English Learners (ELs) are those students in Wyoming schools whose primary language is other than English. English Learners enter Wyoming schools with a variety of language backgrounds, educational experiences and levels of English proficiency. Wyoming State educational agencies, local education agencies and schools are held accountable for increasing English proficiency and core academic content knowledge of English learners.
Title III of the federal accountability law is part of the legislation enacted to ensure that English learners, 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. To meet Title III requirements, states are mandated to identify and annually administer a standards-based English language proficiency test to all English Learners (ELs) in grades K – 12. In order to comply with the federal requirement of an annual English Language Proficiency Assessment for ELs, Wyoming joined the WIDA consortium in 2009. The WIDA consortium’s goal is to provide research based assessments, standards, and professional development to its member states.
WIDA provides Wyoming with a Screener Assessment as an identification for new students. Wyoming uses the KW-APT and the Model for Kindergarten and the WIDA Screener for 1-12th grade. The screener scores will support decisions on whether a student may be an Active EL and would benefit from English language support services. The ACCESS or ALT ACCESS is used as a summative assessment typically used during the end of a period of instruction, usually around January and February of each year. ACCESS scores evaluate student learning towards a certain standard or goal; in this case, by describing student performance. The ACCESS is a valid and reliable ELP assessments that test all four language domains to ensure that ELs have achieved English proficiency.
The proficiency score on the ELP assessment that is administered every spring must be set at a level that enables students to effectively participate in grade-level content instruction in English without EL services. Effective immediately, an EL student must meet the following criteria to be considered proficient in the English language:
• An overall Composite Performance Level (CPL) score of at least
• A Literacy Performance Level (LPL) of at least a 4.3 (new
- Important Notice on Changes Related to ELs – April 26, 2017 (PDF)
- Q&A Session – Changes Concerning ELs (VIDEO)
- 2019-20 Active EL Identification and Reporting Guidebook (PDF)
- ACCESS and ALT ACCESS Irregularity Report Form
- ACCESS and ALT ACCESS Student Not Tested Form
- Fillable IEL Plan (IELP)
- FAQ for ELLs (DOCX)
- EL Program Type Definitions (PDF)
- EL Plan Basics Checklist (PDF)
- Sample Monitor Form (Elementary) (DOCX)
- Sample Monitor Form (Secondary) (DOCX)
- Flowchart for WIDA Screener 1st-12th grade (PDF)
- Flowchart for KW-APT Screener 1st Semester (PDF)
- Flowchart for KW-APT Screener 2nd Semester (PDF)
EL Public Data/Public Reports
- District and State EL Totals
- Public Report on Student Proficiency Data
For Parents of English Learners
The WDE works to ensure that students learning English, called English Learners, have equal rights and access to a high-quality education.
- Parent(s) complete the student’s Home Language Survey (HLS) listing a language other than English; and,
- Based on language tests, the student shows a need for English Learner services and instruction to gain skills in listening, speaking, reading, and writing academic English, the language needed for success in school.
A Home Language Survey (HLS) is completed for all students who enroll in a district. The HLS is the first step in determining whether a student is eligible for English Learner programs and services. The Home Language Survey requirements have been updated for the 2019-20 school year.
It is unnecessary to ask parents to complete a HLS each year when a student is in the same district, as it can lead to a student being misidentified for English Learner (EL) services.
SUPS Memo: https://edu.wyoming.gov/downloads/communications/memos/2019/2019-068.pdf
When a student is first identified as an English Learner, parents must be notified of English Learner services available to the student. Districts that receive Title III funding from the federal government are required to notify parents every year that their child receives English Learner services. All parents have the option of declining English Learner services.
