlike some of the other ELP instruments, the ACCESS for ELLs is aligned both vertically and horizontally; a score on one tier means the same as that on the adjacent tier and a score for one grade level cluster means the same as any other grade level cluster. This feature is critical as these assessments must document ELLs English growth from year to year and allow schools to accurately measure the progress and attainment of proficiency of their ELLs. The prior generation of assessments, in large part, was not designed to provide this continuity. 16) Is ACCESS aligned to standards? ACCESS for ELLs is directly aligned to the WIDA English Language proficiency Standards for English language Learners in Kindergarten through Grade 12 (2004). From the standards, test specifications were produced which provided the blueprint for test construction. Standards Overview Standards Wizard Downloadable Documents 17) What accommodations can be made for students with special needs? An Accommodations Committee, with representation across the WIDA member states, made suggestions in regards to the types of acceptable accommodations for ELLs with Individual Educational Plans (IEPs) taking our English language proficiency test. This information is published in the Administration Manual and is available here: Accommodations for ACCESS for ELLs. 18) Why is ACCESS for ELLs a tiered test? The goal of the ACCESS for ELLs test is to determine English language learners level of English language proficiency and, at the same time, provide useful feedback to stakeholders. However, there are far too many model performance indicators in the English language proficiency standards to fit into a reasonable testing session. For any particular student, some of the questions on a comprehensive test might be dismissively easy, making it boring, while others would be exactingly hard, making it frustrating. It is important to avoid both possibilities in order to produce a valid test. 19) What are the ACCESS for ELLs tiers? ACCESS for ELLs has three tiers A, B and C for each grade level cluster, with the exception of kindergarten. Tier A contain items for proficiency levels 1-3, but targets the lowest levels, 1 and 2. Tier B covers proficiency levels 2-4, focusing especially on 3 and low 4, and Tier C has items from proficiency level 3 to beyond 5, particularly focusing on the uppermost proficiency levels. (See the chart below.) 15

16 20) How does one determine tier placement? The Criteria for Tier Placement for ACCESS for ELLs is a guide to assist teachers in assigning students into their appropriate tier for ordering test materials. Please see this document for more details: Criteria For Placement or Tier Placement Document.doc or Tier Placement Document.pdf. 21) What if students are placed in the wrong tier? It is conceivable that a student may be placed in the wrong tier. If discovered prior to test administration, the more 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 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 up; that is, choose the higher tier. 22) How can we avoid placing students in the wrong tier? This situation can be avoided by using multiple measures, including teacher input, when determining tier placement and by following the Criteria for Tier Placement for ACCESS for ELLs. As of July 2005, the screener will be available as an additional tool to assist in teachers in making tier determination. 23) How will training for ACCESS for ELLs be conducted? WIDA sponsored administrator training for ACCESS for ELLs is through an online course developed by the Center for Applied Linguistics and hosted by the University of Wisconsin-Oshkosh s Desire2Learn (D2L) web-based learning platform. In addition, most WIDA states have or will also offer face-to-face train-of-trainers workshops for district administrators and coordinators. For more information about registering for online training or to find out about additional opportunities in a specific WIDA member state, contact your state s educational agency. 24) When will training for the ACCESS for ELLs take place? Online training for test administrators in a given state will be available at least one month prior to the opening of its test window. 16

