English Language Learner Identification and …...Massachusetts English Language Learner Identification and Placement Guidance Document 2019-20 Last Updated: 3/10/2020 3 State Approved

Massachusetts English Language Learner Identification and Placement Guidance Document 2019-20

Last Updated: 3/10/2020 1

This document contains guidance on the identification and placement process for newly arrived English language learners in yo ur state. WIDA and your state education agency have worked together to provide this outline of policies, procedures, assessment options, test administrator training requirements, and criteria for placement in ELL services. This document is updated each spring and throughout the year per SEA request. For questions related to state policy or the contents of this document, please contact:

Melanie Manares English Proficiency Assessment Coordinator Student Assessment Services [email protected] (781) 338-3625

Sibel Hughes Assistant Director, Office of Language Acquisition Center for Instructional Support [email protected] (781) 338-3569

For questions related to WIDA’s website, resources, or assessments, please contact the WIDA Client Services Center at [email protected] or (866) 276-7735.

Questions/Topic State-specific Guidance

Process Overview

Step 1: Establish procedures in accordance with Department of Elementary and Secondary Education (Department) guidelines to identify students who may be English learners (ELs) or former English learners (FELs).

Step 2: Administer a home language survey (HLS) to all newly enrolling students. Step 3: Screen the English proficiency of a student when the answer to any of the questions on the HLS is a language

other than English. A screening test is not necessary for students who come from another Massachusetts district or another WIDA state if the district is able to obtain ACCESS results from the test that was administered within the last calendar year.

Step 4: Determine whether the student is an EL using screening test results and make initial placement decisions. Step 5: Notify parent and/or legal guardian of screening test results and initial placement decision. Step 6: Code the student determined to be an EL in all future Student Information Management System (SIMS) reports

submitted to the Department.

Initial Assessment and Identification

mailto:[email protected]





Timelines

The English language proficiency screening shall take place and parents will be notified of the results in their preferred language no later than 30 days after the beginning of the school year and within two weeks if the student enrolls in the school district during the school year. Districts should keep a record of the parents’ preferred language for future communications as well.

Home Language Survey

Administer the HLS to ALL new students. Districts should administer the HLS provided by the Department, or another survey identified by the district, provided the district’s survey contains all questions asked in the Department’s version, to the parents of all new students enrolling in Pre-Kindergarten (Pre-K) through 12th grade. If enrollment takes place at a central intake location, there should be a sufficient number of individuals designated and trained in administering the HLS at that location. If the enrollment takes place directly at schools, each school should identify and train at least one

person to administer the HLS.

Establish a record-keeping system. HLSs provide useful information about ELs. Districts should file HLSs in students’ cumulative folders as a resource for educators. Districts should keep a record of the parents’ preferred language for future communications. Districts must screen every newly enrolled student whose HLS indicates that there is a language other than English spoken at home. In other words, districts must administer a language proficiency screening test when the answer to any question on the HLS is a language other than English, with the following limited exceptions:

students who were previously classified as ELs and were then reclassified as FELs in their former districts;

students who transferred from another district within Massachusetts or another WIDA state and who did not qualify as ELs on the English proficiency screening test administered in their former districts; and

students who transferred from another district within Massachusetts or another WIDA state with ACCESS results from the last calendar year.




State Approved Assessments

Pre-school

Pre-IPT Oral ages 3-5

Pre-LAS Observational Assessment ages 3-3.11

Pre-LAS 3-5 Kindergarten W-APT or Kindergarten MODEL can be used to screen incoming Kindergarten students and 1st grade students during the first semester. WIDA Screener (Paper & Online versions) can be used to screen students in 2nd semester 1st grade through 12th grade. New in SY2020-2021: Upon the approval of the WIDA Screener for Kindergarten, the K W-APT will no longer be available for use in screening Kindergarten students for English proficiency. To see a list of approved screening assessments, training information, and where the assessments can be obtained, see the Guidance on the Initial Identification of English Learners.