WDE and WIDA (World-Class Instructional Design and Assessment) Materials and Proficiency Criteria
- 2007 WIDA English Language Proficiency Standards – Grade Level Clusters PreK-5 (PDF)
- 2007 WIDA English Language Proficiency Standards – Grade Level Clusters 6-12 (PDF)
- 2012 Amplification of WIDA’s English Language Development Standards – Grades K-12 (PDF)
- 2014 WIDA English Language Development Standards – 2.5-5.5 Years (PDF)
- WIDA Focus on Language & Culture (PDF)
- WIDA Focus on Formative Assessment (PDF)
- WIDA Focus on Growth (PDF)
- WIDA Focus on Differentiation(part 1) (PDF)
- WIDA Focus on Differentiation(part 2) (PDF)
- Can Do Philosophy (PDF)
- Academic Language Actions Chart (PDF-from Module 1; Activity 2)
- Features of Academic Language (PDF-from Module 1; Activity 2)
Quarterly Webinar Archives
EL and Title 111 Quarterly Webinars for the 2019-2020 SY
- Working Together to Support our English Learners-September 17, 2019
Quarterly Webinar Archives WDE offers professional development and support opportunities for educators to learn about teaching students who are English Learners.
- Language Development Among Young Dual Language and English Learners
February 20, 2018 12:00 p.m.-2 p.m.
- Providing Supports for ELs Webinar
- September 24, 2018 3:45 p.m.-5:00 p.m.
- Language Development Among Young Dual Language and English Learners
WIDA Workshops/Training Provided by WDE
- Screener Overview Webinar– August 27, 2019
- Formative Language Assessment-?
- Leading Schools for Multilingual Learner Achievement-September 24-25, 2019 in Lander, Wyoming
- ACCESS Test Coordinator/Online Test Administration-November 5, 2019 in Gillette, Wyoming
- Kindergarten ACCESS & Score Reports- November 6, 2019 in Gillette, Wyoming
- Formative Language Assessment-November 13-14, 2019 in Powell, Wyoming
- ACCESS Test Coordinator/Online Test Administrator-December 10, 2019 in Worland, Wyoming
- Paper ACCESS and Kindergarten ACCESS-December 11, 2019 in Worland, Wyoming
- Alternate ACCESS Overview Webinar-December 17, 2019
- ACCESS Test Coordinator/Online Test Administrator-January 7, 2020 in Lusk, Wyoming
- Educator Collaboration-March 10-11, 2019 in Afton, Wyoming
- Lesson Planning-April 7-8, 2019 in Laramie, Wyoming
- Writing with Multilingual Learners in the Elementary Grades-April 7-8, 2020 in Laramie, Wyoming
- Score Reports for Instruction-May 19, 2020 in Casper, Wyoming
- Score Reports for Instruction-May 20, 2020 in Riverton, Wyoming
January 17-18, 2018 3:30 p.m.-5:00 p.m.
Presented by Suzanne Johar, 1 PTSB Credit awarded
Interpreting ACCESS for ELLs Score Reports for Instruction (With information about Alternate ACCESS) in Casper and Riverton, Wyoming
June 7 & June 8, 2018 8:00 a.m.-3:30 p.m.
Presented by Terri Mossgrove, .5 PTSB Credit awarded
Click on the link for ongoing WIDA ACCESS 2.0 webinars and Q&A sessions
- September 10-11: Support Multilingual Learners Workshop – Cody
- September 24: Providing Supports for ELs Webinar 3:30 – 5:00
- September 27: Quarterly EL Webinar facilitate by the WDE 3:45 – 5:00
- November 5: ACCESS 2.0 Test Coordinator Training & Online Test Administrator Training 8:00 – 4:00 – Evanston
- December 3: ACCESS 2.0 Test Coordinator Training & Online Test Administrator Training 8:00 – 4:00 – Riverton
- December 18-19: WIDA Engaging ELs in Science Workshop – Green River
- January 14: ACCESS 2.0 Test Coordinator Training 8:00 – 11:00 /ACCESS 2.0 Test Administrator Training 1:00 – 4:00 – Cheyenne
- March 11-12: WIDA Scaffolding Workshop – Sheridan
- May 20: ACCESS 2.0 Interpreting Score Reports for Instruction Workshop – Riverton
- May 21: ACCESS 2.0 Interpreting Score Reports for Instruction Workshop – Casper