17 25) How long does the test administrator training take? The test administrator training is in three parts: Test coordination and administration of the group administered sections (listening, reading and writing) hours Speaking test administration approximately 2 hours Kindergartenapproximately 20 minutes. 26) Do all test administrators need to take the online training? Yes. Everyone who will administer the test must do the sections of the online course and take the corresponding quizzes that pertain to the sections for the test that they will be administering. For example, if Mr. Brown will only be administering the group portions of the test, he need only take Part I (test coordination and group administered sections) of the training. If his colleague, Ms. Cho, will be administering the speaking as well, she will need to do Parts I and II (speaking). 27) Can I do the online training course more than once? Yes. Once you have been registered for the online course and receive a password, you can take all or part of it as many times as you like. Many test administrators might find it particularly helpful to listen to the speaking samples multiple times prior to administering the test themselves. 28) Do all test administrators need to take all three parts of the online training? Test administrators need to take only those parts of the training that are relevant for them. It is highly recommended that all test administrators take Part I. 29) What is the administration time of the ACCESS for ELLs? Language Domain Approximate Time Administration Listening 25 minutes Group administered Speaking Up to 15 minutes Individually administered Reading 35 minutes Group administered Writing 60 minutes Group administered It is not a timed test; these 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 would probably need 60 minutes to complete the writing section. 30) Does the test need to be administered in one sitting? Does each section (Language domain) need to be administered in one sitting? No, although the test should not be administered in one sitting, it is advisable to maintain the integrity of each section. Ideally, as listening and reading are combined in a test booklet, these two sections should be administered together. Writing, also contained in the booklet should be kept secure; to the extent feasible, this section should also be administered in one sitting. Finally, speaking, as it is an individual section, needs a separate time slot. 31) Within a grade level cluster, can the tiers be combined for the group-administered parts of the test? No, not at this time. This is especially true for the listening section of the test. The script for the listening section is read aloud by the test administrator; each tier has a different script; therefore, students taking different tiers could not be in a room together. Furthermore, in all language domains 17

18 (sections), each tier has its own administration directions and, in many cases, the practice items that the group reviews together are not the same across tiers. WIDA strongly recommends that students taking differing tiers not be combined for administration. 32) Will previous editions of the ACCESS for ELLs be released? The WIDA Consortium plans to make some items that are no longer in use available for teacher reference and student practice. There are currently no plans to release complete editions of tests. 33) How do we know the ACCESS for ELLs is reliable and valid? The ACCESS for ELLs has been built from a theoretical base and WIDA s English language proficiency standards, a common ground for curriculum, instruction, and assessment (construct, content, and consequential validity). It has been piloted and field-tested on over 10,000 students, including diverse ELLs and proficient English speakers, across the WIDA Consortium states. Initial analyses have yielded high levels of internal reliability. In addition, in order for a teacher to be certified for test administration, high inter-rater reliability is required as part of the on-line training for the speaking section. 34) How do ACCESS for ELLs scores compare with those from other ELP tests? In spring 2005, the WIDA Consortium is conducting bridge studies to determine comparability between ACCESS for ELLs and four commonly used English Language Proficiency instruments (IPT, MAC II, LPTS, and LAS). A technical report on this study is tentatively scheduled for release in August ) How will the ACCESS for ELLs be scored? Sections of the ACCESS for ELLs will be scored in one of three ways. Speaking: the test administrator will score The speaking section as the student responds. The scores for each item will be recorded on the back inside cover of the students test booklet and returned to MetriTech to compute overall speaking scores. Reading and Listening: The items for these two sections are all selected response (multiplechoice). They will be machine scored by MetriTech. Writing: this section contains constructed response items where students responds by writing directly on the page. Trained raters at MetriTech will score these items. 36) How will ACCESS for ELLs scores be reported? Students who take ACCESS for ELLs will receive both a scale score and proficiency level designation in six areas: each of the four domains (listening, speaking, reading, and writing), a comprehension score (combined listening and reading), and a composite score (comprised of 15% speaking, 15% listening, 35% reading and 35%writing). There will be state, district, school, and student reports available. At the present time, we are exploring the number of languages, in addition to English, that the reports will be available in. 18

