Teacher Guidebook 2016-2017
Red Clay Consolidated School District Office of English Language Learners
1502 Spruce Avenue
Wilmington, DE 19805
(302) 552-3743 phone
(302) 633-7928 fax
ask
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Table of Contents
Introduction ...... 1 ELL Contact Information ...... 2 Home Language Flowchart ...... 5 Enrollment Services ...... 6 Planning Initial and Continued Instruction for ELLs ...... 6 State Guidelines for Scheduling ESL Instruction ...... 8 Maintaining English Language Learner Student Records ...... 10 Annual ACCESS English Language Proficiency Test ...... 12 Transitioning/Exiting ELL Students ...... 15 ELL Exit Criteria for grades 1-12 ...... 15 DSC Quicktips ...... 17 Finding ELLs in DSC ...... 18 English Language Acquisition Plan ...... 20 Interpreter Request ...... 23 Translation Request ...... 25 Suggested English Language Learner Instructional Accommodations ...... 30 Standardized Accommodations ...... 32 Smarter Balance/DCAS Accommodations ...... 33 SECTION III. ENGLISH LANGUAGE LEARNERS (ELLS) ...... 33 Eligibility ...... 33 Criteria for Identifying the ELL Student ...... 33 Justifiable Rationale for Selection and Deletion of ELL Accommodations ...... 35 Appendix A-1: DeSSA Accessibility Form (Electronic Version) ...... 38 ACCESS For ELLs 2.0 ...... 44 Introduction ...... 44 Participation by ELLs in ACCESS for ELLs 2.0 ...... 44 Alternate ACCESS for ELLs ...... 45 The WIDA Accessibility and Accommodations Framework ...... 46 Support Available Only to ELLs with IEPs and/or 504 Plans ...... 46 Support Available to All ELLs ...... 47 Maintaining ACCESS for ELLs 2.0 Validity ...... 48
Updated 8.2016 ask i Red Clay ELL Guidebook References ...... 50 Selected Terms and Definitions ...... 51 Internet Resources ...... 54 Learning Resources ...... 55 Teaching Resources ...... 56 Other References ...... 58 Notes: ...... 59
ii Updated 8.2016 ask Red Clay ELL Guidebook Introduction
The purpose of this guidebook is to provide Red Clay Consolidated School District staff with an understanding of the Delaware Department of Education policies, guidelines, and recommendations for developing and implementing programs for English language learners.
The Office of English Language Learners is committed to providing supports and services to all English Language Learners (ELLs) in order to make their learning experience successful. All Red Clay Consolidated School District schools provide language development support to our ELLs. Students who qualify for services will receive the additional support required to increase their English language skills. All ELLs have access to the general education curriculum, as well as additional resources that target English language development.
Once a student is registered and there is a language other than English spoken in the home, the information is sent to the Office of English Language Learners in order for the student to be assessed. Based on their results, the level of support and services to be provided is determined. After students are identified as ELLs and receiving the appropriate instructional support, they will continue to be assessed annually with the ACCESS for ELLs until they meet the exit criteria set by the Delaware Department of Education.
The Office of English Language Learners provides interpreters to families for parent conferences, PTA/PTO meetings, Open House Nights, Family Fun Nights, School Board Meetings, and other school and district events. The Office of English Language Learners also translates documents that are sent home to families. These documents include student data cards, lunch menus, Student Code of Conduct, school newsletters, nurse forms, CHOICE forms, referendum information, transportation forms, website information, school calendars, teacher notes home, etc. Families should inform the school during registration of any interpretation or translation support needed.
Updated 8.2016 ask 1 Red Clay ELL Guidebook ELL Contact Information
Office of English Language Learners 1502 Spruce Avenue Wilmington, DE 19805 (302) 552 - 3743 phone (302) 633 - 7928 fax
DISTRICT STAFF ELL COACHES
Carolina Beck Amy S. Klein Supervisor of English Language Learners ELL Coach [email protected] [email protected]
Balbina Ventura Anne Anastasia Executive Secretary ELL Coach [email protected] [email protected]
Carmela Lombardo Mabel Saienni Testing Specialist ELL Coach [email protected] [email protected]
Sandra Diaz Natasha Diokno Clerk ELL Coach [email protected] [email protected]
2 Updated 8.2016 ask Red Clay ELL Guidebook Federal Requirements
The Office of Civil Rights and federal law requires each Delaware district to develop a program for English Language Learners that is based on sound theory, implemented with support, and evaluated and revised regularly. All districts and charters are required to provide services to English language learner students.
The Office of Civil Rights outlines the eight steps below for local education agencies to follow when designing English as Second Language program plans.
Step 1. Educational Approach: The district or charter must select an educational approach based on research and sound theory for providing English language development while ensuring access to grade level academic content based on state standards.
Step 2. Identification: The district or charter is responsible for identifying all English language learners students. The district or charter is responsible for conducting diagnostic testing for all potential English language learners students to determine English language proficiency.
Step 3. Assessment: The district or charter is responsible for conducting the annual assessment of all identified English language learners students
Step 4. Placement into English as a Second Language Program Services: The district or charter is responsible for providing its English language learners students with a consistent program of services.
Step 5. Staffing and Resources: The district or charter is required to provide the necessary resources to implement the program of services, including qualified English as a Second Language staff.
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Step 6. Transition from English as Second Language Services: The district or charter is responsible for adhering to state-established criteria to determine when a student has sufficient English language proficiency to exit the program.
Step 7. Monitoring: The district or charter will ensure that students transitioned from the English as a Second Language program are monitored for two full academic years.
Step 8. Program Evaluation: The district or charter will develop evaluation procedures to periodically evaluate and revise, if necessary, its English as a Second Language program.
District or charter schools are required to provide services to English language learner students from the point of identification until they achieve English proficiency, which is established through the State's English language proficiency assessment. This requirement is based upon federal law and applies to district and charter schools regardless of the district or charter school's eligibility to receive Title Ill federal funding.
4 Updated 8.2016 ask Red Clay ELL Guidebook Home Language Flowchart
All Students complete Home Language Survey (HLS) at the time of enrollment in school.
Is any other language than English indicated on the HLS?
NO YES The student is placed in regular Did the student attend education. (If at any time the school in a WIDA state? http://www.wida.us/membership/states student is not performing well due to language, he/she may be tested for eligibility.)
YES Contact student’s sending state (or DE district) for student’s scores. Be prepared to provide the following NO student information: Assess student’s English language
proficiency with State ELP screener 1) ID number assessment to determine ESL 2) Name services. 3) Birthdate 4) Previous school name
Are student’s ACCESS for ELLs scores available? NO Assess student's English language proficiency with ELP screener assessment to determine ESL services. YES LEA contacts WIDA State to obtain a copy of the score. The School uses student’s ACCESS for ELLs scores to determine ESL services.
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Enrollment Services
All programs providing services to English language learners must address both English language development and academic content. In addition to the language instructional programs, there are requirements related to parent involvement and student advocacy that must also be fulfilled.
Planning Initial and Continued Instruction for ELLs
Planned instruction in the ESL Program must include daily or weekly instruction that supports the program model chosen by the local education agency. Language instruction must be tailored to meet and be commensurate with the student's proficiency level.
For example, ELL students at levels 1-3 require a greater amount of language instruction than students at levels 4 and 5. This includes both direct language instruction and adaptations to instruction and assessment in all content areas. The exact hours of direct language instruction according to the student’s proficiency level must be determined and based upon both the ELL students individual need, as determined by the diagnostic assessment and SIFE form, if applicable. As the student progresses along the continuum of language development, the program services provided in each successive year should be adjusted.
Acquiring academic English proficiency, according to multiple researchers, is a 5-7 year process. Those years are lengthened if ESL services lack consistency, rigor, and a focused attempt to advance a student to the next stage of language acquisition. In order to acquire English, students with limited English proficiency must receive instruction in the same way as they would receive instruction for other curricular areas. In other words, ESL/Bilingual classes must be part of the daily or weekly schedule and thoughtfully planned from the administrative level so that students are not removed from other content classes to receive instruction for English language acquisition.
