Identifying English learners (ELs) is crucial for providing them with the support they need to succeed in school. One of the key tools used in this process is an English language screener, such as the WIDA screener. Here’s a comprehensive overview of how English learners are classified. Explore the language screeners, including proficiency scores for communicating language skills.
When a child enrolls in school, a home language survey is often used to determine if English is spoken at home or if another language is primarily used. If the survey indicates that English is not the only language spoken, the school administers an English language screener to further assess the child’s language skills.
There are various English language screeners used across the United States.
English Language Screeners
English language screeners are essential tools teachers across the United States use to assess the English proficiency of students who are learning English as an additional language. These screeners help determine the level of support needed and ensure that students receive appropriate educational services.
Language screeners measure a child’s ability in four key areas:
- Listening: Understanding spoken English in various contexts.
- Speaking: Expressing ideas and information verbally.
- Reading: Comprehending written texts.
- Writing: Producing written content in English.
Below you’ll find some of the most commonly used English language screeners in the USA, along with a description of each and the states that utilize them.
Screener Descriptions
| Screener | Descriptions | States Using Screener |
|---|---|---|
| WIDA Screener | The WIDA Screener is a widely used assessment tool that evaluates students’ listening, speaking, reading, and writing proficiency. It provides a detailed analysis of a student’s English language skills to determine their placement and support needs. | California, Colorado, Connecticut, Delaware, Georgia, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin. |
| ELPA21 Screener | Evaluates a student’s proficiency in English and is used to determine eligibility for English language support services. It assesses listening, speaking, reading, and writing. | Arkansas, Idaho, Iowa, Kansas, Missouri, Montana, Nebraska, Oregon, Utah, Washington, West Virginia. |
| IPT (Idea Proficiency Tests) | The IPT, developed by Language Testing International, assesses English language proficiency in listening, speaking, reading, and writing. It is used to place students in appropriate language support programs and monitor their progress over time. | Arizona, California, Florida, Georgia, Illinois, Kansas, Nevada, New York, North Carolina, South Carolina, Texas. |
| LAS Links | LAS Links is an assessment tool that measures English language proficiency in listening, speaking, reading, and writing. It is designed to help educators place students in the appropriate language support levels and track their progress. | Arizona, California, Colorado, Florida, Georgia, Nevada, New Jersey, New York, North Carolina, Texas, Virginia. |
Language Proficiency Scores
Screeners yield an English proficiency score that helps communicate a person’s English language proficiency. Scores are provided for each listening, speaking, reading, and writing area.
| Screener | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | Level 6 |
|---|---|---|---|---|---|---|
| WIDA | Entering | Beginning | Developing | Expanding | Bridging | Reaching |
| ELPA21 | Entering | Beginning | Developing | Expanding | Bridging | Reaching |
| IPT | Beginning | Early Intermediate | Intermediate | Advanced | Advanced High | – |
| LAS LinK | Pre-Emergent/Beginning | Emergent | Basic | Intermediate | Advanced | Advanced High |
Notes:
- The levels for the WIDA Screener, ACCESS for ELLs, and ELPA21 Screener are consistent in terminology and describe proficiency in listening, speaking, reading, and writing.
- IPT and LAS Links use slightly different terminology but serve similar purposes in assessing language proficiency.
- IPT does not have a Level 6 designation.
- LAS Links has a Level 6 designation as Advanced High.
Proficiency Descriptions
Each level provides proficiency scores representing different levels of English language proficiency:
- Entering: The student has minimal English language skills. They may understand and use very basic English words and phrases but struggle with comprehension and communication.
- Beginning: The student can understand and use simple English phrases and sentences. They are beginning to grasp basic language structures and vocabulary but still have significant limitations.
- Developing: The student can communicate basic information and ideas in English. They are able to understand and produce more complex sentences but may still have difficulty with more abstract concepts.
- Expanding: The student can use English with increasing fluency in both social and academic contexts. They can engage in more detailed discussions and understand more complex texts, though some challenges remain.
- Bridging: The student has a high level of English proficiency and can use the language effectively in a variety of contexts. They are nearly proficient and can handle academic content with minimal support.
- Reaching: The student has achieved near-native proficiency in English. They can communicate effectively and understand complex academic texts and concepts with little to no difficulty.
Schools use the results from English language screeners to guide their instruction and place students in appropriate classes. For example, the WIDA Screener, ACCESS for ELLs, ELPA21, IPT, and LAS Links assessments determine a student’s proficiency level across listening, speaking, reading, and writing. Based on these scores, educators can identify the specific language support and instructional strategies needed for each student.
Takeaway
Students with lower proficiency levels might receive more intensive English language support, while those with higher proficiency might integrate more quickly into mainstream classrooms. To monitor progress, schools administer annual language assessments such as the ACCESS for ELLs or ELPA21 each year. These assessments measure students’ progress toward English proficiency, allowing educators to adjust instruction and support as needed to ensure students are on track to achieve full proficiency.
We encourage you to learn more about the identification process and the WIDA screener to better understand how your child’s language skills are assessed. This knowledge will help you support your child’s educational journey more effectively and engage with the school in a meaningful way.
For additional information and resources, please visit our website or contact your child’s school.