Reporting for Alternate Assessments of ELP

Legislation calls for states to report to the federal government the number of English language learners (ELLs) making progress in learning English (typically defined as moving up one English proficiency level in a year). They must also report yearly increases in the numbers attaining English proficiency. Results for ELLs with significant cognitive disabilities taking an alternate assessment of ELP are included in these calculations. States may not report scores from the alternate assessment of ELP separately from scores from the general ELP assessment.

Data on students’ progress and attainment of English proficiency are publicly available as part of the EDFacts data initiative that centralizes K-12 performance data for use in educational planning and policymaking.

In addition to these reporting requirements, districts must inform parents of identified ELLs, within 30 days, if the language development program fails to meet established achievement targets on state ELP assessments. This parent reporting requirement applies to parents of all students taking an ELP assessment, including an alternate ELP assessment.

Related Publications

Variables Used by States in the Calculation of Annual Measureable Achievement Objectives (AMAOs) for Title III Reporting

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