Paper Based Screener Costs The district would pay for any materials they need for WIDA Screener Paper or Kindergarten MODEL. For more information, go to the WIDA Store.


http://www.doe.mass.edu/ell/guidance/default.html?section=guidance

https://www.wceps.org/store/wida/



Identification/Placement and Exit Criteria

Initial Identification of ELs in Pre-school

Test Age Domains Assessed Minimum Score Not EL

Pre-IPT Oral Age 3 Listening, Speaking Score at Level C (on a scale of A-E)

Pre-IPT Oral Age 4 Listening, Speaking Score at Level D

(on a scale of A-E)

Pre-IPT Oral Age 5 Listening, Speaking Score at Level E (on a scale of A-E)

Pre-LAS

Observational

Assessment

Age 3-3.5

years old

Oral Language and Early Literacy 60 or higher (Oral Language 41 and Early Literacy 19)

Pre-LAS

Observational

Assessment

Age 3.6-3.11

years old

Oral Language and Early Literacy 69 or higher (Oral Language 45 and Early Literacy 24)

Pre-LAS Age 3-5 Listening, Speaking Total score higher than 77 (3-4 years old)

Total score higher than 82 (5 years old)



Initial Identification of ELs in Kindergarten

Initial Identification of ELs in Grades 1-12

Test Grade Domains Assessed Minimum Score Not EL

WIDA Screener 1-12 Listening, Speaking, Reading,

Writing

Overall composite proficiency level 4.5 or

higher

and

Literacy composite proficiency level 4.5 or

higher

Exit Criteria: Students with at least an overall score of 4.2 and a composite literacy score of 3.9 on ACCESS for ELLs may have acquired enough English language skills to be reclassified by the district. Such students may be reclassified as former English learners (FELs) if they are able to demonstrate the ability to perform ordinary class work in English as indicated by one or more of the measures listed on Other Relevant Data (described below) as ELs.

Test Grade Domains Assessed Minimum Score Not EL

W-APT

Kindergarten

First semester

Kindergarten

Listening, Speaking Oral proficiency raw score 29 or higher

WIDA MODEL

Kindergarten

First semester

Kindergarten

Listening, Speaking Oral proficiency level 5 in both Listening

and Speaking

W-APT

Kindergarten

Second

semester

Kindergarten

Listening, Speaking, Reading,

Writing

Oral proficiency raw score of 29 or higher

Reading raw score of 14 or higher

Writing raw score of 17 or higher

WIDA MODEL

Kindergarten

Second

semester

Kindergarten

Listening, Speaking, Reading,

Writing

Overall composite proficiency level higher

than 5

and

Literacy composite proficiency level

higher than 4



Other Relevant Data

School-based teams must evaluate and consider a range of data to determine whether students can perform ordinary classroom work in English, and whether or not such students are ready to exit the ELE program. Data school-based teams should review are:

The student's scores on locally-administered reading and other academic assessments, such as DIBELS, GRADE, DRA, Terra Nova, Stanford 9, and/or other District Determined Measures (DDMs);

The student's scores on locally-administered diagnostic language assessments;

The student’s academic grades;

The written observations and recommendations documented by the student's classroom teachers;

The WIDA Performance Definitions which describe the criteria used to define performance at each WIDA proficiency level, and the CAN DO Descriptors1, which provide examples of realistic expectations of ELs for each of the four language domains and five levels of English language proficiency; and

The student’s performance on MCAS content area tests. For more information regarding exit criteria, please see the “Guidance on the Placement, Progress Monitoring, and Reclassification Procedures of English Learners” on the Department’s webpage.

Other Useful Resources or Information

Parental Notification: The student’s parent must be notified about the screening test results and the placement decisions no later than 30 days after the beginning of the school year or within two weeks if the student enrolls in the school district during the school year. Please see the Guidance on the Initial Identification of English Learners. Such notifications must be provided in English and, to the maximum extent practicable, in a language that the parent can understand. Newcomer Students: Data collection code – LEP Students in their first year in U.S. schools are optionally exempt from the English Language Arts (ELA) test for their first year only. They must take all other grade appropriate assessments. For more information on the Identification and Placement process, please see the Guidance on the Initial Identification of English Learners from the Massachusetts Department of Elementary and Secondary Education.

1 Please see https://wida.wisc.edu/teach/can-do/descriptors







https://wida.wisc.edu/teach/can-do/descriptors



Question/Topic State-specific Guidance

Test Administrator Qualifications

To the extent possible, Test Administrators should be education professionals employed by the district, such as teachers, administrators, or related service providers. Individuals prohibited from being Test Administrators include individuals not employed by the district and anyone who has not completed the relevant training and certification. Accommodations may be administered by test proctors, provided they receive training prior to test administration and are under the direct supervision of a Test Administrator. The Test Administration Manual (located in the WIDA Secure Portal Download Library) describes the responsibilities of Test Administrators. The Test Coordinator will determine which tests will be administered by each Test Administrator.

