English Language Proficiency Assessment


Title III of the No Child Left Behind Act of 2001 was enacted to ensure that limited English proficient (LEP) students, including immigrant children and youth, develop English proficiency and meet the same academic content and academic achievement standards that other children are expected to meet. The following assessments are designed to meet the requirements of the NCLB accountability goals, Wisconsin statutes, and to provide students, parents, teachers, and schools with information about how students are progressing in relation to both the Wisconsin Model Academic Standards (WMAS) and World-Class Instructional Design and Assessment (WIDA) English Language Proficiency Standards.

There are two types of assessments in which ELLs participate: English language proficiency and content knowledge. To assess English language proficiency, students participate in the WIDA-ACCESS Placement Test (W-APT)™, Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs®) or, beginning in Fall 2012, the Alternate ACCESS for ELLs™. The statewide system for assessing content knowledge includes the Wisconsin Knowledge and Concepts Examination (WKCE) and the Wisconsin Alternate Assessment for Students with Disabilities (WAA-SwD).

The W-APT™ measures the English language proficiency of students who have recently arrived in the U.S. or in a particular district. It can help to determine whether or not a child is in need of English language instructional services, and if so, at what level.

ACCESS for ELLs® is a large-scale test that first and foremost addresses the English language development standards that form the core of Wisconsin’s approach to instructing and testing English language learners. These standards incorporate a set of model performance indicators (PIs) that describe the expectations educators have of ELL students at five different grade level clusters and in five different content areas.

Alternate ACCESS for ELLs™
The WIDA Consortium is developing the Alternate ACCESS for ELLs® to facilitate the inclusion of ELLs with significant cognitive disabilities in state accountability systems. In Wisconsin, The Alternate ACCESS for ELLs® will be available during the 2012-13 ACCESS for ELLs® test cycle.



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