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As the proficiency of a student advances into the upper levels (i.e. Expanding/Bridging), a student will require less instructional time, but still require services to advance specific language domains levels. This support must be planned and structured for each subsequent year that a student is enrolled and eligible to receive ESL/bilingual services.
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State Guidelines for Scheduling ESL Instruction with Recommended Minimum Weekly Contact Hours based upon WIDA English Language Development Levels:
Characteristics and definitions of the five limited-English language proficiency levels are:
Level 1- Beginning/Preproduction [WIDA level = Entering]: 2-3 Hours
Student does not understand or speak English with the exception of a few isolated words or expressions.
Level 2-Beginning/Production [WIDA level = Beginning]: 2-3 Hours
The student understands/speaks conversational and academic English with hesitancy and difficulty.
The student understands only parts of lessons with simple directions.
The student is at a pre-emergent or emergent level of reading and writing in English, and is significantly below grade level.
Level 3-Intermediate [WIDA level = Developing]: 1-2 Hours
The student understands and speaks conversational and academic English with decreasing hesitancy and difficulty.
The student is post-emergent, developing reading comprehension and writing skills in English.
The student's English literacy skills allow the student to demonstrate academic knowledge in content areas with assistance.
Level 4-Advanced Intermediate [WIDA level = Expanding]: 1 Hour
The student understands and speaks conversational English without apparent difficulty, but understands and speaks academic English with some hesitancy.
The student continues to acquire reading and writing skills in content areas needed to achieve grade level expectations with assistance.
8 Updated 8.2016 ask Red Clay ELL Guidebook Level 5-Advanced [WIDA level= Bridging]: Up To 1 Hour Based Upon Student Need
The student understands and speaks conversational and academic English well.
The student may still not be completely proficient in reading, writing, and content area skills needed to meet grade level expectations.
The student still requires occasional support.
Kindergarten students who score a 5.0-5.4 on the WIDA MODEL may be “monitored”.
First grade students who have scored a composite proficiency level of 5.0 or higher on the Spring ACCESS Kindergarten test may be “monitored”
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Maintaining English Language Learner Student Records
Districts and charters who serve English language learners are required to maintain documentation that demonstrates compliance with both the Office of Civil Rights, Title I, and Title Ill. ELL students' cumulative folders or ESL-specific cumulative folders must ensure that records are easily accessible by teachers and administrators at the school and district levels. The ESL cumulative folder should contain at the minimum:
School Level:
1. Completed and signed Home Language Survey (a copy must still be sent to the ELL Office) 2. Results of State assessments 3. Accommodations checklist for assessments (a copy must still be sent to the ELL Office)
Provided by the ELL Office:
1. Completed Immigrant Survey 2. Results of diagnostic tests 3. All Parental notification letters 4. English Language Acquisition Plans 5. Monitoring records for all ELLs transitioned/exited from the program 6. Results of annual language proficiency assessments for each year of enrollment in the program
Note: ELL student records are auditable documents by both the Office of Civil Rights and Title Ill.
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Annual ACCESS English Language Proficiency Test ACCESS for ELLs 2.0 is an English language proficiency assessment administered to Kindergarten through 12th grade students who have been identified as English language learners (ELLs). It is given annually to monitor students' progress in acquiring academic English.
ACCESS for ELLs 2.0 is aligned with the WIDA English Language Development Standards and assesses each of the four language domains of Listening, Speaking, Reading, and Writing.
Beginning in the 2015-2016 school year, ACCESS for ELLs 2.0 summative assessment was administered online. Some of the benefits of the online assessment include:
Increased student engagement through a more dynamic testing experience Built-in accommodations and accessibility features appropriate for a range of student needs Increased ease for test administrators Greater logistical flexibility as a result of being able to simultaneously administer multiple grades and proficiency levels Group administration for all domains Central scoring by Data Recognition Corporation (DRC) for all domains Test Administrators will not need to determine tiers
In order to better measure younger students' language development, ACCESS for ELLs 2.0 Online includes a separate test form for Grade 1. Grades 2-3 will form a new grade cluster, as will Grades 4-5. The two remaining test forms will assess the proficiency of middle school (Grades 6-8) and high school (Grades 9-12) English language learners.
12 Updated 8.2016 ask Red Clay ELL Guidebook The new clusters for Grades 1-12 are:
The new online test is adaptive, meaning students will progress through the test based on their performance on previous folders (test items grouped around a common theme) and domains. Based on their performance in an individual folder, the test will determine the appropriate next folder for individual students.
Students must first take the Listening and Reading tests because their performance on those domains determines their placement on the remaining domains (Speaking and Writing). WIDA recommends that students take the Listening test first, followed by the Reading test; however, this is not a requirement. Listening and Reading can be administered in either order. Then, students may take Speaking and Writing in either order.
Due to the updated online ACCESS for ELLs 2.0, a new Individual Student Report was developed for both families and educators. It includes scores for each language domain as well as composite scores. (See sample report on following page).
* ACCESS information obtained from WIDA; www.wida.us
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14 Updated 8.2016 ask Red Clay ELL Guidebook Transitioning/Exiting ELL Students
The transition or exit of ELL students into the general education program is an expected part of the ESL program. Premature exit of ELL students, however, who have not reached true proficiency may result in a student’s failure of general education classes and/or discipline problems. In order to avoid the exit/reclassification/re-entry into the ESL program cycle, additional criteria are now required to exit an ELL student from the program services.
ELL Exit Criteria for grades 1-12
An annual ACCESS test score of Tier C with a Composite Proficiency Level (PL) of 5.0 or above A minimum proficiency level in the reading domain of 4.7 A minimum proficiency level in the writing domain of 4.5 Three out of four core content area grades must be a ‘C’ or above
Kindergarten and first grade ELL students are not eligible for transition/exit until after the Grade 1 annual ACCESS test, and will also have to meet the above literacy domain requirements.
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DSC Quicktips
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Finding ELLs in DSC
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English Language Acquisition Plan
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22 Updated 8.2016 ask Red Clay ELL Guidebook Interpreter Request
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24 Updated 8.2016 ask Red Clay ELL Guidebook Translation Request
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Suggested English Language Learner Instructional Accommodations
Peer and native language support Model pronunciation
Gestures for added emphasis Tiered sentence stems
Simple conversations (words/phrases) Organize reading in chunks
Visuals and/or verbal cues to Adapted texts(s) reinforce spoken or written words
Clarification of word(s) or phrase(s) Pre-teach vocabulary
Oral translation Short sentences and single words
Bilingual dictionary or glossary Provide phrases or simple sentence frames Clarify directions
Rephrase, repeat, or slow down Translate word(s) phrase(s), or sentence(s) Waittime
Read and model think aloud Extra time for complex material and/or assignments Drawing or pictorial representation
Non-participation in simple conversations Writing on familiar, concrete topics
Word bank of key vocabulary Scaffold writing assignments
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Standardized Accommodations
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Accessibility Guidelines - DeSSA
Smarter Balance/DCAS Accommodations
SECTION III. ENGLISH LANGUAGE LEARNERS (ELLS)
This section will guide Delaware educators through the decision-making process for participation in DeSSA for students who are English language learners (ELL).
Eligibility
Students who have been formally identified as ELLs are eligible to test with accommodations or supports on all or part of the Smarter (ELA/Math) and DCAS (Science/Social studies), or DCAS- Alt1, or be exempted from the Smarter or DCAS-Alt1 ELA tests. See the formal criteria for identifying the ELL student below and on the following page.
An ELL is a student who: Was either born in the United States or outside the United States and whose native language is a language other than English and comes from an environment where a language other than English is dominant; or Is a Native American, or Alaska Native, or a native resident of the outlying areas and comes from an environment where a language other than English has had a significant impact on the individual’s level of English proficiency; or Is migratory and whose native language is other than English and comes from an environment where a language other than English is dominant; and Has sufficient difficulty speaking, reading, writing, or understanding the English language, which may interfere with the student’s opportunity to learn successfully in classrooms where the language of instruction is English, or to participate fully in society.