Test Administrator Training Requirements

WIDA Screener (Grades 1-12) Test Administrators must complete the appropriate online training and pass the following certification quizzes (for the appropriate grade levels) with a score of 80% or higher:

Speaking Quiz Grades 1-5

Speaking Quiz Grades 6-12

Screener Writing Quiz Grades 1-5

Screener Writing Quiz Grades 6-12

If a Test Administrator has passed the Speaking quiz for the ACCESS paper-based assessment, the Test Administrator is also certified to administer and score the WIDA Screener Speaking Test. Kindergarten W-APT: Test Administrators must review the K W-APT Test Administration Manual and Scored Student Writing Samples, and training tutorial prior to administering the assessment. WIDA MODEL: Test Administrators must complete the training CD/DVD. ACCESS for ELLs: All students will be expected to participate in the Online test; however, paper tests will always be available as an accommodation if required by a student’s Individualized Educational Plan (IEP) and as needed for newcomers. IEP or 504 teams and EL educators must determine whether a student is able to take the online test (with or without a handwriting booklet) or would require a paper accommodation.

Test Administrator Training and Certification

https://portal.wida.us/client/DownloadLibrary.aspx



All Test Administrators must complete the online training course(s) listed below between October 2019 and the start of testing (preferably, as close as possible to the time of testing). Where applicable, they must take certification quizzes for the tests they will administer and pass with a score of 80% or above.

Online Grades 1-12 Administration Quiz

Paper Grades 1-12 Administration Quiz

Speaking Quiz (Grades 1-5 and/or Grades 6-12)

Kindergarten Quiz

Alternate ACCESS Quiz

Recertification is required every two years for all tests.

Website Permissions

WIDA Permissions (portal.wida.us) Test Coordinators and Test Administrators must set up a WIDA personal account to access the training courses and test administration materials. Educators who wish to set up an account may do so by contacting their District Test Coordinator. Instructions will remain posted on the Department’s website as well. Contact WIDA Client Services at 866-276-7735 or [email protected] for assistance in setting up or accessing a WIDA personal account. WIDA accounts set up previously are still active. WIDA AMS (DRC) Permissions (www.wida-ams.us) Test Coordinators should contact DRC Customer Service at 855-787-9615 or [email protected] to set up accounts in WIDA AMS. Test Administrators and Technology Coordinators who wish to set up an account may do so by contacting their District Test Coordinator.

Test Administrator Training and Certification

https://portal.wida.us/

http://www.doe.mass.edu/mcas/access/PersonalAccount-Instruct.html


https://www.drcedirect.com/all/eca-portal-ui/welcome/WIDA




Question/Topic State-specific Guidance

ELL Services or Program Requirements

Sheltered English Immersion (SEI) “Sheltered English immersion” is defined in G.L. c. 71A as “an English language acquisition process for young children in which nearly all classroom instruction and instructional materials are in English, but with the curriculum and presentation designed for children who are learning the language. Books and instruction materials are in English and all reading, writing, and subject matter are taught in English. Although teachers may use a minimal amount of the child's native language when necessary, no subject matter shall be taught in any language other than English, and children in this program learn to read and write solely in English.”

Dual Language Education (DLE) or Two-Way Immersion (TWI) A DLE or TWI program is a model designed to promote bilingualism and biliteracy, cross-cultural competency, and high levels of academic achievement for both native English speakers and ELs from a single language background. DLE or TWI programs are additive bilingual programs because all students develop and maintain their home language while adding a second language to their repertoire. They receive the same core curriculum as all students in the state and the instruction is in two languages throughout the program. From a program design perspective, DLE or TWI programs should begin in the early grades (PreK–K) and may continue through the secondary level.

Transitional Bilingual Education (TBE) The goal of Transitional Bilingual Education (TBE) is for ELs to be able to achieve long-term academic success through English-medium instruction in general education classrooms. Although teachers use the home language for instructional purposes, the transitional nature of the program does not support the further development of the students’ home language. Districts can initiate TBE programs at any level, including middle and high school.

English as a Second Language (ESL) Districts must include ESL instruction in the implementation of their ELE program(s) to advance English language development and promote academic achievement of ELs. ESL instruction must provide systematic, explicit, and sustained language instruction, and prepare students for general education by focusing on academic language. ESL instruction must also include social and academic language in all four domains, including listening, speaking, reading, and writing. Effective ESL instruction supports student success in school, including improvement of ACCESS scores and acceleration of academic achievement. Effective ESL instruction also supports long term goals such as college, career and civic readiness.