19 Characteristics of ELLs ELL learners, like all learners, do not fit neatly into compact levels of learners. These characteristics are meant to be a guideline. At times, students may be in two different levels in different content areas at the same time. 1- Entering Employ active listening strategies Listen and watch others use language Use nonverbal responses to show comprehension Do not understand, speak, read, or write English May know isolated words or expressions English Recognize environmental print Are beginning to develop basic survival vocabulary Are able to illustrate meaning Are able to reproduce in writing a known word 2- Beginning Should know all entering characteristics Produce single words to represent concepts Use telegraphic speech Make speech-print connections Begin to process text meaningfully Use inventive spelling Understand repeated commands in routine situations 3- Developing Should show all entering and developing characteristics Communicate meaningfully in face to face social situations Communicate meaningfully in highly contextualized academic situations Communicate, although the use of proper language forms are not consistent Read more genres Write with focus, organization, and support Prefer to use writing frames and patterns Require TPI/TBE/bilingual support in content 4- Expanding Show characteristics of entering, beginning, and developing Exhibit proficiency in decontextualized situations but lack vocabulary and correct form Make inferences Apply learned information to new situations Display adequate language use in expository, narrative, and persuasive writing Reading below grade level Require TPI/TBE/bilingual support in academic settings 5- Bridging Show characteristics of entering, beginning, developing, expanding Listening and comprehending at a native English-speaker level Have a reading level commensurate with English-speaking peers Meet exit criteria 19

20 ELL Placement and Assessment Entrance ~ Identification and Screening/Entrance Process for grades PreK-12: The identification process begins according to state regulations. All students new to the district receive a Home Language Survey (Form). Based on the survey, students who qualify are screened for TPI/TBE services. W-APT Literacy and Oral Composite Proficiency Levels (CLPs) Updates Effective January 1, 2010, all school districts in the State of Illinois are required to apply new proficiency levels (a minimum Overall Composite Proficiency Level of 4.8 and a minimum Literacy Composite Proficiency Level of 4.2) to determine English Language Learning (ELL) program placement using the WIDA MODEL for Kindergarten and the W-APT. WIDA recently updated the Grades 1st -12th W-APT scoring sheets to include Literacy and Oral Composite Proficiency Levels (CPLs). The old score sheets have now been replaced by the new ones on the WIDA website. The old W-APT score sheets only yielded domain (Listening, Speaking, Reading, and Writing) proficiency level scores along with an Overall CPL. The updated W-APT scoring sheets also include grade-level adjusted composite proficiency levels. Please note that adjustments are made to the scores of students in the lower grade(s) within the same grade level cluster on the W-APT. As of January 1, school districts in the State of Illinois are required to use the grade level adjustment for Literacy Composite Proficiency Levels along with the Overall Composite Proficiency Levels to determine placement for ELL students. Information about the updated W-APT scoring sheets for 1st -12th grade level adjustments and guidelines are available on WIDA website at Grade Level Domains Assessed Listening Speaking Reading Writing Kindergarten 1 st Semester X X Kindergarten 2 nd Semester X X X X Grade 1 1 st Semester X X X X ELL Program Eligibility Criteria WIDA MODEL for Kindergarten If Oral Composite Proficiency Level (Listening & Speaking) is below 4.8, the student is eligible for services. WIDA MODEL for Kindergarten If Overall Composite Proficiency Level is below 4.8 Or Literacy Composite Proficiency Level is below 4.2, the student is eligible for services. 20

21 Grade 1 2 nd Semester X X X X Grade Levels 2-12 X X X X W-APT If Grade Level Adjusted Overall Composite Proficiency Level (Adjusted Overall CPL) is below 4.8 or Grade Level Adjusted Literacy Composite Proficiency Level (Adjusted Literacy CPL) is below 4.2, the students are eligible for services. Please refer to the criteria below if your school district is using the Pre-IPT Oral English Proficiency Test (Pre-IPT). The Pre-IPT is one option for screening students entering Preschool to determine students English language proficiency and to identify eligibility for ELL services in the state of Illinois. Grade Level Domains Assessed Listening Speaking Reading Writing Pre-K Age 3 X X Pre-K Age 4 X X ELL Program Eligibility Criteria Pre_IPT If proficiency score is at Level A, B, or C, the student is eligible for services. Pre-IPT If proficiency score is at Level A, B, C or D, the student is eligible for services. If you have any further questions about WIDA MODEL for Kindergarten or W-APT, please contact the Division of English Language Learning (DELL) at

