english proficiency coding

ENGLISH PROFICIENCY CODING OFFICE OF ENGLISH LANGUAGE PROFICIENCY: AUGUST, 2021

Introduction The purpose of this guidance document is to assist LEAs in using the Accountability Reporting application to

determine the correct English Proficiency Code and subsequent status for English Learner (EL), never EL, potential

EL, and former EL students. Please note the following points:

This guidance applies in cases where a student’s English Proficiency Code must be determined due to:

1. The submission of a Home Language Survey (HLS) reporting a language other than English for any or

all of the three primary language questions (language most often spoken, language routinely spoken

in the home, and first language learned).

OR

2. The presence of an EL Conflict in the Accountability Reporting application.

Students enrolling within the first thirty calendar days of the start of school must have their English

Proficiency Code determined within those thirty days. Students enrolling after the first thirty calendar

days of school must be have their English Proficiency Code determined within fourteen calendar days of

their enrollment.

HLS responses alone do not dictate EL status; they indicate that the LEA must determine the student’s

correct English Proficiency Code.

The determination of a student’s English Proficiency Code may or may not involve LEA administration of a

state-approved EL screening assessment.

All students must be assigned one of the five English Proficiency Codes noted in this document.

English Proficiency Codes A student’s assigned English Proficiency Code determines their proficiency status (code/status):

1633/Native English Speaker

1634/Fluent English Speaker

2349/Limited English Proficient/English Language Learner

1637/Limited English Proficient/English Language Learner Declined District EL Services

1636/Re-designated as Fluent English Proficient

Regarding the points above, please note that:

1. Each English Proficiency Code is fully defined in the EL and Non-EL Bilingual Identification Process

Guidance available on the English Learners page of the OSDE website.

2. The code/status format used to note specific English Proficiency Codes in this document (e.g.,

1633/Native English Speaker) may not correspond to how these codes are described and/or presented in

the local student information system (SIS). Regardless, all SIS vendors operating in the state must ensure

their partner LEAs have the ability to assign a student any one of these five codes.

English Proficiency Coding and the

Accountability Reporting Application

https://sde.ok.gov/english-language-proficiency-assessments



Accessing EL-Specific Student Data in the Accountability Reporting Application The Accountably Reporting application is housed in the Single Sign On system. Before starting, ensure that the LEA

superintendent has granted user access to the application and assigned the appropriate district or site-level

permissions.

1. Log in to Single Sign On and select Accountability Reporting:

2. Select the appropriate school site from the LEA’s home page in the application (depending on the user’s

level of access, this step may not be necessary).

3. Select Student Data:

4. Click on the Students tab.

5. Ensure that the correct school year is selected in the Year dropdown menu.

6. Locate the student in the table (this may be accomplished either by manually entering the student STN in

the cell directly underneath the header, manually entering the student’s last name in the cell directly

underneath the header, or by scrolling through each page until the student is located).

7. Once the student has been located, click on their STN, and a screen containing their unique student

information should enter from the right. Here, the user can review the student’s EL identification history

and any prior EL assessment history. Click on the Demographics tab:

8. Locate the ELL column* in the image above.

A Y in this column indicates that an LEA assigned this student either 2349/EL/Limited English Proficient or

1637/LEP/ELL Declined LEA EL Services in the noted academic year (School Year column). Either of these

English Proficiency Codes indicates that the student was considered to be an English Learner and was

expected to participate in that year’s ACCESS for ELLs assessment.

An N in this column indicates that the student was assigned 1633/Native English Speaker, 1634/Fluent

English Speaker, or 1636/Re-designated as Fluent English Proficient status in the noted academic year

(School Year column).


*Note that this reporting is a derived from data submitted by the LEA in the indicated year. As such, users may

identify errors in the English proficiency coding assigned to a student in a prior year(s).

9. Locate the ELL Prof (ELL Proficient) column in the image above.

An N in this column indicates that the student either had yet to achieve a proficient score or did not

participate in the ACCESS for ELLs assessment in the noted academic year (School Year column).

A Y in this column indicates that the student achieved a proficient score on the ACCESS for ELLs

assessment and was expected to exit EL status at the outset of the subsequent academic year.

10. Click on the Assessments ELP (Assessments English Language Proficiency) tab:

Here, a user may review a student’s ELP assessment history*. Screener Online, ACCESS for ELLs or Alternate

ACCESS for ELLs assessment scores will be noted on this tab.

*Note that ELP screening assessments administered on paper (e.g., PKST, Kindergarten Screener, Screener Paper,

MODEL, etc.) are not recorded in the Accountability Reporting application. The administering LEA should retain

such records in the student’s cumulative folder.