ELL Program Requirements – Services & Support

http://www.doe.mass.edu/ell/guidance/default.html?section=sei

http://www.doe.mass.edu/ell/guidance/default.html

http://www.doe.mass.edu/ell/guidance/default.html



Districts have the flexibility to choose the appropriate setting (push-in, pull-out, self-contained, or hybrid) and most effective combination of methods of ESL instruction (Total Physical Response, Communicative, Functional, etc.). Regardless of the vision, setting, and methods for the program, ESL unit plans or an ESL curriculum should guide ESL instruction.

ESL Instruction for Kindergarten and Pre-Kindergarten (Pre-K) students Children attending Kindergarten and Pre-K are developing language in general, and the level of English language acquisition will vary from child to child as with any developmental milestone. Districts should reflect on how children at this early age learn language and to what extent existing classroom practices are responsive to young children’s developmental needs. ESL teachers should be involved in the planning of English language development services for ELs at that age and those services should be provided in the context of an inclusive, language-rich classroom environment and actively support both social and academic language. Districts should establish procedures to monitor the progress of ELs in Kindergarten and Pre-K in English language acquisition. ESL teachers assigned to fulfill monitoring activities of Kindergarten and Pre-K EL students in collaboration with other teachers teaching at this grade level should carefully review the outcomes of the classroom practices provided to such students and make adjustments, if necessary, to meet these students’ linguistic needs. Recommended Periods of ESL instruction for ELs Based on ACCESS for ELLs® Results (Full-day Kindergarten through Grade 12)

ACCESS for ELLs Overall (Composite) Score Recommended Periods of ESL Instruction

Foundational WIDA Level 1, Level 2 and Level 3*

(ACCESS Overall Scores 1.0-2.4)

At least two to three periods (a period is not less than 45 minutes) per day of direct ESL instruction, delivered by a licensed ESL teacher

Transitional WIDA Level 3*, Level 4, Level 5 & Level 6 (ACCESS Overall Scores 2.5 and higher)

At least one period (a period is not less than 45 minutes) per day of

direct ESL instruction, delivered by a licensed ESL teacher

*Districts may determine whether to group WIDA Level 3 (Overall ACCESS levels 2.5-3.4) students at either the Foundational or Transitional level depending on student needs.



See page 5 of the Guidance on English Learner Education Program Development and Evaluation for more information.

Declining Services

“Opt-out” Requests The decision to opt out must be voluntary and informed, and not the product of district practices or influence, the result of inadequate or inaccurate information, or inadequate district resources. In opt-out cases, the district must inform the parent of the services the child would receive in the district’s English learner education programs, as well as the type of support that the district will provide to the student if the parent decides to “opt out”. Parents should revisit their decision to opt out every year and submit a new request for the current academic year. If a parent of an EL decides to “opt out” of a language program, districts should place the student in an English language mainstream classroom with an SEI-endorsed teacher and maintain the parent’s opt-out notice for each year in the student’s file. Under federal law, districts must provide instructional support to ensure all ELs, including those whose parent(s) has chosen to “opt out” of ELE programs, have access to the curriculum and receive the same opportunities to master the academic standards and curriculum frameworks as their native English speaking peers. Districts must also classify them as “ELs” on district reports, annually assess their language proficiency with the state mandated English language proficiency test, ACCESS for ELLs, and notify parents of their child’s participation in such assessments, as well as assessment results. Therefore, in practice, a parent’s choice to opt their child out of an ELE program means their child will not receive separate English as a Second Language (ESL) instruction focused on language development, but the district will provide the necessary support and actively monitor the student’s progress so as to meet the student’s English-language and academic needs. Districts may also provide additional literacy and language support through reading specialists qualified to teach ELs or establish structured opportunities for the students’ content area teachers to plan content area instruction in collaboration with a licensed ESL teacher. Districts must also keep a record of how such students are provided meaningful access to the curriculum and how they are progressing academically. When a student demonstrates English proficiency through ACCESS for ELLs and schoolwork, districts should reclassify the student and document the change in the student’s EL classification, including evidence used to inform the reclassification, in the student’s record.


Documents

English Language Learner Identification and …...Massachusetts English Language Learner Identification and Placement Guidance Document 2019-20 Last Updated: 3/10/2020 3 State Approved