English Language Learning
How do you know if a student enrolling in your district is Limited English Proficient (LEP) and is eligible for language support services?
Follow these steps:
- Administer a Home Language Survey to ALL students (Preschool - grade 12) newly registering in your district. Sample Home Language Surveys are available in English and forty other languages.
- Assess the English language proficiency of all students whose parents answered "yes" to one or both of the Home Language Survey questions, "Is a language other than English spoken in the home?' and "Does the student speak a language other than English?"
- Provide services as required based on the individual student's needs if the student is identified as limited English proficient.
- Annually report identified LEP students on the Student Information System (SIS).
Why is an English language proficiency test required?
The Illinois Administrative Code, Part 228, Section 228.15(f) indicates districts shall administer an individual language proficiency assessment to each student identified through the home language survey. This assessment shall take place within 30 days of the student's enrollment in the district, for the purpose of determining the student's eligibility for bilingual education services.
Which English language proficiency test should be used?
The Pre-IPT® Oral English Language Proficiency Test must be used as a screener for children entering Preschool, 3 to kindergarten enrollment age as defined in Section 10-20.12 of the School Code [105 ILCS 5/10-20.12] to determine students’ English language proficiency and to identify students eligible to receive ELL services. Three year old children scoring below Level D (on a scale from Level A-E) are considered limited English proficient and are eligible for English Language Learning (ELL) services. Four and five year old children scoring below Level E (on a scale from Level A-E) are considered limited English proficient and are eligible for ELL services.
WIDA MODEL™ must be used as a screener for students entering Kindergarten and first semester first grade to determine students’ English language proficiency and to identify students eligible to receive ELL services. Children who score below a 4.0 on either the Speaking or Listening domain of the WIDA MODEL™ are considered limited English proficient and are eligible for ELL services.
CHART for DETERMINING ELL PROGRAM ELIGIBILITY for Preschool/Kindergarten STUDENTS
| GRADE | DOMAINS ASSESSED |
Program Eligibility for ELL services | |||
Listening |
Speaking |
Reading |
Writing |
||
| Preschool-Age 3 | X |
X |
Score at Level A, B, or C on a scale of level A-E) | ||
| Preschool - Age 4 and Age 5 | X |
X |
Score at Level A, B, C, or D (on a scale of level A-E) |
||
Kindergarten (1st Semester) |
X |
X |
If the oral language proficiency level is below 4.8 | ||
Kindergarten (2nd Semester) |
X |
X |
X |
X |
If the overall composite level is below 4.8 or if the composite literacy (reading/writing) score is below 4.2 |
First Grade (1st Semester) |
X |
X |
X |
X |
If the overall composite level is below 4.8 or if the composite literacy (reading/writing) score is below 4.2 |
The WIDA ACCESS™ Placement Test (W-APT™) must be used as a screener for students in grades 1 (second semester) through 12. The W-APT™ is downloadable and free to all Illinois public schools. Students who score below a composite 4.8 composite score with a 4.2 composite literacy (reading/writing) score are considered Limited English Proficient (LEP) and are eligible for language support services.
Students who achieve a composite score of 4.0 or above on the W-APT™ are considered "English language proficient." (However, the district has the discretion of using additional indicators, e.g., other tests, to determine whether the student is LEP based upon the district's established criteria.)
Do the parents need to be notified?
If a student is determined to be limited English proficient (LEP), the district must inform parents in writing of the results of the assessment and the program placement recommendations, describing the services that are available to assist the student become English language proficient. Sample parent notification letters are available in English and forty other languages.
To refuse language support services, parents must provide the district with a signed, written statement that they are refusing services. However, this parental statement does not relinquish the district from its obligation to provide a meaningful education to the student and to continue to annually assess the student’s language proficiency.
What is ACCESS for ELLs® and why is it required?
An English Language Proficiency test is required under No Child Left Behind legislation. Passed in 2001, NCLB indicates that all K-12 English language learners must be assessed annually for English proficiency growth (Title III) and academic progress (Title I). School districts receiving Title III grant resources will be held accountable under the Annual Measurable Achievement Objectives (AMAOs) provision of NCLB.
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. The secure full-scale ACCESS for ELLs® assessment will be distributed at no cost to public schools.
Who needs to take ACCESS for ELLs®?
All public school districts are required to assess annually all identified LEP students using the ACCESS for ELLs® assessment until the student tests as English language proficient including identified LEP students whose parents have refused services. Students who obtain a composite score of 4.8 with a minimum 4.2 composite literacy (reading/writing) score (Tier B or C) on the annually administered state approved English Language Proficiency test, ACCESS for ELLs®, are to be considered English "Proficient." However, the district has the discretion of using additional indicators, to determine whether the student is English Language Proficient, based upon the district's established criteria.
Districts with additional questions regarding the determination of English language proficiency are encouraged to call the Division of English Language Learning at 312-814-3850.
Are private schools required to give ACCESS for ELLs®?
The Local Educational Agency (LEA) is required to consult with private schools regarding Title III, Part A specifically to determine how their LEP students will be identified and served. The LEA is responsible for assessing the English language proficiency of private school students and may be able to use Title III Part A funds to pay for initial LEP assessments for these students. (Please note: funds cannot supplant other federal, state and/or local funds)
Private schools are not required to use ACCESS for ELLs® as recipients of Federal III program services. However, Illinois private schools may use the WIDA ACCESS™ Placement Test (W-APT™), available free of charge, to assess the English language proficiency of potentially limited English proficient students. Schools should seek training as certification is required to administer this identification and placement assessment.
The secure ACCESS for ELLs® is also currently available for private schools within the WIDA Consortium member states. Only private schools that agree to abide by confidentiality policies and security will be granted permission to order booklets at their own expense directly from MetriTech. Private schools interested in ordering materials should call Tim Boals at 608-267-1290. Who needs to take ACCESS for ELLs® ?
When do students take ACCESS for ELLs®?
The speaking portion of ACCESS for ELLs ® (grades K-12) and kindergarten ACCESS for ELLs ® will be administered January 11 - February 19, 2010. The reading, writing, and listening portions of ACCESS for ELLs ® will be administered from January 12 - 29, 2010.