Criteria for Identifying the ELL Student
The formal process for identification of English language learners requires several steps:
1) The completion of the district/charter Home Language Survey through which the presence of languages other than English in the home are pre-screened.
2) The administration of the WIDA W-APT diagnostic screener or the WIDA MODEL for Kindergarten students to establish English language proficiency levels. The WIDA website includes the grading/scoring rubric at: http://www.wida.us/.
3) The results of the WIDA W-APT and WIDA MODEL tests are entered into the DELSIS data system and the student’s Limited English Proficient status is changed to “Yes” to complete the process.
After these steps are completed, the student is formally identified as ELL and will maintain this status until he/she becomes fully English proficient (FEP) and exits/transitions out of the ELL program. Updated 8.2016 ask 33 Red Clay ELL Guidebook
Accessibility Guidelines - DeSSA
ELL students are not eligible for exit/transition out of the ELL program until student reaches a level of Tier C: 5.0 on the annual WIDA ACCESS test.
ELL students who reach a Tier C: 5.0 score are eligible for exit/transition, but individual domain scores in reading, writing, speaking, and listening as well as the composite proficiency level should be reviewed by the district/charter ELL Coordinator and all factors considered before the student is exited/transitioned.
Former ELL students who have been exited or transitioned are federally required to have a two- year monitoring period during which time they may be reclassified as active ELL and returned to the ELL program.
Home Language Survey
The school district must administer the home language survey upon enrollment to all new students entering Delaware schools, regardless of the date or academic term of their arrival. A student who speaks a language other than English as their native language, but who also speaks English, may still have insufficient academic language to be successful without the additional instruction offered through a bilingual/dual language or ESL program. A district’s enrollment packet must include a home language survey form asking if a language other than English is spoken in the home or by the student. If the answer is “yes,” the student must be tested using the W-APT or ACCESS (Assessing Comprehension and Communication in English State-to-State).
ACCESS (Assessing Comprehension and Communication in English State-to- State)
The WIDA ACCESS and ACCESS ALT tests are annual English language development assessments administered in the spring to all English language learners who have been identified through the Home Language Survey and W-APT diagnostic screener. For more information concerning this assessment, contact the Exceptional Children Office at 302-735- 4200.
Fully English Proficient Students (FEP)
ELL students who reach a performance level of 5 on the ACCESS Tier C and are exited or transitioned are considered FEP no longer qualify for Level 2 Designated Supports as an ELL student and no longer qualify for supports on the Smarter assessments. They may not receive Level 2 supports on DeSSA tests unless they are identified as a General Education student receiving supports.
ELL Students who have scored PL5 and have been exited/transitioned out of ELL are no longer eligible for ELL accommodations on DCAS-Alt1; they are only eligible for accommodations related to their disabilities.
Fully English Proficient (FEP) students who have been exited or transitioned may not receive the exemption for recently arrived ELL students. Students who receive an ELL exemption are not required to take the Smarter ELA test.
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Accessibility Guidelines - DeSSA
Some students are evaluated and have received English as a second language (ESL) or bilingual services but are withdrawn from these services by their parent or guardian. This means that, although these students qualify for ESL or bilingual services, the parent or guardian chooses not to have the students continue to receive ESL or bilingual services.
If a student has been identified, but the parent or guardian withdraws the student from services, the student may still receive testing accommodations or supports, including but not limited to support 9.01 (exemption from the Smarter ELA test). Students must meet the criteria on page 14 in order to have support #9.01.
The decisions regarding which accommodations and supports should be given to a student should be made on an individual basis using the information in these Accessibility Guidelines.
Justifiable Rationale for Selection and Deletion of ELL Accommodations
Best practice dictates that an accommodation may not be introduced for the first time in a testing situation—it must be introduced during instruction and then only used during assessment after the student is comfortable using the accommodation. For example, the accommodation of using a bilingual dictionary would not be appropriate during testing if the student has not been taught how to use one and has not been practicing using a bilingual dictionary. On the cover page of the Accommodations and Supports Form, there is space to identify any new accommodations being used by the student and what sort of practice the student may need before the accommodation or support may be used on a test.
Accommodations and support decisions for ELL students must be made on an individual basis and must be based only on the following: information regarding the student’s English Language Proficiency information regarding any student disabilities scores from student evaluations and assessments student’s formative classroom evaluation information documented student observation documented student preference
Accommodations and support decisions for ELL students must NOT be made based on any of the following: a student’s membership in a particular demographic group, a particular label that applies to a student, or concerns external to the student such as o school or district staffing issues, o cost to the district of providing the accommodation or support; or o other logistic or political concerns.
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Accessibility Guidelines - DeSSA
Criteria for Receiving an Exemption from the Smarter ELA/Literacy or DCAS-Alt1 Reading
If an ELL student receives an exemption, he or she is not required to take the Smarter ELA/Literacy Assessment or the DCAS-Alt1 Reading assessment. Students receiving an exemption should have entered in the accommodations database either Smarter Support #9.01 or DCAS-Alt-1 accommodation #901.
The following are the criteria for receiving an exemption from these language arts tests:
1. The student has not been transitioned or exited, e.g., FEP;
2. It is the student’s first year of enrollment in U.S. schools.
An ELL student is considered to be in the first year of enrollment in U.S. schools (or “recently arrived” if the student’s “Immigrant date” (a field in the ELL database) is less than 1 year from the last day of the Smarter ELA test window or DCAS-Alt1 ELA test window (whichever test the student is to take).
What to enter in the “immigrant date” field in the ELL database if the student has entered and withdrawn from U.S. schools to leave the country multiple times: Enter the most recent date of enrollment in U.S. schools immediately preceded by at least a 90-day time period out of the U.S. which falls within the academic year (excludes June, July, and August) in the “immigrant date” field in the ELL database.
The decision to grant an exemption is made on an individual basis weighing the factors outlined in these Accessibility Guidelines.
The Department of Education expects that a student’s accommodations and supports on the Accessibility Form and entered in the TIDE database will be available, offered, and provided on the days of testing.
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Accessibility Guidelines - DeSSA Figure 3. Decision Tree for Assessing English Language Learners
Is the student ELL? No DCAS Science/Social ELL Accommodations or EOC No Algebra/Integrated Math/US History accommodations
Yes Yes
Is the student FEP? See the Decision Tree in Figure 4 Yes/maybe Making Assessment Decisions for No Does the student have a Gen Ed Students receiving supports documented need in ELA/Math as a general education student? No No Supports on Smarter Assessments
Is the student recently arrived in U.S.? Student qualifies for exemption from Smarter (Less than 1 year in U.S. schools on Yes Reading, Listening, and Writing or DCAS-Alt1 the last date of the test window) Reading. Student must take a Math, Science, and Social Studies Assessment.
No
Collect information on student: •Use teacher Tools in Appendix
Choose accommodations for DCAS Science & Social Studies and EOC. Choose designated supports for Smarter English Language Arts /Math. Refer to the student’s English Language Acquisition Plan (ELL) and other data regarding the student.
[Type here]
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Accessibility Guidelines - DeSSA
Appendix A-1: DeSSA Accessibility Form (Electronic Version)
Accessibility Form Cover Page
This form applies to the following State Assessments: Smarter ELA/Literacy and Mathematics (Summative and Interim); DCAS Science and Social Studies; and End of Course Algebra II, Integrated Mathematics III and US History
General Student Information:
Student Name: Click here to enter text. Date of Birth: Click here to enter text.
State ID: Click here to enter text. Grade: Click here to enter text.
School: Click here to enter text. District/Charter: Click here to enter text.
Date completed: Click here to enter a date.
Implementation Date of Accessibility Features on this form: Click here to enter a date.
