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Evaluation

English Language Proficiency Levels (Grades K - 12)

Level

Title

Description

1

Entering

The student does not speak English and has little or no literacy skills in English; success in the mainstream classroom curriculum would be impossible.

2

Beginning

The student has some basic social language skills in English. They may have literacy and academic skills in a language other than English, but have limited academic skills in reading, writing, speaking, and comprehension; success in the mainstream classroom curriculum would be extremely difficult to impossible.

3

Developing

The student has intermediate to basic social English language skills and is developing cognitive academic English, but is significantly below grade level in reading and writing English; success in the mainstream classroom curriculum would be extremely difficult.

4

Expanding

The student has nearly mastered basic social English language skills. They can interact well in a variety of social situations. The student is expanding cognitive academic language skills in reading, writing, speaking, and listening, and may exhibit success in some areas and frustration in others; some, but not all, areas of the mainstream classroom curriculum are managed without support.

5

Bridging

The student has mastered basic social English language skills and is nearly proficient in cognitive, academic language skills in all areas, including listening, speaking, reading, and writing. The student can function in most areas of the mainstream classroom curriculum and needs support on limited occasions when the language demands are complex (extensive use of idioms or other areas that would demand accommodations or support).

6

Attained

The student can function successfully in the mainstream classroom curriculum without accommodations for limited English. The student has age-appropriate mastery of social English language proficiency and cognitive, academic language proficiency in listening, speaking, reading, and writing, and also functions at age-appropriate level of cognitive, academic proficiency in those areas.

English Language Development Standards

North Dakota has adopted the WIDA's English Language Development Standards Framework for English learners in PreK - 12. The framework's vision of language development encompasses both social and academic contexts tied to schooling, particularly to standards, curriculum, and instruction. The WIDA English Language Development Standards are:

  • ELP Standard 1: English learners communicate for social and instructional purposes within the school setting.
  • ELP Standard 2: English learners communicate information, ideas, and concepts necessary for academic success in the content area of language arts.
  • ELP Standard 3: English learners communicate information, ideas, and concepts necessary for academic success in the content area of mathematics.
  • ELP Standard 4: English learners communicate information, ideas, and concepts necessary for academic success in the content area of science.
  • ELP Standard 5: English learners communicate information, ideas, and concepts necessary for academic success in the content area of social studies

Grading Procedures

ELEMENTARY & MIDDLE SCHOOL (GR. K - 8) STANDARDS-BASED GRADING

English learners must have access to the guaranteed and viable curriculum designed by the school district. They must be provided the opportunity and taught to the grade level standard, with necessary accommodations, that standard/category is not marked with an asterisk. A specialist providing specific supplemental interventions to English learners collaborate with classroom teachers to determine whether a standard/category is marked with an asterisk to indicate that instruction has been modified. The need for modifications for English learners is generally time-limited as they are expected to increase to a level of English proficiency where only accommodations are required.

When a standard/category is not marked with an asterisk, a quarterly unit guide for a sheltered instruction course (middle level) may include accommodations to help clarify instructional practices and a scaffold of learning targets. In English language arts, a learner's ACCESS score shapes the instructional level. If not in alignment with the grade level standards, achievement in that standard/category is marked with an asterisk. In addition to the standard report card, a progress report addressing language instruction is used as an excellent form of parent/guardian communication and learner feedback.

HIGH SCHOOL (GR. 9 - 12) LETTER GRADING

English learners must have access to the core content standards, either in a sheltered classroom or a core instructional classroom. Grading for these classes is a standard letter grade. Accommodations are provided according to the student's ILP. High school students must complete 23 credits to graduate.