22 Placement Process If a student qualifies for services, the TPI/TBE teacher makes a placement recommendation based on the data gathered and further assessment of the student using local measures. The TPI/TBE resource teacher updates the appropriate District personnel and the parents are notified using the Parent Notification of Enrollment Letter for Years 1-3 (See Forms). This form is available in many languages at the following website: Parents must be notified every year using either the Parent Notification of Enrollment Letter for Years 1-3 or the Parent Approval Letter for Beyond Three Years (See Forms). A copy of the parent letter is placed in the student s ELL file each year. Further monitoring of the student and adjustments in his/her level of service occurs through the Grade Level Articulation Process. A parent may refuse services at any time. This refusal must be submitted in writing by the parent per state law. The written refusal is then placed in the student s cumulative folder. These are General Guidelines Individual Cases May Be Reviewed Criteria for Entering Full Time (FT) TBE Programs Spanish Students with very limited English proficiency Utilizes native language literacy, native language content area instruction and ESL instruction offers all day and intensive support from min/week for FT students in grades 3 rd -12 th Native language assessment may be given to all students entering full time Kindergarten, 1 st, 2nd, and 3rd grade programs to determine language dominance Prior schooling (in Spanish) will be reviewed before FT placement Criteria required to qualify for Full-Time TBE services Entering Kindergarten: Entering 1 st Grade: Entering 2 nd -5 th Grade/ 6 th -8 th Grade/9th-12th Grade: Less than a 4.0 Composite Score on WIDA MODEL; on combined listening/speaking for WIDA Model. Spanish dominant or attended native language Kindergarten Composite Score and less than 4.0 Literacy Level on ACCESS/W-APT/MODEL. Spanish dominant or attended native language Kindergarten Composite Score and 4.0 or less on Literacy level on ACCESS/W-APT Previously attended native language/dual language program or Requires native language content area support Criteria for Entering Part-Time (PT) Resource TBE Programs Spanish Students with a higher level of English language proficiency who are in a mainstream class Prior focus of instruction was ESL and English language literacy Students can be eligible to receive content area (math) support if necessary Native language utilized to the extent necessary 22

23 Minimum length of native language service is 225 min/week - 1st-8th grade students; 150 min. /week Kdg. Criteria required to qualify for Part-Time Resource TBE services Entering Kindergarten: Combined Raw score for listening and speaking level higher than 4.0 in speaking and at least a 4 in listening on WIDA MODEL/ Pre-IPT. Note: May vary from child to child, some students falling in this category may still qualify for Full-Time support. Reads at Grade level in the Native language Entering 1 st Grade: 4.0 Composite Score and 4.0 Literacy score on ACCESS/W-APT/MODEL Prior schooling in English At least a 4.0 in reading and writing ACCESS Level and ELL teacher recommendation. Reads at Grade level in the Native language Entering 2 nd -12 th Grade: 4.0 Overall Composite score and 4.0 reading level on ACCESS or W-APT Prior schooling in English (for primary students only) Met criteria to move from FT to PT and ELL teacher recommendation. Reads at Grade level in the Native language Articulation will take place between the FT ELL teacher, ELL teachers and District Bilingual Coordinator to determine if a student should be transitioned from a FT program to PT services. Criteria for Entering Full-Time/Part-Time (PT) TPI Resource Programs For students from language groups other than Spanish Primary focus of instruction is ESL and English language literacy Criteria required to qualify for Full-Time TPI Resource Services (1 st -8 th Grades) Students from other language groups with very limited English skills (or newcomers) FT TPI students would receive support from 450 to 600 minutes per week Criteria required to qualify for Part-Time TPI Resource Services Entering Kindergarten: Combined Raw score for listening and speaking Higher than a 4.0 in speaking and at least a 4 in listening on W-APT/MODEL. Note: May vary from child to child, some students falling in this category may still qualify for Full-Time support. Entering 1 st Grade: 4.0 Composite overall Score on ACCESS/W-APT and 3.5 Literacy composite Entering 2 nd -12 th Grade: 4.0 Composite Overall Score on ACCESS / W-APT and 3.5 Literacy Score. Minimum length of service is for PT students is 225 min/.per week - 1st-12th grade students; 150 min. /week Kdg. 23