□ Student has IEP/504 plan (may use Levels 1, 2, and 3) □ Student is an English Language Learner (may use Levels 1 and 2) □ Student is a general education student with identified needs (may use Levels 1 and 2)
List below any accessibility features that have been selected for which the student needs additional practice or preparation. Describe what practice or preparation is needed: Accommodation Assessment/ What practice/preparation is needed? Code/ Description Content Area Click here to enter Click here to Click here to enter text. text. enter text. Click here to enter Click here to Click here to enter text. text. enter text. Click here to enter Click here to Click here to enter text. text. enter text. Click here to enter Click here to Click here to enter text. text. enter text. Click here to enter Click here to Click here to enter text. text. enter text. Click here to enter Click here to Click here to enter text. text. enter text. Click here to enter Click here to Click here to enter text. text. enter text.
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Accessibility Guidelines - DeSSA
Universal Tools (Level 1) (cannot be entered into TIDE)
s
s
c e Items marked with an “x” indicate the feature is available as part of
i
ti
ce
a
ud
t PT n the testing system and no further action is needed in order for student to
m
S
-
LA
e
i
A he
E
c access that feature. Items marked with a “-“ are not available for
cial
L
o
S
S E Mat that given content area.
Embedded (available through the technology platform) x x x x x Breaks (see pause rules for details) - - x - - Calculator (for calculator allowed items)
x x x x x Digital notepad x x x - - English dictionary x x x - - English glossary x x - - - Expandable passages
x x x x x Global notes x x x x x Highlighter x x x x x Keyboard navigation
x x x x x Mark for review - - x - - Math tools x x x x x Spell check
x x x x x Strikethrough x x x x x Writing tools x x x x x Zoom
Non-Embedded (test administrator must provide) ☐ ☐ ☐ ☐ ☐ Frequent breaks
☐ ☐ ☐ - - English dictionary ☐ ☐ ☐ ☐ ☐ Familiar test administrator
☐ ☐ ☐ ☐ ☐ Modified Lighting Click here to enter text. Refocus (for EOC, Science and Social Studies see Level 3 ☐ ☐ ☐ - - Accommodation #112)
☐ ☐ x ☐ ☐ Scratch/blank/grid paper ☐ ☐ ☐ ☐ ☐ Small group
☐ ☐ ☐ ☐ ☐ Specialized equipment or furniture Click here to enter text. ☐ ☐ ☐ ☐ ☐ Specified area or seating Click here to enter text.
☐ ☐ - - - Thesaurus ☐ ☐ ☐ ☐ ☐ Time of Day
NOTE - throughout this document the Content Areas refer to the following:
ELA = For the summative, this refers to the English Language Arts CAT (Computer Adaptive Test); for the interim this refers to the English Language Arts portions that are NOT the ELA- PT ELA-PT = English Language Arts - Performance Task Mathematics = Refers to both the Smarter Mathematics and the DCAS EOC (Algebra II and Integrated Math III) unless otherwise noted Science = Refers to all DCAS Science Assessments Social Studies = Refers to both the DCAS Social Studies and the EOC US History
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Accessibility Guidelines - DeSSA
Embedded Accessibility Features (Level 2 and 3) (left side of TIDE)
American Sign Language (embedded) L3 Print on Request L3 ☐ ELA ☐ ELA ☐ ELA-PT ☐stimuli ☐items ☐ passages/items ☐ Mathematics (Smarter) ☐ ELA-PT Braille Type (Refreshable braille) L3 ☐stimuli ☐items ☐passages/items ☐ ELA ☐ Mathematics ☐Contracted ☐Uncontracted ☐stimuli ☐items ☐passages/items ☐ ELA-PT ☐ Science (passages/items) ☐Contracted ☐Uncontracted ☐ Social Studies (passages/items) ☐ Mathematics (Smarter) Print Size – indicate level 1-4 L2 Closed Captioning L3 ☐ ELA Choose an item. ☐ ELA ☐ ELA-PT Choose an item. ☐ ELA-PT ☐ Mathematics Choose an item. Color Choices (indicate choice) L2 ☐ Science Choose an item. ☐ ELA Choose an item. ☐ Social Studies Choose an item. ☐ ELA-PT Choose an item. Streamlined Mode L2 ☐ Mathematics Choose an item. ☐ ELA ☐ Science Choose an item. ☐ ELA-PT ☐ Social Studies Choose an item. ☐ Mathematics (Smarter) Emboss L3 TTS (text-to-speech) L2 ☐ ELA ☐ ELA □ None ☐ Passage & Items ☐items (Level 2) ☐items & stimuli (Level 3 and must be ☐ ELA-PT approved by DOE) □ None ☐ Passage & Items ☐ ELA-PT (passages & items) ☐ Mathematics (Smarter) ☐ Mathematics (passages & items) □ None ☐ Passage & Items ☐ Science (passages & items) Emboss Request Type L3 ☐ Social Studies (passages & items) ☐ ELA Choose an item. Language L2/3 ☐ ELA-PT Choose an item. ☐ ELA (Refreshable Braille – L3) ☐ Mathematics (Smarter) Choose an item. ☐ ELA-PT(Refreshable Braille – L3) Masking L2 ☐ Mathematics ☐ ELA □ Refreshable Braille (Smarter – L3) ☐ ELA-PT □ Spanish (Smarter and EOC – L2) ☐ Mathematics ☐ Science (Spanish only – L2) Permissive Mode L2 ☐ Social Studies (Spanish only - L2) ☐ ELA Glossaries L2 ☐ ELA-PT ☐ ELA (English glossary) ☐ Mathematics (Smarter) ☐ ELA-PT (English glossary) ☐ Mathematics (Smarter) Select one or both □ English ☐ Choose an item. 40 Updated 8.2016 ask Red Clay ELL Guidebook
Accessibility Guidelines - DeSSA
Accessibility Codes (Levels 2 and 3) (right side of TIDE – currently labeled “Allowable Accommodation Codes”) Level 2: ELA PT – Cont’d English Language Arts (ELA) ☐ 4.11 - Noise buffers (non- ☐ 4.13 Read Aloud Items/Stimuli (ELA-PT) ☐ None embedded) ☐ 611 - WhisperPhone® (ELL) – cannot be Level 2: Designated Supports - ELA entered into TIDE ☐ 3.07 - Disable universal tools (in TA Level 3: Accommodations – ELA-PT* interface) ☐ 6.10 - Human Translator - Visual ☐ 4.01 - Bilingual dictionary Communication (approved by DOE)** ☐ 4.02 - Color Contrast (printed) ☐ 9.02 - No Accommodations or Support (L2) ☐ 4.03 - Color overlays ☐ 9.03 - Unique accommodation (DOE ☐ 4.04 - Magnification Approved) (L2) ☐ 6.02 - Alternate response ☐ 4.05 - Human Reader – items ☐ 6.07 - Scribe ☐ 4.06 - Scribe ☐ 6.08 - Speech to Text ☐ 4.07 - Separate Setting 9.01 - Exemption from Smarter Reading, ☐ 4.09 - Translated test directions in print ☐ Listening, Writing (L2) ☐ 4.10 - Paper/Pencil test ☐ 101 - Braille (Paper/Pencil) ☐ 4.11 - Noise buffers ☐ 130 – WhisperPhone® (SwD) – is not ☐ 611 - WhisperPhone® (ELL) – cannot be available to selectin TIDE entered into TIDE Mathematics Level 3: Accommodations – ELA* (non-embedded) ☐ 6.10 - Human Translator - Visual ☐ None Communication (approved by DOE)** Level 2: Designated Supports - Mathematics ☐ 9.02 - No Accommodations or Support (L2) ☐ 3.07 - Disable universal tools (Smarter only ☐ 9.03 - Unique accommodation (approved by and must be done by TA at time of testing) DOE) (L2) ☐ 113 - Physical assistance from a test ☐ 6.02 - Alternate response administrator ☐ 6.06 - Human Read aloud – passages ☐ 4.01 - Bilingual dictionary (approved by DOE) (L2) ☐ 4.02 - Color Contrast (printed) ☐ 6.07 - Scribe ☐ 4.03 - Color overlays ☐ 6.08 - Speech to Text ☐ 4.04 - Magnification ☐ 9.01 - Exemption from Smarter Reading, ☐ 4.06 - Scribe Listening, Writing (L2) ☐ 101 - Braille (Paper/Pencil) ☐ 4.07 - Separate setting 4.08 - Translations (glossaries) - ☐ 130 – WhisperPhone® (SwD) – is not available ☐ to select in TIDE PAPER/PENCIL (Smarter) 4.09 - Translated test directions in print ELA-PT ☐ (Smarter) (non-embedded) 4.10 - Paper/Pencil test ☐ None ☐ Level 2: Designated Supports - ELA PT ☐ 4.11 - Noise buffers ☐ 3.07 - Disable universal tools (in TA ☐ 4.12 - Human translator/interpreter - native interface) language (approved by DOE) ☐ 4.02 - Color Contrast (printed) ☐ 4.13 Read Aloud Items/Stimuli (Mathematics) ☐ 4.03 - Color overlays ☐ 4.14 - Human Reader in Spanish - stimuli & ☐ 4.04 - Magnification items on Spanish Stacked ☐ 4.06 - Scribe *Level 3 unless noted as L2 – in those cases that ☐ 4.07 - Separate setting feature is a Level 2 support. ☐ 4.09 - Translated test directions in print ** Listening portion ONLY ☐ 4.10 - Paper/Pencil test Updated 8.2016 ask 41 Red Clay ELL Guidebook
