English Learners in Colorado: Identification Requirements and Processes Notes

English Learners in Colorado: Identification Requirements and Processes

ELs in Colorado: A Brief Look at Data

  • For a complete report, refer to the CDE website, Report Card, Chapter 4 (English Learners).
  • Regional distribution of English learners:
    • Northwest Region: Highest proportion at 21.6%.
    • Denver Metro Area: Highest number with 86,350 students.
    • Southeast Region: Lowest proportion at 3.9%.
  • Statewide data (2016-2017):
    • Total K-12 population: 872,567 students.
    • English learners: 14.7% of total population.
  • Trends in EL population:
    • 2014-2015: Approximately 122,000 English learners.
    • 2015-2016: More than 124,000 English learners.
    • 2016-2017: Greater than 128,000 English learners.
    • Steady increase of roughly 2% annually.
  • English Proficiency Status:
    • 60.1% are Limited English Proficient (LEP), equating to over 77,000 students.
  • Top languages spoken by ELs:
    • Spanish: 82.9% (over 106,000 students).
    • Arabic: 1.7%.
    • Vietnamese: 1.6%.
    • Russian & Chinese Mandarin: 1%.
  • Legal protections for English learners:
    • Right to attend school.
    • Right to equitable education.
    • Right to English language development instruction.
    • Right to access grade level academic content. (under local control)
    • Refer to ELD Guidebook Chapter 2 for more information.

Identification Procedures and Guidance

  • Federal and state laws require LEAs to identify ELs.
  • These laws ensure ELD services and scaffolds for core content access.
  • Legal mandates include:
    • Titles I and III of the Every Student Succeeds Act (ESSA).
    • Lau Remedies of 1975.
    • Colorado English Language Proficiency Act.
    • Colorado Senate Bill 109 (mandates a common assessment).
  • WAPT and WIDA screener are state-mandated placement assessments.
  • Used as indicators to determine English language proficiency.
  • Overview of Identification Process Flowchart:
    • New student registration includes a Home Language Survey.
    • Survey reviewed by trained staff, whether online or paper.
    • If a language other than English is indicated, administer WAPT or WIDA screener.
    • Use survey, screener score, and other evidence to determine language proficiency and ELD services.
  • If student is not identified as an English learner:
    • Indicate in student October snapshot.
    • No ELD services are provided.
    • If language influence impacts access later, the student can be identified as an EL later.
  • If student is identified as an English learner:
    • Notify parents.
    • Provide appropriate ELD services.
    • Students who opt out still take annual ELP assessment (ACCESS 2.0).
    • Identification should be determined within thirty days after the beginning of the school year, or two weeks during the middle of the year.

Home Language Survey

  • Required by law, including the Civil Rights Act and Lau vs. Nichols.
  • Included in enrollment paperwork for all students.
  • Given to all students, including foreign exchange, adopted, and re-enrolling students.
  • Tool to identify potential language influences other than English.
  • Must include three required questions.
  • Districts may reword questions without violating civil rights or asking about citizenship.
  • Reviewed by trained staff (counselors, administrators, teachers, etc.).
  • Addresses situations where families may not report a language influence.
  • Professional judgment and body of evidence are crucial in these cases.
  • Online enrollment processes must communicate survey results to school-based staff.
  • Administer WAPT (K and first semester 1st graders) or WIDA screener (other grades) if a language influence is determined.
  • Includes foreign exchange students, students with disabilities, charter/facility schools, adopted students, military families, home school, and online students.
  • Students who use American Sign Language (ASL) and have no other language influence should not be assessed with WAPT or WIDA screener.
  • Collect a body of evidence to support the need for ELD support.
  • Evidence may include family interviews, academic records, local or informal assessments.

Parent Notification

  • Titles I and III in ESSA require notification upon identification of an EL.
  • Notification within first thirty days of school or within two weeks of later enrollment.
  • Letter/communication must be in a language parents understand.
  • Must include:
    • Reason for identification.
    • Level of English proficiency and assessment method.
    • Method of instruction in ELD programs and content classrooms.
    • Description of ELD programs.
    • How the program meets educational strengths.
    • How the program helps learn English and meet academic standards.
    • Requirements to exit the ELD program.
    • Graduation rates for secondary students.
    • Parents' rights to opt out of services.
    • How ELD services align with IEP goals (if applicable).
  • Even if parents opt out, schools are still obligated to provide access to grade-level content and ensure English acquisition.
  • CDE recommends working with parents to address concerns.
  • Students opted out still must take ACCESS 2.0 annually until redesignated.
  • Per Senate Bill 109, all identified ELs must be assessed annually using ACCESS 2.0, including those opted out of ELD programming.