Identification Scenarios An LEA will see one of the five following scenarios when determining a student’s appropriate English Proficiency

Code:

Scenario #1: The student has been previously identified as an EL and has yet to demonstrate English

language proficiency on the Kindergarten ACCESS, ACCESS for ELLs, or Alternate ACCESS for ELLs

assessments.

Scenario #2: The student has been previously identified as an EL but has since demonstrated English

language proficiency on Kindergarten ACCESS, ACCESS for ELLs, or Alternate ACCESS for ELLs assessments.

Scenario #3: The student previously demonstrated initial English language proficiency when first

administered either the WIDA Screener or MODEL assessment.

Scenario #4: The student has no previous EL-specific assessment or identification history.

Scenario #5: An HLS with all English responses was submitted, but the student has a previous EL

assessment history and/or EL identification (student is likely generating an EL Conflict in the

Accountability Reporting system).

Review of a student’s EL identification and assessment history in the Accountability Reporting application will

determine the appropriate English Proficiency Code to assign.


Scenario #1 Example The student was previously identified as an EL and has yet to demonstrate English language

proficiency through either the ACCESS for ELLs or Alternate ACCESS for ELLs assessment.

From the Demographics image above, the user can determine the following:

The student has been identified as an EL every year since 2012 (ELL column indicates Y from 2012 to

2021)

The student has yet to demonstrate English language proficiency (ELL Prof column indicates N from 2012

to 2021)

From the Assessments ELP image above, the user can review the most recently recorded ACCESS

Composite/Overall score and verify that the student has yet to demonstrate English language proficiency*.

*Note that while the student in this example did attain a Composite/Overall score of 4.9 in 2016, at that time a 5.0

Composite/Overall and a 4.5 Literacy score was required in order to exit a student from EL status. Since the 2017-

2018 school year, a student achieving a 4.8 Composite/Overall is considered English language proficient and may

exit EL status.

In this case, the LEA would:

NOT administer the WIDA Screener.

Ensure an ELAP is completed and that the student is scheduled to participate in the appropriate spring

ACCESS for ELLs assessment.

Assign the student 2349/EL/Limited English Proficient or 1637/LEP/ELL Declined LEA EL Services English

proficiency coding in the local student information system.


Scenario #2 Example The student was previously identified as an EL but has since demonstrated English language

proficiency when administered the Kindergarten ACCESS, ACCESS for ELLs or Alternate ACCESS for ELLS

assessment.

From the Demographics image above, the user can determine the following:

The student was identified as an EL from 2012 to 2019 (ELL column Y from 2012 to 2019)

The student demonstrated English language proficiency in 2019 (ELL Prof column changes to Y in 2020

and 2021)

From the Assessments ELP image above, the user may review the student’s ACCESS assessment history and verify

that the student demonstrated English language proficiency by attaining the required 4.8 Composite/Overall

automatic exit score (Composite Perf Level column).

Alternately, a student may have exited EL status by:

1. Achieving a qualifying ACCESS for ELLs score within the Band Exit range (4.3-4.7 Composite/Overall).

AND

2. The subsequent submission of and approval of a Band Exit appeal.

A user may verify Band Exits by following the steps below:

1. On the Assessment ELP tab, verify the student achieved a score within the Band Exit range (4.3-4.7

Composite/Overall):


2. On the English Learner tab, verify that the Accountability Reporting application sees the Band Exit score

as proficient:

3. If additional confirmation is desired, the submitted Band Exit documentation may be reviewed by opening

the Appeals tab and selecting the View link for the appropriate line-item (note that the Appeals tab will

not be present if no appeals have been submitted on behalf of the student):

In either case, the LEA would:


Ensure that the student does NOT participate in the spring ACCESS for ELLs assessment.

Ensure an ELAP is completed if the student will participate in OSTP assessment with one or more

accommodations deemed allowable for former English Learners (such accommodations may be reviewed

in the current-year EL OSTP State Accommodations Manual linked on the English Learners page of the

OSDE website).

Assign the student 1636/Re-designated as Fluent English Proficient English proficiency coding in the local

student information system (refer to the EL and Non-EL Bilingual Process Guidance document available

on the English Learners page of the OSDE website for assistance in determining the appropriate “other”

code necessary when assigning the 1636 code).






Scenario #3 Example The student demonstrated initial English language proficiency and did not qualify for EL status when

first administered the WIDA Screener or MODEL assessment.

From the Demographics and Assessments ELP images above, the user can determine the following:

The student was never identified as an EL (ELL column indicates N in both reported enrollment years)

The student demonstrated English language proficiency* when initially administered the WIDA Screener.

*A student must achieve an initial Screener or MODEL Composite/Overall score of 5.0 or above to be considered

initially English language proficient. Note that a student may only demonstrate initial English language proficiency

when first administered the Screener or MODEL assessment. A Screener or MODEL score achieved subsequent to a

student’s initial Screener or MODEL assessment has no bearing on the student’s EL status.