Accessibility Guidelines - DeSSA
Level 3: Accommodations – Mathematics* Level 2: Science – Cont’d □ 6.10 - Human Translator - Visual ☐ 4.06 - Scribe Communication (approved by DOE) ☐ 4.07 - Separate Setting □ 9.02 – No Accommodations or Supports(L2) ☐ 4.10 - Paper/Pencil test 9.03 - Unique accommodation (DOE □ ☐ 4.11 - Noise buffers Approved) (L2) ☐ 4.12 - Human translator/interpreter - native □ 6.01 - Abacus language (approved by DOE) □ 6.02 - Alternate response (Smarter) ☐ 4.13 - Read aloud items and stimuli □ 6.03 - Calculator (for calculator items only) - (Science) handheld or adaptive calculator ☐ 4.14 - Human Reader in Spanish - stimuli & □ 6.04 - Multiplication Table (grade 4 and up) items on Spanish Stacked (Smarter) Level 3: Accommodations – Science* □ 6.07 - Scribe ☐ 6.10 - Human Translator - Visual □ 6.08 - Speech to Text (Smarter) Communication (approved by DOE) □ 101 - Braille (Paper/Pencil) ☐ 9.02 – No Accommodations or Supports(L2) □ 108 - Assistive listening device (EOC) ☐ 9.03 - Unique accommodation (DOE □ 109 - Signed directions (EOC) Approved) (L2) □ 110 - Instructions and items on overhead ☐ 101 - Braille (Paper/Pencil) projector/whiteboard (EOC) ☐ 108 - Assistive listening device □ 111 - Chunking/highlighting (EOC) ☐ 109 - Signed directions □ 112 - Refocusing attention ☐ 110 - Instructions and items on overhead □ 114 - Math manipulatives (EOC) projector/whiteboard □ 115 - Arithmetic Tables (EOC) ☐ 111 - Chunking/highlighting □ 120 - TA acts as ASL to English Dictionary ☐ 112 - Refocusing attention (EOC) ☐ 114 - Mathematics manipulatives 130 – WhisperPhone® (SwD) □ ☐ 115 - Arithmetic Tables □ 209 - Word processor or similar device ☐ 120 - TA acts as ASL to English Dictionary (EOC) ☐ 130 – WhisperPhone® (SwD) □ 213 - Graphic organizer (EOC) 209 - Word processor or similar device □ 220 - Respond via whiteboard (EOC) ☐ Level 2: Designated Supports - Mathematics ☐ 213 - Graphic organizer □ 601 - Simplify directions in English (EOC) ☐ 220 - Respond via whiteboard □ 611 - WhisperPhone® (ELL) Level 2: Designated Supports - Science □ 705 - Simplify directions in native language ☐ 601 - Simplify directions in English (EOC) ☐ 611 - WhisperPhone® (ELL) □ 708 - Interpret/translate orally - directions ☐ 705 - Simplify directions in native language only* (EOC) ☐ 708 - Interpret/translate orally - directions *708 can be found in TIDE at end of list only* *708 can be found in TIDE at end of list Science Social Studies (non-embedded) (non-embedded) □ None ☐ None Level 3: Accommodations - Science Level 3: Accommodations - Social studies □ 113 - Physical assistance from a test 113 - Physical assistance from a test administrator ☐ administrator Level 2: Designated Supports - Science Level 2: Designated Supports - Social Studies □ 4.01 - Bilingual dictionary ☐ 4.01 - Bilingual dictionary □ 4.02 - Color Contrast (printed) ☐ 4.02 - Color Contrast (printed) □ 4.03 - Color overlays ☐ 4.03 - Color overlays □ 4.04 - Magnification ☐ 4.04 - Magnification
42 Updated 8.2016 ask Red Clay ELL Guidebook
Accessibility Guidelines - DeSSA Accessibility Codes (Levels 2 and 3) cont’d
Level 2: Social Studies – Cont’d
☐ 4.06 - Scribe
☐ 4.07 - Separate Setting
☐ 4.10 - Paper/Pencil test
☐ 4.11 - Noise buffers
4.12 - Human translator/interpreter - native ☐
language (approved by DOE)
4.13 - Read aloud items and stimuli (Social ☐
Studies)
4.14 - Human Reader in Spanish - stimuli & ☐
items on Spanish Stacked
Level 3: Accommodations - Social studies*
6.10 - Human Translator - Visual ☐
Communication (DOE Approved)
9.02 – No Accommodations or Supports(L2) ☐
9.03 - Unique accommodation (DOE
☐
Approved) (L2)
101 - Braille ☐
☐ 108 - Assistive listening device
☐ 109 - Signed directions
110 - Instructions and items on overhead ☐
projector/whiteboard
111 - Chunking/highlighting ☐
☐ 112 - Refocusing attention
☐ 114 - Mathematics manipulatives
☐ 115 - Arithmetic Tables
☐ 120 - TA acts as ASL to English Dictionary
☐ 130 – WhisperPhone® (SwD)
☐ 209 - Word processor or similar device
☐ 213 - Graphic organizer
☐ 220 - Respond via whiteboard
Level 2: Designated Supports - Social Studies
☐ 601 - Simplify directions in English
☐ 611 - WhisperPhone® (ELL)
☐ 705 - Simplify directions in native language
708 - Interpret/translate orally - directions ☐
only*
*708 can be found in TIDE at end of list
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ACCESS For ELLs 2.0
Introduction This document provides information for educators as they guide English Language Learners (ELLs), with and without disabilities, through ACCESS for ELLs 2.0, an English language proficiency (ELP) assessment from WIDA. ACCESS for ELLs 2.0 allows educators, students, and families to monitor students’ progress in acquiring academic English across the four language domains of Listening, Reading, Speaking, and Writing. These guidelines explain recommended accommodations and accessibility support that can help ensure all ELLs in grades 1 -12 participate fairly and equitably in ACCESS for ELLs 2.0.
This document includes information on ELL participation in ACCESS for ELLs 2.0 and the Alternate ACCESS for ELLs The WIDA Accessibility and Accommodations Framework How to determine which ELLs are eligible to use the accommodations described in this document Decision-making strategies to help schools and districts meet the accommodation needs of ELLs through the use of accommodations before and during ACCESS for ELLs 2.0 administration
People who should read this document include SEA and LEA staff who work with ELLs School staff who administer ACCESS for ELLS 2.0 Teachers who work with ELLs, including those with disabilities
This document is meant to supplement the ACCESS for ELLs 2.0 Test Administration Manual, which provides standard test administration procedures for administering the Listening, Reading, Speaking, and Writing tests.
