Standards, Assessment & Resources
The World-Class Instructional Design and Assessment (WIDA) Consortium is a non-profit cooperative of states working together to meet the federal requirements for English-language learners (ELLs) with innovative standards and assessments.
- Assessing Comprehension & Communication in English State-to-State for English Language Learners (ACCESS for ELL)
English language proficiency test developed to meet requirements of NCLB testing and reporting of English proficiency.
- Alternate ACCESS for ELLs
- WIDA MODEL
- Non-Regulatory Guidance for Assessment and Accountability for Recently Arrived and Former Limited English Proficient (LEP) Students (PDF)
- WIDA-ACCESS Placement Test (W-APT)
Screener test – based on ACCESS for ELL – to help identify students in need of ESL program support and placement developed by the WIDA consortium of 20 states.
Virginia Standards of Learning
- Online Writing Resources – teaching strategies and lesson plans, video links, SOL progression charts, graphic organizers, and resource links to assist teachers at all grade levels in the instruction of the writing process. Beginning with the 2013 spring administration of grades 5, 8, and end-of-course Standards of Learning (SOL) writing assessments, Virginia students will complete all direct writing tests online.
- SOL Practice Items provide examples of the new content and increased rigor of the 2009 Mathematics Standards of Learning (SOL). Items include examples of new technology-enhanced items for grades 3-8 mathematics, Algebra I, Geometry and Algebra II. Practice items in science and English also are provided as examples of items being field tested in spring 2012.
- Video: Narrated demonstration of examples of the technology-enhanced items appearing on spring 2012 Mathematics SOL tests.
- VMAST Practice Items provide examples of online test items as they may appear on the Virginia Modified Achievement Standards Test (VMAST) with research-based supports and simplifications applied to make the items more accessible to eligible students with disabilities.
Virginia educators demonstrate activities for teaching the WIDA ELP standards. The Model Performance Indicators (MPIs) selected for these videos, though not comprehensive, represent key language functions repeated throughout the WIDA ELP Standards. These videos link to Flash files which require the Adobe Flash Player plug-in. Download the free player.
- Video: Introduction to the WIDA ELP standards
VDOE education specialist Megan Moore introduces the five WIDA ELP standards. Before viewing the video, it is recommended that the WIDA ELP standards be downloaded.
- Video: WIDA ELP Standard Number 1 - Social and Instructional Language
Natalie Fullerton, a middle school ESOL teacher in Fairfax County, demonstrates teaching the "classify" language function through social and instructional language. Social and Instructional Language Handout: Vocabulary (PDF)
- Video: WIDA ELP Standard Number 2 - The Language of Language Arts
Eric Blomquist, a middle school ESOL teacher in Fairfax County, demonstrates teaching the "sequencing" function through the language of language arts.
- Video: WIDA ELP Standard Number 3 - The Language of Mathematics
Sharon Hoffert, a high school mathematics teacher in Chesterfield County, demonstrates teaching the "create and change" function through the language of mathematics. Mathematics Handout: Graph Translation (PDF)
- Video: WIDA ELP Standard Number 4 - The Language of Science
Donna O'Neill, a middle school ESOL teacher in Fairfax County, demonstrates teaching the "record" function through the language of science. Science Handout: Compare Powders (PDF)
- Video: WIDA ELP Standard Number 5 - The Language of Social Studies
Robin Liten-Tejada, ESOL/HILT secondary specialist in Arlington County, demonstrates teaching the "compare and contrast" function through the language of social studies. Social Studies Handout: The Three Branches of Government (PDF)
- The National Clearinghouse for English Language Acquisition (NCELA) collects, coordinates and conveys a broad range of research and resources in support of an inclusive approach to high quality education for English language learners (ELLs).
- Handbook for Educators of Students Who are English Language Learners with Suspected Disabilities (PDF)
Provides local educational agencies (LEAs) with assistance as they identify and assess students who are ELLs for possible eligibility for special education and related services.
A resource for school personnel working directly with LEP students, for administrators conducting programs for these students and for others assisting those learning English as a second language.
- Increasing LEP Parent Involvement (PDF)
Resource document to help school divisions develop parental involvement programs that are accessible to LEP parents, address their unique needs and positively influence LEP students' academic achievement.
- Helping Your Child Series (PDF documents also available in Spanish)
- Education Resources for Spanish Speakers
- Office of English Language Acquisition (OELA), Language Enhancement and Academic Achievement for LEP
- Doing What Works
- Virginia Title III Accountability Plan (Word)
- No Child Left Behind Act P.L. 107-110, Title III, Part A, Language Instruction for Limited English Proficient and Immigrant Students, 2011-2012 Grant Allocations (PDF)
- Annual Measurable Achievement Objectives: Title III Consortia Results (PDF)
- Title III Compliance Overview (PDF)
- Title III Supplement, not Supplant, Provisions
- Title III Supplement, not Supplant, Provisions – recorded webinar (PPT)
- Supplement Not Supplant Provision of Title III of the ESEA (Word)
- Immigrant and Youth Funds
- Immigrant and Youth Funds – recorded webinar (PPT)
- ESL Handbook for Teachers and Administrators (PDF)
A resource for school personnel working directly with LEP students, for administrators conducting programs for these students and for others assisting those learning English as a second language. (Note: this document currently under revision.)
- Title III Parental Notification Letter Compliance Checklist (PDF)
School divisions are required to inform parents annually regarding their child's placement in a language instruction education program within 30 days after the beginning of the school year, or within two weeks of the child's placement within a program.
- Title III Improvement
- Title III Improvement Plan Template (Word)
- Title III Data Analysis Template (XLSX)
- Title III Improvement Webinars
- Title III Formerly Limited English Proficient (FLEP) Student Monitoring Plan (PDF) – The No Child Left Behind Act of 2001 requires that students classified as FLEP be monitored for two full academic years to ensure that they are able to participate meaningfully in the regular educational program.
- Sample: Parent Notification of Exiting Limited English Proficient (LEP) Status and Two Year Monitoring Plan (PDF)
- Monitoring Document for Formerly English Proficient (FLEP) Students - Kindergarten (PDF)
- Monitoring Document for Formerly English Proficient (FLEP) Students - Grades 1-2 (PDF)
- Monitoring Document for Formerly English Proficient (FLEP) Students - Grades 3-5 (PDF)
- Monitoring Document for Formerly English Proficient (FLEP) Students - Grades 6-8 (PDF)
- Monitoring Document for Formerly English Proficient (FLEP) Students - Grades 9-12 (PDF)
- Ensuring Equitable Services to Private Schools
- Title IX, Part E, Private Schools Non-Regulatory Guidance (Word)
- U.S. Department of Education - ESEA
- Notice of final interpretations effective October 17, 2008 – USED Office of English Language Acquisition, Title III of the Elementary and Secondary Education Act (ESEA) of 1965, as Amended by the No Child Left Behind (NCLB) Act of 2001
- Title III Definitions
- Applications and Guidelines for ESEA Federal Funds
- Title I, Part C: Education of Migratory Children
- National Clearinghouse for English Language Acquisition (NCELA)