Testing Students Identified as Limited English Proficient
POPULAR TOPICS
Policies and Procedures for Testing Students Identified as Limited English Proficient (LEP)
- Guidelines for Testing Students Identified as Limited English Proficient
(Published August 2013) (pdf, 809kb)
Policies and procedures publication for testing students identified as limited English proficient -
Alternate ACCESS for ELLs (pdf, 106kb)
2013-14 Test Information and Eligibility Criteria
State Board of Education Policies for Testing Students Identified as Limited English Proficient (pdf, 14kb)
SBE Policies specific to students identified as limited English proficient - Plan for Monitoring the Use of State Testing Accommodations (pdf, 70kb)
The North Carolina Testing Program's comprehensive approach for monitoring the use of state testing accommodations - Testing Policy and Procedure Information for First Year LEP Students (pdf, 32kb)
This link provides information on policy and procedure information for testing students identified as limited English proficient in their first year in U.S. schools.
NCDPI Curriculum and Instruction
- English as a Second Language (ESL)
NCDPI Curriculum and Instruction Division/ESL website provides instructional resource information for students identified as limited English proficient.
Information on the Current Test Used for English Language Proficiency: 2008-09 School Year
and Beyond
- World-Class Instructional Design and Assessment (WIDA) Consortium
In June 2008, the North Carolina State Board of Education approved the adoption of the World-Class Instructional Design and Assessment (WIDA) Consortium English language proficiency standards beginning with the 2008–09 school year. The WIDA Consortium is comprised of states who share English language standards and assessments that are aligned to those standards.
Additional information regarding the WIDA Consortium, its standards, and assessments can be found on the Consortium’s home page at http://www.wida.us/index.aspx - WIDA Placement Test (W-APT ™)
The WIDA Placement Test or W-APT is the assessment used in North Carolina for initial identification and placement of students identified as limited English proficient (LEP).
Federal and state policies require that all K-12 students identified as language minority students through the Home Language Survey process upon initial enrollment be assessed for limited English language proficiency. The state instrument for identification of Limited English Proficient (LEP) students is the WIDA Access Placement Test (W-APT). The identification and the subsequent placement of LEP students in ESL services are guided at the state level by the NCDPI Curriculum and Instruction Division.
Additional information regarding the W-APT can be found at http://www.wida.us/assessment/w-apt/index.aspx or on the NCDPI Curriculum and Instruction Division/ESL website at http://esl.ncwiseowl.org/ - Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs®) Information
The ACCESS for ELLs is the annual assessment used in North Carolina to satisfy federal No Child Left Behind (NCLB) requirements for Title III.
The following link includes the number of items, tier placement, English language proficiency levels, and other information related to the ACCESS for ELLs: http://www.wida.us/assessment/ACCESS/background.aspx. Additional information regarding the ACCESS for ELLs can be found at http://www.wida.us/assessment/ACCESS/index.aspx
Accountability for Meeting Annual Measurable Achievement Objectives (AMAOs): 2008-09
and Beyond
The AMAOs are related to the development and attainment of English language proficiency for limited English proficient students. In accordance with Title III of the Elementary and Secondary Schools Education Act (NCLB) the NCDPI is required to develop annual measurable achievement objectives for these students.
August 30, 2010: Presentation for Review and Discussion of AMAO 2 Criteria & Targets
(ppt, 673kb)
- Recording from the August 30, 2010 webinar on the Review and Discussion of AMAO 2 Criteria & Targets (starts on slide 5; see link above for the first four slides) (mov, 32mb)
Title III AMAOs Reports
Information on the Title III Annual Measurable Achievement Objectives
- Title III Improvement for 2012-13 School Year (Based on 2011-12 Data) (pdf, 134kb)
- Title III Improvement for 2010-11 School Year (Based on 2009-10 Data) (pdf, 124kb)
- Title III Improvement for 2009-10 School Year (Based on 2008-09 Data) (pdf, 39kb)
- Title III Improvement for 2008-09 School Year (Based on 2007-08 Data) (pdf, 35kb)
- Title III Improvement for 2007-08 School Year (Based on 2006-07 Data) (pdf, 31kb)
- Title III Improvement for 2006-07 School Year (Based on 2005-06 Data) (pdf, 22kb)
- Title III Improvement for 2005-06 School Year (Based on 2004-05 Data) (pdf, 28kb)
Information on the Previous Test Used for English Language Proficiency: 2004-05 through the 2007-08 School Year
IDEA English Language Proficiency Test (IPT)
The Individualized Developmental English Activities Proficiency Test (IPT 2005) was the assessment used for identification and annual testing for
language minority/limited English proficient students from 2005 through 2008. This assessment was used to meet the requirements of the federal
Elementary and Secondary Education Act.
- Spring 2008 IPT Score Validation: Memo to LEA Superintendents and Charter School Directors (pdf, 345kb)
Includes information regarding the Spring 2008 IPT score validation process and a sample parent letter that LEAs may use in explaining the delay in score reporting - IPT Achievement Level Information
Information regarding achievement levels Novice Low through Superior for the North Carolina IPT
Testing Students Identified as Limited English Proficient Advisory Committee
The purpose of the Testing Students Identified as Limited English Proficient Advisory Committee is to provide recommendations to the NCDPI regarding issues, policies, procedures, and guidelines related to the assessment and accountability of students identified as limited English proficient.