Participation by ELLs in ACCESS for ELLs 2.0 State and federal laws require that all ELLs participate in annual ELP assessments.1 These annual tests are designed to measure ELLs’ proficiency and progress in learning English in the four domains of Listening, Reading, Speaking, and Writing. No students identified as ELLs may be exempted from these tests, including students with disabilities.
1 These guidelines are outlined in Title I and Title III of the Federal No Child Left Behind Act of 2001 and statutes that may exist in individual states.
44 Updated 8.2016 ask Red Clay ELL Guidebook August 10, 2015 ACCESS for ELLs 2.0® Accessibility and Accommodations Guidelines
In addition, the Individuals with Disabilities Education Act (IDEA) requires that states provide appropriate accommodations where needed, in accordance with a student’s Individualized Education Program (IEP). 2 A student who has a 504 Plan is also eligible to receive accommodations, and in rare cases, a student who does not have an IEP or 504 Plan may be permitted accommodations due to, for example, a recently occurring illness or disability, such as a fractured arm or hand. In such cases, the student would be allowed a scribe for the test, if no other option were available.
Students who are unable to take ACCESS for ELLs 2.0, even with accommodations, who are identified with a significant cognitive disability should be considered for Alternate ACCESS for ELLs.
Alternate ACCESS for ELLs Alternate ACCESS for ELLs is intended primarily to serve the needs of ELLs with significant cognitive disabilities. Most students with significant cognitive disabilities have intellectual disabilities and may have additional disabilities such as autism, physical disabilities, or sensory impairments. However, depending on the severity and complexity of the disability, not all students with these disabilities are considered to have a significant cognitive disability. Refer to your state’s policy for identification of students with significant cognitive disabilities.
Alternate ACCESS for ELLs is intended for ELLs who participate in their state’s alternate Title I content assessment or who are enrolled in a grade in which the Title I content assessment is not offered (e.g., a student in Grade 2 who would be likely to participate in an alternate content assessment beginning in Grade 3), who would be likely to participate once it was required. The student’s IEP team should decide whether the ELL student with a disability is unable to participate in the standard ACCESS for ELLs 2.0, even with accommodations, due to the severity or complexity of his or her disability, and if so, designate the student for Alternate ACCESS for ELLs in order to assess his or her language proficiency appropriately.
Students demonstrating academic difficulties due to learning disabilities, speech–language impairments, and emotional–behavioral disabilities, or other mild to moderate cognitive disabilities may not necessarily qualify for participation in Alternate ACCESS for ELLs, and may be served more appropriately by taking ACCESS for ELLs 2.0 with accommodations.
2 IDEA guidance is treated in detail in the U.S. Department of Education’s July 2014 Questions and Answers Regarding Inclusion of English Learners with Disabilities in English Language Proficiency Assessments and Title III Annual Measurable Achievement Objectives.
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The decision regarding which ELP assessment is most appropriate for each student, as well as decisions regarding the accommodations required by the student, either on the ACCESS for ELLs 2.0 or the Alternate ACCESS for ELLs, are made by the student’s IEP team (or 504 Plan coordinator), and must be listed either in the student’s IEP or 504 Plan, and in the student’s ELL Plan, if applicable.
Alternate ACCESS for ELLs is available in Grades 1–2, 3–5, 6–8, and 9–12. (Note: There is no Kindergarten Alternate ACCESS for ELLs at this time.) WIDA-recommended participation criteria for Alternate ACCESS for ELLs can be found on the WIDA website at http://www.wida.us/assessment/alternateaccess.aspx. Check with your state education agency for your state’s specific participation criteria for this assessment.
The WIDA Accessibility and Accommodations Framework The WIDA Accessibility and Accommodations Framework described in this section consists of the following elements: (a) application of effective linguistic scaffolding and Universal Design principles to the development of test directions, practice tests, and test items, and (b) provision of accommodations, accessibility tools, and test administration procedures during test administration.
ACCESS for ELLs 2.0 was designed to incorporate effective linguistic scaffolding and Universal Design principles in order to provide greater accessibility for all ELLs. The transition from the paper ACCESS for ELLs to the online ACCESS for ELLs 2.0 has afforded WIDA Consortium member states the opportunity to rethink accommodations and accessibility issues, based on what has been learned over the past 10 years about the administration of English language proficiency assessments. In the online administration of ACCESS for ELLs 2.0, test directions are provided to all students using embedded recordings of human voices and written text. The test items have been designed using multiple modalities, including supporting prompts with appropriate animations and graphics, embedded scaffolding, tasks broken into “chunks,” and modeling using task models and guides. The online version of ACCESS for ELLs 2.0 contains an assessment design that will support online delivery and can be supported by a set of appropriate accommodations for ELLs with disabilities.
Support Available Only to ELLs with IEPs and/or 504 Plans Accommodations include allowable changes to the test presentation, response method, timing, and setting in which assessments are administered. Accommodations are intended to provide testing conditions that (a) do not result in changes in what the test measures, (b) provide comparable test results to those students who do not receive accommodations, and (c) do not affect the validity and reliability of the interpretation of the scores for their intended purposes.
Accommodations are available only to ELLs with disabilities when listed in an approved IEP or 504 Plan, and only when the student requires the accommodation(s) to participate in ACCESS
46 Updated 8.2016 ask Red Clay ELL Guidebook August 10, 2015 ACCESS for ELLs 2.0® Accessibility and Accommodations Guidelines for ELLs 2.0 meaningfully and appropriately. Accommodations may be embedded in and delivered within the online test platform, or non-embedded and delivered locally by a Test Administrator. Although the vast majority of accommodations are available to any ELL with a disability at the time of testing, a small number of accommodations will need to be preselected for students prior to testing in the WIDA Assessment Management System, as noted in the ACCESS for ELLs 2.0 Accessibility and Accommodations Descriptions.
Support Available to All ELLs While provision of accommodations is required by federal and state laws, additional support is available to all ELLs (including those with disabilities); educators may use this support at their own discretion. They include what WIDA calls accessibility tools and test administration procedures.
Accessibility tools3 are available to all ELLs taking ACCESS for ELLs 2.0. Accessibility tools may either be embedded in the online test or provided to ELLs by Test Administrators for online or paper tests. Examples of accessibility tools include highlighter, line guide, magnifier, and color overlay. All accessibility tools are available to all ELLs during testing, and do not require specific designation prior to testing in order to be made available to the student during testing.
In addition to the accessibility tools, Test Administrators may employ a range of test administration procedures to provide flexibility to schools and districts in determining the conditions under which ACCESS for ELLs 2.0 can be administered most effectively. These procedures are available to any student, as needed, at the discretion of the Test Coordinator (or principal or designee), provided that all security conditions and staffing requirements are met. Examples of test administration procedures include using familiar school personnel to administer the assessment; administering the assessment individually or in a small group, or in a separate room; providing frequent supervised breaks; or allowing students to take the assessment in short segments.
The use of accessibility tools and test administration procedures provide enhanced flexibility when provided in a manner that ensures a secure and appropriate delivery of the assessment. These supports and administration procedures do not change what items are designed to measure, nor the way test scores are interpreted. Educators in WIDA Consortium member states are encouraged to make available, as appropriate, all of the accessibility tools and test administration procedures described in the ACCESS for ELLs 2.0 Accessibility and Accommodations Descriptions. The accessibility tools and the test administration procedures
3 Several WIDA Consortium member states refer to accessibility tools as universal tools.
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are intended to diminish barriers and maximize opportunities for all ELLs to demonstrate their English language proficiency. Schools and districts should consider how accessibility tools and test administration procedures can be used to support accessibility to the test for all ELLs.
A complete list of the allowable accommodations, accessibility tools, and test administration procedures is available in the ACCESS for ELLs 2.0 Accessibility and Accommodations Descriptions at http://wida.us/accommodations/descriptions.