In this case, the LEA would:


Ensure that the student does NOT participate in the spring ACCESS for ELLs assessment.

Assign the student either 1634/Fluent English Speaker or 1633/Native English Speaker status in the local

student information system dependent on HLS responses and potential supplemental assessment scores

(refer to the EL and Non-EL Bilingual Process Guidance document available on the English Learners page

of the OSDE website for assistance in determining the appropriate English proficiency coding in cases of

initial demonstration of proficiency)




Scenario #4 Example The student has no previous EL-specific assessment or identification history.

In the Demographics image above, the user can determine the following:

From 2012 to 2021, the student was never identified as EL (ELL column is N from 2012 to 2021)

Additionally, the user should note the following points:

The ELL Prof column defaults to N if the student is not identified as an EL and is therefore not expected to

participate in the ACCESS assessment.

The application must receive a WIDA score report in order to generate an Assessments ELP tab.

The application will not generate an English Learner tab unless the student has been previously identified

as an EL.

Given the information above, the LEA can feel confident* that the student has never been identified as an EL and

has never participated in an ELP assessment. Assuming that the student HLS reports a language other than English

for any or all of the three primary language questions (language most often spoken, language routinely spoken in

the home, and first language learned), the LEA should administer the WIDA Screener appropriate to the student’s

current grade level and proceed as follows:

If the student is not yet English language proficient (i.e., achieves a Composite/Overall score at 4.5 or

below), assign the student 2349/EL/Limited English Proficient or 1637/LEP/ELL Declined LEA EL Services

in the local student information system and ensure student is scheduled to participate in the spring

ACCESS for ELLs assessment.

If student does demonstrate English language proficiency (i.e., achieves a Composite/Overall score at 5.0

or above), assign the student either 1634/Fluent English Speaker or 1633/Native English Speaker status

in the local student information system dependent on HLS responses and potential supplemental

assessment scores (refer to the EL and Non-EL Bilingual Process Guidance document available on the

English Learners page of the OSDE website for assistance in determining the appropriate language coding

in cases of initial demonstration of English language proficiency).

*While an LEA would be expected to determine this student’s EL status through administration of the WIDA

Screener, given the age of the student, the number of enrollment records, and the absence of any EL-specific

identification and/or assessment history to date, best practice would dictate that the LEA reach out to the

student’s parent(s) or guardian(s) and determine whether or not the student was administered a WIDA screening

assessment in a prior enrollment. In the Accountability Reporting application, a student demonstrating initial

proficiency through the Kindergarten Screener or Screener Paper and assigned the 1634/Fluent English Speaker




proficiency code appears the same as a student who did not participate in either of these assessments and was

assigned the 1633/Native English Speaker proficiency code. In both cases, the student would not have an

Assessments ELP tab and N would be indicated in the ELL column.

Scenario #5 Example The student has an ELP assessment history and/or was assigned English Learner status in a prior

enrollment but has submitted an HLS reporting “all English” responses.

If a student was previously:

1. Assigned an English Proficiency Code of 2349/EL/Limited English Proficient or 1637/LEP/ELL Declined LEA

EL Services;

AND/OR

2. Administered the WIDA Screener Online and/or the WIDA ACCESS for ELLS or Alternate ACCESS for ELLs

assessment and has yet to demonstrate English language proficiency;

And is assigned any of the following English language proficiency codes in their current enrollment:

1633/Native English Speaker

1634/Fluent English Speaker

1636/Re-designated as Fluent English Proficient

The student will generate an EL Conflict in the Accountability Reporting application. In working to resolve such

conflicts, LEA staff should review the student’s EL identification and assessment history in consideration of the

following points:

“All English” HLS responses submitted after a previous EL identification have no bearing on a student’s EL

status.

OSTP score(s), the number of years since initial identification, the number of years not served as an EL,

scores generated from locally administered norm-referenced tests (NRTs), and HLS responses submitted

after a student has been identified as an English Learner have no bearing on a student’s EL status.

A student assigned English Learner status will remain EL until demonstrating English language proficiency

on the WIDA ACCESS for ELLs or Alternate ACCESS for ELLs assessment.

In nearly every instance that results in an EL conflict, the resolution will require that the student be assigned

2349/EL/Limited English Proficient or 1637/LEP/ELL Declined LEA EL Services status in the local student

information system and participate in the spring ACCESS for ELLs assessment. In cases where an LEA believes a

student should not be considered an EL, submission of a misidentification appeal may be appropriate. Please refer

to the EL Misidentification Appeals Process support resources available on the on the English Learners page of

the OSDE website for additional information.



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english proficiency coding