[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-584695-105":59,"doc-detail-584695-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","2021-2022-wida-assessment-guidance","2021-2022 WIDA Assessment Guidance","","Indiana’s 2021-2022 WIDA Assessment Guidance outlines statewide entry and exit procedures for English learners (ELs), grounded in ESSA and Title VI obligations. It explains how to identify and assess potential ELs using the Home Language Survey and English language proficiency placement assessments, and how participation requirements shape annual WIDA assessment administration. Guidance covers testing in grades K-12, scheduling and timing, direction translation, reporting of results, roles and responsibilities, training, testing modes and technology, accessibility features, accommodations, and resources in appendices for student data and W-APT interpretation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/2021-2022-wida-assessment-guidance/584695/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/2021-2022-wida-assessment-guidance/584695.png","ImageObject",300,407,{"name":92,"@type":93},"Damian","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of Indiana’s standardized entrance and exit procedures for English learners?","Question",{"text":112,"@type":113},"They identify and screen potential ELs using the Home Language Survey and an ELP placement assessment, and they determine whether a student qualifies for an English language development program and when to exit once proficient in English.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which requirements affect LEAs when administering WIDA ELP assessments?",{"text":117,"@type":113},"LEAs must ensure ELs can participate meaningfully and equally, assess all identified ELs annually, provide well-prepared staff and language assistance programs, and meet the 100 percent participation requirement to avoid loss of federal funding.",{"name":119,"@type":110,"acceptedAnswer":120},"How do WIDA placement and annual assessments differ for grades K-12?",{"text":121,"@type":113},"Placement assessments provide an initial measure across Listening, Reading, Speaking, and Writing to inform program decisions, while annual assessments determine current English proficiency for accountability and are used to monitor progress and exit readiness.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584695,1792162474,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26,"preview_page_count":4},137451208677,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","I N D IA NA D E PA RT M E NT O F E D U CAT I O N  \n2021-2022 WI DA ASSESSMENT GUIDANCE  \n2021-2022 WIDA Assessment Guidance  \nTable of Contents  \nEnglish Language Proficiency Requirements 1  \nParticipation Requirements 2  \nWIDA Assessments in Grades K-12 2  \nWIDA ACCESS Annual Assessments Test Window 4  \nIndiana English Learner Entrance and Exit Criteria 4  \nScheduling and Timing Guidance 7  \nTranslation of Directions in Native Language 8  \nTest Results and Reporting 8  \nUser Roles and Responsibilities 10  \nTraining Requirements 12  \nTesting Modes and Technology Guidance 14  \nWIDA Accessibility Features and Accommodations 16  \nEnglish Learners with Disabilities 17  \nContact Information and Resources 20  \nAppendix A: Guidelines for Completing Student Data on Test Booklets 21  \nAppendix B: Interpreting Kindergarten W-APT Results 22  \nEnglish Language Proficiency Requirements  \nThe Elementary and Secondary Education Act, as amended by Section 3113 of the Every Student Succeeds Act (ESSA), requires state education agencies (SEAs) to establish and implement standardized, statewide entrance and exit procedures for English learners (ELs) . Indiana established standardized statewide entrance procedures to identify and screen potential ELs based upon the accurate and timely administration of the Home Language Survey (HLS) and the English language proficiency (ELP) placement assessment. The standardized entrance and exit procedures are used to determine if a student is considered an EL and therefore entitled to an English language development program required by Title VI of the Civil Rights Act of 1964 and the Equal Educational Opportunities Act (EEOA) .  \nUnder Title VI of the Civil Rights Act of 1964 and the EEOA, all SEAs and local education agencies (LEAs) must ensure that ELs can participate meaningfully and equally in educational programs and services. To meet obligations under Title VI and the EEOA, LEAs must, for example:  \n● Identify and assess all potential ELs in a timely, valid, and reliable manner;  \n● Provide ELs with a language assistance program, as required by the Supreme Court decision in Lau v. Nichols (1974), that is educationally sound and proven successful, consistent with Castañeda v. Pickard (1981) ;  \n● Provide sufficiently well-prepared and trained staff and support the language assistance programs for ELs;  \n● Ensure that ELs have equal opportunities to meaningfully participate in all curricular and extracurricular activities;  \n● Avoid unnecessary segregation of ELs;  \n● Ensure that ELs who have or are suspected of having a disability under the Individuals with Disabilities Education Act (IDEA) or Section 504 of the Rehabilitation Act of 1973 are identified, located, and evaluated in a timely manner and that the language needs of students who need special education and disability related services because of their disability are considered in evaluations and delivery of services;  \n● Meet the needs of ELs who opt out of language assistance programs;  \n● Monitor and evaluate ELs in language assistance programs to ensure their progress with respect to acquiring English proficiency and grade-level content knowledge, exit ELs from language assistance programs when they are proficient in English, and monitor exited students to ensure they were not prematurely exited and that any academic deficits incurred in the language assistance program have been remedied;  \n● Evaluate the effectiveness of a corporation or school’s language assistance program(s) to ensure that ELs acquire English proficiency and that each program is reasonably calculated to allow ELs to attain parity of participation in the standard instructional program within a reasonable period of time; and  \n● Ensure meaningful and timely communication with EL parents and guardians inan understood language and method.  \nParticipation Requirements  \nIn Indiana, all traditional public schools, public charter schools, and accredited nonpublic schools, including","cbCaioQjq1Uzrf1X","https://ap.wps.com/l/cbCaioQjq1Uzrf1X","pdf",258949,24,"English","# English Language Proficiency Requirements\n# Participation Requirements\n# WIDA Assessments in Grades K-12\n## WIDA ACCESS Annual Assessments Test Window\n## Indiana English Learner Entrance and Exit Criteria\n# Scheduling and Timing Guidance\n# Translation of Directions in Native Language\n# Test Results and Reporting\n# User Roles and Responsibilities\n# Training Requirements\n# Testing Modes and Technology Guidance\n# WIDA Accessibility Features and Accommodations\n# English Learners with Disabilities\n# Contact Information and Resources\n# Appendix A: Guidelines for Completing Student Data on Test Booklets\n# Appendix B: Interpreting Kindergarten W-APT Results","[{\"question\":\"What is the purpose of Indiana’s standardized entrance and exit procedures for English learners?\",\"answer\":\"They identify and screen potential ELs using the Home Language Survey and an ELP placement assessment, and they determine whether a student qualifies for an English language development program and when to exit once proficient in English.\"},{\"question\":\"Which requirements affect LEAs when administering WIDA ELP assessments?\",\"answer\":\"LEAs must ensure ELs can participate meaningfully and equally, assess all identified ELs annually, provide well-prepared staff and language assistance programs, and meet the 100 percent participation requirement to avoid loss of federal funding.\"},{\"question\":\"How do WIDA placement and annual assessments differ for grades K-12?\",\"answer\":\"Placement assessments provide an initial measure across Listening, Reading, Speaking, and Writing to inform program decisions, while annual assessments determine current English proficiency for accountability and are used to monitor progress and exit readiness.\"}]","2021-2022 WIDA Assessment Guidance | PDF",1792051853]