Maintaining ACCESS for ELLs 2.0 Validity
ACCESS for ELLs 2.0 is designed to produce valid determinations of English language proficiency when administered using any combination of the approved accommodations, accessibility tools, and test administration procedures listed in the ACCESS for ELLs 2.0 Accessibility and Accommodations Descriptions. Modifications or additions to the list of approved accommodations may produce valid test results, but WIDA cannot guarantee this. States and districts that limit or expand the use of the WIDA-recommended accommodations will likely need to conduct their own validity studies to ensure that federal ELP testing requirements are being met.
48 Updated 8.2016 ask Red Clay ELL Guidebook August 10, 2015 ACCESS for ELLs 2.0® Accessibility and Accommodations Guidelines
(Place an “x” in the empty box below. TA = Test Administrator) Student: Student ID: Date:
Grade: Recommended test administration Team Members: (check state policy): Online? Paper? School: District: Completed by:
ACCESS for ELLs 2.0 Test Domains Available with both online and paper Accommodation Key Information - Listening Reading Speaking Writing administrations unless noted Interpreter signs test directions in ASL (SD) No Audio for the Writing test is available as part of the online Manual control of item audio (MC) administration only. (N/A for Writing in paper test.) Online: allows the play button to be enabled by the student one time but cannot be paused or stopped. Paper: TA administers accommodation Repeat item audio (RA) No Listening audio may be repeated only one time. Speaking and Writing audio (where available) can be repeated multiple times. (N/A for Writing in paper test.) Read aloud Listening test response options by human No N/A N/A The reader should read text exactly as it appears on screen or in the reader (LH) booklet. Repeat Listening test item response options by No N/A N/A Option to repeat 1x only. The reader should read text exactly as it appears human reader (RL) on screen or in the booklet. No More intensive support that is available with paper administration only. Read aloud test items by human reader (IH) May require 2 TAs. Paper-based writing accommodation applicable only for students in grades 4-12 who are taking the Tier B and C forms. No More intensive support that is available with paper administration only. Repeat for L: 1x, Repeat for S&W: (as requested by the student) multiple Repeat test items by human reader (RI) times. May require 2 TAs. Paper-based writing accommodation applicable only for students in grades 4-12 who are taking the Tier B and C forms. Large print version of test (LP) Available with paper administration only
N/A N/A Check state policy to see if allowed. Identify one: Contracted or Braille version of test (BR) uncontracted braille? Available with paper administration only. Answers later transcribed into standard test booklet by TA.
Scribed response (SR) N/A Responses must be scribed verbatim onscreen or in paper test booklet at the time of testing by TA. Refer to the transcription guidelines at http://wida.us/accommodations/guidelines. N/A Responses must be transcribed verbatim onscreen or in paper test Word processor or similar keyboarding device to booklet at the time of testing by TA. For Writing test, spell and grammar respond to test items (WD) checker, dictionary/thesaurus, and access to Internet must be turned off. Delete once finished. N/A AAC devices and software provide support for communications-related Student responds orally using external augmentative disabilities Responses must be transcribed verbatim. onscreen or in and/or alternative communication device or paper test booklet at the time of testing by TA. For Writing test, spell software (AC) and grammar checker, dictionary/thesaurus, and access to Internet must be turned off. Delete once finished. Student responds using a recording device, which is N/A N/A Responses must be transcribed verbatim onscreen or in paper test played back and transcribed by student (RD) booklet at the time of testing by TA. Delete once finished. Student responds using a braille writer or braille N/A N/A Available with paper administration only. Responses must be transcribed verbatim onscreen or in paper test notetaker (BW) booklet at the time of testing by TA. Student uses assistive technology to respond to test Refers to non‐ communication-related support, differentiating it from the response accommodation support provided by AAC devices and items (AT) software Test may be administered by school personnel in For students who are enrolled but unable to attend school due to non-school setting (NS) hospitalization or other absence during the testing window. May have up to twice the recommended time to complete Extended Speaking test response time (ES) N/A N/A N/A Until the end of the day on which the session was started Extended testing time within the school day (ET) Must provide written request and evidence supporting the need due to Extended testing of a test domain multiple days (EM) a student’s illness, disability, or extended interruption in testing, to the state assessment official. October 15, 2015
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References
50 Updated 8.2016 ask Red Clay ELL Guidebook
Selected Terms and Definitions
Basic Interpersonal Communication Skills (BICS) refers to a student's social English language skills. Research indicates that a student takes 1-3 years to acquire functional social language skills (Cummins, 1981), but academic content instruction should be provided to ELLs still in the process of acquiring BICS.
Bilingual Teacher is dually certified in (a) a secondary content area or elementary education and (b) bilingual education. This teacher may provide bilingual or ESL instruction or support services to the ELLs.
Cognitive Academic Language Proficiency (CALP) refers to the English language skills necessary to perform successfully in academic content. Research indicates that it takes a student from 5-7 or more years to acquire such academic language skills (Cummins, 1981), depending on the students' literacy background, native language proficiency, and prior level of education. Instruction in academic language should occur simultaneous to instruction in social language (or BICS) for ELLs at beginning levels of English proficiency.
Co-Teaching is defined as having an ESL/Bilingual teacher plan and implement instruction for content area classes whenever there is a significant population of ELLs in the building. Effective co• teaching occurs when both the language and content teacher share responsibilities of a class and requires regular shared planning time.
Dually Identified Students refer to students who have been identified as both ELL and as having a disability. These students must receive services from both the ESL and the Special Education department.
English language learners (ELLs) refer to a student whose first language is not English, and includes students from beginning to advanced English proficiency levels.
English as a Second Language (ESL) refers to the instruction that is used to teach English language skills in reading, writing, listening, and speaking to ELLs.
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ESL Teacher is certified in ESL. The role of the ESL teacher is to provide language instruction through ESL, sheltered content, co-teaching, or bilingual classes. ESL teachers also provide consultation to general education teachers who serve ELLs and former ELLs.
Formerly Limited English Proficient (FLEP) Students have been exited from Title 111/ESL program based on results from the WIDA ACCESS and content assessments
Transitioned ELLs (also known as Monitored ELLs) are students who have been exited from ESL services within the past two years. Schools and districts should monitor these students systematically, and districts are required to report these students' content test results as part of the LEP sub-group for accountability purposes.
WIDA ACCESS is the annual assessment that measures English language proficiency in listening, speaking, reading, writing and comprehension and it is administered in the spring.
WIDA ACCESS-ALT is the version of the WIDA ACCESS designed for students with disabilities. In order to administer students the WIDA ACCESS-alt, schools must adhere to the guidelines listed in WIDA's Alternate ACCESS for ELLs: Participation Guidelines.
WIDA W-APT is the placement test for identifying students entering grades 1-12 as either English proficient or ELLs. The W-APT is provided in four different grade spans (1-2; 3-5; 6-8; 9-12) and includes components for reading, writing, listening and speaking.
WIDA MODEL is the placement test for identifying students entering kindergarten as either English proficient or ELLs. The MODEL includes components for reading, writing, listening, and speaking. In Delaware, only the oral components (speaking and listening) are administered to incoming kindergarten students during the first semester of school, but all four components (reading, writing, listening, speaking) are administered to incoming kindergarten students during the second semester of school.
