FREQUENTLY ASKED QUESTIONS

ENGLISH AS A SECOND LANGUAGE :: FAQ

Who is identified as LEP?

Any student who through the Home Language Survey process identifies a primary home language other than English must be assessed with the WIDA ACCESS placement test (W-APT). Students remain identified as LEP until meeting the LEP identification exit criteria, also known as the Comprehensive Objective Composite (COC).

W-APT Identification Criteria for Students with a Home Language other than English

Grade	Domains	W-APT Score Identifies Student as LEP	W-APT Score Indicating Student is NOT LEP
Kindergarten 1st Semester	Speaking & Listening	Less than 27	27 or Higher
Kindergarten 2nd Semester	All Four	Listening & Speaking Less than 27 or Reading less than 14 or Writing less than 17	Listening & Speaking 27 or higher and Reading 14 or higher and Writing 17 or higher
Grade 1 1st Semester	All Four	Kindergarten W-APT Listening & Speaking Less than 27 or Reading less than 14 or Writing less than 17	Listening & Speaking 27 or higher and Reading 14 or higher and Writing 17 or higher
Grade 1 2nd Semester	All Four	Composite less than 5.0 or Any domain less than 5.0	Composite 5.0 or higher and No domain less than 5.0
Grade 2 -Grade 12 1st and 2nd semester	All Four	Composite less than 5.0 or Any domain less than 5.0	Composite 5.0 or higher and No domain less than 5.0

The Comprehensive Objective Composite (COC) for Exiting LEP Identification

The COC defines the attainment of English language proficiency by the student reaching an overall composite score of 4.8, with at least a 4.0 on the reading subtest and at least a 4.0 on the writing subtest on the state's annual English language proficiency test for kindergarten and Tiers B and C in grades 1-12.

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Is there an exemption from statewide testing for LEP students?

Students identified as limited English proficient (LEP) who score below Level 4.0 Expanding on the W-APT for ELL reading subtest and are in their first year in US schools are exempt from the following state assessments: reading end-of-grade (EOG) assessments, the grade 10 writing assessment and, the English I end-of-course (EOC) assessment.

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Is there a 2-year or 3-year rule for completing an EC referral for a LEP student? In other words, must a LEP student be enrolled for a certain amount of time before an EC referral can be started?

No. Schools should use all possible resources, including native language testing and non-verbal testing, when making such decisions. ESL and EC personnel should consult with each other and be involved throughout the entire referral process. It is important to consider many factors, such as: length of time in a US school, prior academic experiences, parents’ levels of education, home life and responsibilities, years without formal schooling, previous traumas experienced, use of appropriate modifications and instructional techniques in the classroom – have they been practiced for that child.

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Which students are eligible to receive LEP accommodation on state mandated tests?

Students identified as LEP and scoring below Level 5.0 Bridging on the reading subtest of the W-APT/ACCESS for ELLs, are eligible to receive state-approved LEP testing accommodations on all state tests other than the grade 10 writing assessment.

Students identified as LEP and scoring Level 5.0 Bridging or above on the reading subtest of the W-APT/ACCESS for ELLs or exit LEP identification, must participate in all state tests (other than the grade 10 writing assessment) without accommodations.

Students identified as LEP and scoring below Level 5.0 Bridging on the writing subtest of the W-APT/ACCESS for ELLs, are eligible to receive state-approved LEP testing accommodations on the grade 10 writing assessment.

Students identified as LEP and scoring Level 5.0 Bridging or above on the writing subtest of the W-APT/ACCESS for ELLs or exit LEP identification, must participate in the grade 10 writing assessment without accommodations.

Accommodations for those students scoring below 5.0 on the ACCESS for ELLs reading subtest and scoring below 5.0 on the writing subtest refer ONLY to students who remain identified as LEP, not students who have exited LEP identification.

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What is PRC 104?

It is the Language Acquisition Grant, which is the largest piece of funding from Title III of NCLB. Eligible districts or charters submit an application to the NC DPI ESL Consultants each spring, and that allotment arrives in the summer; each grant lasts for 27 months with no limit on carryover.

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What is PRC 111?

It is the Significant Increase in Immigrants Grant, which is the other piece of funding from Title III of NCLB. LEAs/charter schools are eligible by having a significant increase in the percentage of immigrant students enrolled as compared to the average of the two preceding fiscal years. Districts/charter schools report the number of immigrants in their schools to DPI each spring. The State determines the percentage of increase that is considered to be "significant" from year to year.

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What is the difference between LEP and ESL?

"LEP" describes a student whose skills in English are limited. "ESL" describes a language instruction program designed for those students.

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