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It explains participation expectations for Indiana K-12 schools, defines federally recognized EL criteria, and emphasizes equal, meaningful access to instruction and activities. The guidance also details obligations for trained staff, appropriate language assistance programs, communication with families, and ongoing evaluation to ensure ELs reach proficiency and grade-level content 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Title III are required to use WIDA English Language Proficiency placement and annual assessments.",{"name":119,"@type":110,"acceptedAnswer":120},"How are ELs required to be assessed regarding the annual ELP assessment?",{"text":121,"@type":113},"ESEA requires the LEA to assess all identified ELs annually using the state’s ELP assessment, including ELs whose parents declined enrollment in language instruction educational programs, until students reach proficiency.","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},585039,1792352024,{"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":34,"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":145,"preview_page_count":4},962084928432,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","2025-2026 WIDA Assessment Guidance  \nTable of Contents  \nTable of Contents 1  \nEnglish Language Proficiency Requirements 2  \nParticipation Requirements 3  \nWIDA Assessments in Grades K-12 4  \nWIDA ACCESS Annual Assessments Testing Window 5  \nIndiana EL Entrance and Exit Criteria 6  \nNon-Participation of ELs in WIDA ACCESS Testing 9  \nScheduling and Timing Guidance 11  \nTranslation of Directions in Native Language 12  \nTest Results and Reporting 13  \nUser Roles and Responsibilities 16  \nTraining Requirements 19  \nTesting Modes and Technology Guidance 21  \nCommon Testing Issues and Irregularities 25  \nWIDA Accessibility Features and Accommodations 25  \nWIDA Alternate ACCESS 30  \nSupport and Resources 32  \nAppendix A: WIDA Alternate Screener Guidance 33  \nAppendix B: Training Course Checklist for Test Administrators 35  \nAppendix C: Handling Secure Test Materials 36  \nAppendix D: Guidelines for Completing Student Data on Test Booklets 37  \nAppendix E: WIDA ACCESS Common Testing Issues and Irregularities 38  \nAppendix F: WIDA Office Hours for 2025-2026 40  \nChange Log 41  \n2025-2026 WIDA Assessment Guidance  \nEnglish Language Proficiency Requirements  \nThe Elementary and Secondary Education Act (ESEA), as amended by Section 3113 of the Every Student Succeeds Act (ESSA), requires state educational agencies (SEAs) to establish and implement standardized, statewide entrance and exit procedures for English learners (ELs) . The standardized entrance and exit procedures are used to determine if a student is classified as 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 EEOA, all SEAs and local educational agencies (LEAs) must ensure that ELs can participate meaningfully and equally in educational programs and services. To meet Title VI and EEOA obligations, LEAs must:  \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 U.S. Supreme Court decision in Lau v. Nichols, 414 U.S. 563 (1974), that is educationally sound and proven successful, consistent with Castañeda v. Pickard, 648 F.2d 989 (5th Cir. 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 parents and guardians of ELsin an understood language and method.  \n2025-2026 WIDA Assessment Guidance  \nParticipation Requirements  \nIn Indiana,","cbCaijy1nAfEALY1","https://ap.wps.com/l/cbCaijy1nAfEALY1","pdf",3336268,43,"English","# Table of Contents\n## English Language Proficiency Requirements\n## Participation Requirements\n## WIDA Assessments in Grades K-12\n## WIDA ACCESS Annual Assessments Testing Window\n## Indiana EL Entrance and Exit Criteria\n## Non-Participation of ELs in WIDA ACCESS Testing\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## Common Testing Issues and Irregularities\n## WIDA Accessibility Features and Accommodations\n## WIDA Alternate ACCESS\n## Support and Resources\n## Appendix A: WIDA Alternate Screener Guidance\n## Appendix B: Training Course Checklist for Test Administrators\n## Appendix C: Handling Secure Test Materials\n## Appendix D: Guidelines for Completing Student Data on Test Booklets\n## Appendix E: WIDA ACCESS Common Testing Issues and Irregularities\n## Appendix F: WIDA Office Hours for 2025-2026\n## Change Log","[{\"question\":\"What do entrance and exit procedures determine for English learners?\",\"answer\":\"They determine whether a student is classified as an English learner and therefore entitled to an English language development program required under federal civil rights and equal educational opportunity laws.\"},{\"question\":\"Which schools in Indiana must use WIDA ELP placement and annual assessments?\",\"answer\":\"Traditional public schools, public charter schools, accredited non-public schools participating in the Choice Scholarship Program, and accredited non-public schools participating in Title III are required to use WIDA English Language Proficiency placement and annual assessments.\"},{\"question\":\"How are ELs required to be assessed regarding the annual ELP assessment?\",\"answer\":\"ESEA requires the LEA to assess all identified ELs annually using the state’s ELP assessment, including ELs whose parents declined enrollment in language instruction educational programs, until students reach proficiency.\"}]","2025-2026 WIDA Assessment Guidance - English Language Proficiency Requirements | PDF",1792053480,108]