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Migrant student A student may be considered to be a migrant student if either the parent or guardian, or the child or child's spouse, have been employed within the past three years (or are any of the aforementioned currently employed) in some form of temporary or seasonal agricultural or agricultural-related work such as: planting or harvesting crops (vegetables, fruit, cotton, etc.), feeding or processing poultry, beef, or hogs, gathering eggs or working in hatcheries, working on a dairy farm or in the fishing industries( shrimping crabbing or processing fish)
Migratory Child (Federal Definition) A child who is, or whose parents, spouse, or guardian is, a migratory agricultural worker, including a migratory dairy worker, or migratory fisher; and who, in the preceding 36 months, accompanies such parent, spouse, or guardian in order to obtain temporary or seasonal employment in agricultural or fishing work and has moved from one school district to another. (From Education of Migratory Children under Title I, Part C of the Elementary and Secondary Education Act of 1965)(U.S. Department of Education, 2000)
Bi-National student A binational student is an eligible migrant student who has moved between Mexico and the U.S. with his/her parents or as an emancipated youth at least once in the last 36 months. (Retrieved from The Binational Migrant Education Teacher Exchange Program: A Guide for Supporting "Education Without Borders”)
Foreign exchange students A foreign exchange student is a student who is enrolled in a study abroad program in which students travel to another country for a period of academic study. Foreign exchange students who are enrolled in US schools must be screened for English Language Proficiency and if necessary provided services.
Refugee Student A refugee student is a student who has fled his/ her home country due to persecution or fear they will be persecuted on account of race, religion, nationality, and/or membership in a particular social group or political opinion and may be in the process of applying for asylum. Refugee student may have been house temporarily in a refugee camp immediately prior to their enrollment in a US School http://www.uscis.gov/humanitarian/refugees-asylum/refugees
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Internet Resources
U.S. Department of Education: http://www2.ed.gov/about/offices/list/oela/index.html
Delaware Department of Education: http://www.doe.k12.de.us
DDOE Title III webpage: http://www.doe.k12.de.us/Page/1049
Delaware English Language Learners Teachers & Advocates (DELLTA): http://www.dellta.us
Official WIDA website: https://www.wida.us/
Application of the Common Core State Standards for English Language Learners: http://www.corestandards.org/resources
Preschool English Language Learners: http://www.isbe.state.il.us/earlychi/preschool/preschool_ell.htm A resource list from the state of Illinois that has a variety of support resources for preschool English language educators, with scholarships, journals, books, and more.
What Works Clearinghouse: http://ies.ed.gov/ncee/wwc/ This site has a collections of scholarly publications for effective outcomes in English language learning.
National Council of Teachers of English: http://www.ncte.org/ This professional association for educators in English studies, literacy, and language arts offers plenty of benefits for bilingual teachers.
National Clearinghouse for English Language Acquisition: http://www.ncela.us/publications Find data, grants, even professional development resources for ELL educators from the National Clearinghouse for English Language Acquisition
TOEFL: http://www.ets.org/toefl/ As the official language test for education, the TOEFL website is incredibly useful for sharing test-taking and studying information with students.
International Reading Association: http://www.reading.org/Resources/ResourcesByTopic/EnglishLearners/Overview.aspx This association of literacy professionals has excellent resources for literacy educators, including journal articles and an educator community.
Internet TESL Journal: http://iteslj.org/ The Internet TESL Journal website has over 500 articles on teaching ESL and around 200 lesson plans. It offers a useful list of resources regarding food, habits, holidays, sports and more.
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Learning Resources
Culturally Authentic Pictorial Lexicon http://www.pictolang.com/ Offers images demonstrating the true meaning of the word, making it easier for English language learners to understand. ESL Basics: http://en.bab.la/games/ site offers free English videos for both students and teachers.
ESL Gold http://www.eslgold.com/ This site offers learning resources for ELL students to practice pronunciation. Student’s can also find a book to study, and even talk to someone in English.
Real English http://www.real-english.com/ This site offers a collection of videos from real English speakers, plus quizzes and community support.
Repeat After Us http://repeatafterus.com/ This site offers students a collection of English texts and scripted recordings.
ESL Cyber Listening Lab http://www.esl-lab.com/index.htm This is ESL cyber listening lab with study guides, quizzes, and even teacher features.
Vocabulix http://www.vocabulix.com/ This online tool is designed to help jumpstart students' vocabulary skills, with more than 90 vocabulary lessons.
Wordsteps http://wordsteps.com/ This site offers ways for students to build their own vocabulary collection, and even access their vocabulary through a mobile device for English language learning on the go.
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Teaching Resources
Utah Education Network English Language Learner Resources http://www.uen.org/k12educator/eii/ This site has a collection of resources for ELL, with teaching ideas, forums, and even news and research.
www.kizclub.com This site provides activities for pre-reading skills to young children and hands-on activities.
www.englishgrammar101.com This site includes free grammar exercises and lesson modules.
http://www.corestandards.org/resources Application of the Common Core State Standards for English Language
Grammar Bytes http://www.chompchomp.com This site contains grammar rules, handouts, interactive exercises, videos and definitions of common grammar term and offers grammar instruction
Daily Grammar http://www.dailygrammar.com This site offers a archive of 440 grammar lessons and quizzes. It covers the eight parts of speech, parts of the sentence and the mechanics of grammar.
ReadWriteThink http://www.readwritethink.org/ This site offers a comprehensive collection of classroom resources for teachers. It includes searchable lesson plans, student interactives, activities and printouts. It allows students to explore elements of books and stories, develop characters, and create poems, comic strips, newspapers, flyers and more.
www.UsingEnglish.com This site offers a collection of tools and resources for learning and teaching English as a second language, including a grammar glossary, printables, and teacher handouts.
EverythingESL http://www.everythingesl.net/ This site offers s collection of ESL teaching resources, from lesson plans to teaching tips and resources.
Colorin Colorado http://www.colorincolorado.org This site contains useful information, activities, and resources for ELL teachers, especially those at the Pre-K to third grade level.
One Stop English http://www.onestopenglish.com/ This site is designed for English language teachers, it has a monthly topics series, news lessons, and even an app for on the go ELL teaching.
Casa Notes http://casanotes.4teachers.org/ This site is designed to allows ELL teachers to effectively communicate with non-English speaking parents. in this site, teachers will be able to customize notes that can translate and send home to parents, effectively communicating information about field trips, conduct, homework, and more.
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ESL Party Land https://www.eslpartyland.com/ This site contains lesson plans, strategies, worksheets, flashcards, quizzes, games, and even vocabulary resources to help ELL teacher.
Clip Art Collection https://openclipart.org/collections This site offers a collection of free, language- neutral clip art designed to be used for foreign language instruction.
Activities for ESL Students http://a4esl.org/ This site offers a collection of quizzes, exercises, and tests for teaching English as a second language contributes by thousands of teachers.
Szoter http://www.szoter.com/#intro This site offers to ELL teachers a way to write directly on images to explain their meaning to students.
Oxford University Press Learning Resources Bank https://elt.oup.com/learning_resources/?cc=us&selLanguage=en A service of Oxford University Press which offers learning resources bank for English language teaching has courses, titles, and interactive English reading tools.
English-Test.net http://www.english-test.net/ This site offers free English tests, grammar exercises, and worksheets and encourage students to self-test
EduFind English Online Tests and Learning Games http://www.edufind.com/english/englishtests/ This site contains games that offer students way to test and improve their English language skills.
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Other References
www.dictionary.com This site offers a word of the day, games, quotes, translation, and other resources
www.thesarus.com This site offers references, bringing inspiration and fun in the form of synonyms, fun word facts, and even search trends.
Common Errors in English Usage http://public.wsu.edu/~brians/errors This website offers an opportunity to read Paul Brian’s Common Errors in English Usage on, and visit the links to the book’s blog, calendar and entry-a-day
Play & Learn English http://literacycenter.net/play_learn/english-language-games.php Play & Learn English offers resources where teachers can share letters, print shapes, writing and other relevant images for learning the English language.
Idiom Site http://www.idiomsite.com With the help of this site, English language learners can make sense of common idioms.
Fonetiks http://www.fonetiks.org/ This site offers to students useful pronunciation tool and guide with instant sound and samples by native speakers.
www.urdu-english.com This site offers useful vocabulary tool for Urdu ELL beginner
www.grammarbank.com This site offers online and printable grammar exercises, EFL ESL quizzes, lessons, reading comprehension worksheets, essay writing, vocabulary practice.
www.esltoolbox.com This site offers teaching resources that to get students talking and involved.
http://www.haitihub.com This site provides the online resources for learning Haitian Creole
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Notes:
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