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Yvonne Fieldon 31 July 2014
Transcript of Untitled Prezi
5.0 Overall Score
Montana's Definition of Proficient
for LEP Students
4.0 Literacy Score
School , District Assessments
reading comprehension assessments
Did the student score proficient on the CRT Reading?
Reading + Writing
Listening, Speaking, Reading, Writing
ACCESS for ELLs
English Language Proficiency
Questions? Contact the OPI:
Yvonne Field, Assessment Specialist
email@example.com or 406-444-0748
Link to Original Criteria for ID and Definition of Proficient Document
Montana's Definition of "Proficient" for LEP Students
In order to determine when LEP students become proficient, districts will take into account
multiple measures which include:
◊ At a minimum, an overall score of 5.0 along with a rating of 4.0 in literacy(reading and
writing) on the ACCESS English Language Proficiency Assessment; and
◊ Input from additional measures of reading, writing, or language development available
from school assessments.
Montana's definition of proficient takes into account the two main criteria of the federal definition of Limited English Proficiency. ELP and Impact of language on Academic Achievement. It is important in making re-classification determinations to gather and consider data in both areas.
At a minimum, an overall score of 5.0 along with a rating of 4.0 in literacy(reading and
writing) on the ACCESS English Language Proficiency Assessment;
This information is available on the ACCESS for ELLs teacher reports that are delivered in the spring to System Test Coordinators. Districts can also use the student roster report to look at this information.
The second part of the definition of proficiency considers academic achievement data: The definition states that in addition to the ACCESS for ELLs results,
Input from additional measures of reading, writing, or language development available
from school assessments.
Should be considered: Examples might include:
CRT data, Did the student score proficient or higher on the Reading CRT?
School/Classroom/district wide sources of data to consider are reading comprehension assessments. A note of caution, data from the DIBELs reading fluency tool is not indicative of language proficiency. Many students who are ELLs can read fluently, but continue to struggle to comprehend because of language barriers. Writing assessments and other assessments of language development are other valid data sources.