Scenarios for Applying Identification Criteria

  • Scenario 1:
    • Parents speak another language, but the home language survey indicates only English is used at home.
    • Answer: A, Possibly. Administer the identification screener, review scores, and body of evidence.
  • Scenario 2:
    • Student enrolls from a neighboring district in November, having been identified in the previous district.
    • Answer: C, Yes, proceed with district enrollment procedures including re-administering the WAPT or WIDA screener if processes trigger assessment.
  • Scenario 3:
    • Student arrives in August from another district with ACCESS scores.
    • Answer: C, Possibly proceed with district enrollment procedures.
  • Scenario 4:
    • An EL student leaves and re-enrolls later.
    • Answer: A, Yes, follow district enrollment procedures.

WIDA Screener

  • In use since July 2018.
  • Not for Kindergarten and first semester first-grade students (use WAPT).
  • Identifies English language proficiency.
  • Cannot substitute for the annual ELP assessment (ACCESS for ELLs 2.0).
  • WIDA screener scores should not be used to exit a student from support services.
  • Should not be used as a diagnostic or predictive assessment.
  • Can be administered any time during the school year.
  • Available in online and paper formats.
  • Includes five separate forms for each grade level cluster.
  • Aligns with WIDA English Language Development Standards.
  • Assesses four language domains.
  • Reports proficiency level scores for each domain and three composite scores.
  • How to begin:
    • Create an account through the District Assessment Coordinator (DAC).
    • Explore WIDA.us.
    • Complete tutorials and quizzes.
    • Review technology requirements.
    • Download or purchase materials.
    • Plan time and space for administration.

WIDA Screener: Frequently Asked Questions

  • Refer to FAQs for those unfamiliar with testing protocols.
  • Use grade-level cluster administration guidance to determine if the WIDA screener is appropriate for assessment.
    • Using WAPT vs WIDA Charting tool: Orange line denotes semester to use the WAPT, Grade 1 Semester 2 through Grade 12 takes the WIDA screener.

WIDA Screener: Test Comparisons (Online vs. Paper)

  • Use the chart to plan your test administration procedure.
  • Total test times do not include convening students, material distribution, directions, or embedded test practice.
  • Online Test Format Considerations:
    • Listening and reading domains are scored automatically.
    • Trained local raters score speaking and writing domains.
    • Complete WIDA Screener online training course and pass scoring quizzes.
    • Student responses are ready within about 15 minutes and score reports generated by WIDA AMS.

WIDA Screener: Important Information

  • Districts may choose to administer primarily online, or paper for students new to technology.
  • Do not send student test booklets to WIDA (scoring is done locally).
  • Securely store and dispose of test materials and documents.
  • Follow guidance in the TAM (Overview of Responsibilities and Test Materials for Administration).

WIDA Screener Scores

  • Proficiency level scores inform a student's language skill.
  • Scores describe student performance in terms of five WIDA English language proficiency levels:
  • Entering
  • Emerging
  • Developing
  • Expanding
  • Bridging
  • If identified as an EL, proficiency level scores plan differentiated levels of support.

Screener Assessment Format: Accessibility and Accommodations

  • Accessibility and accommodations match ACCESS 2.0.
  • Universal Design features (blue section of pyramid) apply to paper and online formats.
    • Prompts with animations/graphics.
    • Embedded scaffolding.
  • Administrator Considerations:
    • Use computer microphone if student is uncomfortable with headset.
    • Offer short, planned breaks if student fatigues easily.
  • Universal Tools: features provided to all ELLs.
  • Accommodations (yellow section of pyramid) are only for students with 504 and IEP plans.
  • Screener is not available in large print.
  • WIDA suggests using the built-in magnification tool for low vision assistance.
  • English learners who are deaf or hard of hearing (including those using ASL) can participate in reading and writing domains with few/no accommodations.
  • Human reader of items accommodation may be used with deaf/hard of hearing students who use speechreading.
  • Decision to administer the screener to deaf or hard of hearing students must be based on exposure to another language other than English.

WIDA Screener: Accommodations Not Allowed

  • Read aloud of test items or passages on the reading test.
  • Translating test items into another language.
  • Reading of test items in another language.
  • Bilingual word-to-word dictionary.
  • Student responds in another language.
  • If the student arrives with an IEP or 504 plan in hand, then the assessment accommodations on the IEP/504 plan must be used.
  • Complete accommodation guidance at the link provided.

Proficiency Cut Score Guidance

  • For 2018-2019 school year:
    • Administer the WAPT for incoming Kindergarten and first semester first-grade students.
    • Use WAPT and body of evidence for initial identification and programming.
    • WAPT cut points guide educators in making NEP, LEP, and SEP determinations (link provided).
    • Use the WIDA screener/ACCESS for ELLs 2.0 cut score guidance diagram to determine a student's English language proficiency level.

Data Reporting: Student October EL Data

  • Student October snapshot captures EL demographics for data reporting, accountability, and funding.
  • ELs should be reported in this progression:
    • Non-English Proficient (NEP)
    • Limited English Proficient (LEP)
    • Fluent English Proficient (FEP)
    • Monitor Year 1
    • Monitor Year 2
    • Exited Year 1
    • Exited Year 2
    • Former English Learner
  • Use the Student October Count website for current data codes.

Additional Information

  • For more information on EL data reporting or ELD programming, visit the websites listed.