Multilingual Learners

Scenario 1: New to Indiana Schools
If a student is new to Indiana schools—for example, a kindergartener entering school for the first time or a student transferring from another state or country—the student’s English language proficiency is assessed using the WIDA
Screener. The WIDA Screener results determine whether the student qualifies for ELD services.

Scenario 2: Previously Enrolled in an Indiana School
If a student has previously attended school in Indiana, we use the student’s most recent WIDA ACCESS results to determine whether the student qualifies for or
continues to receive ELD services in our schools.

Our ELD program uses an integrated language and content approach. ML students receive designated English Language Development (ELD) instruction from an ML teacher during the school day to develop their English proficiency across listening, speaking, reading, and writing. Students may also receive in-class support from an ML paraprofessional to help them participate in grade-level classroom instruction.

WIDA ACCESS is an English language proficiency assessment that measures multilingual learners’ progress in academic English language acquisition (language of language arts, math, social studies, and science). ML students take the WIDA ACCESS assessment every year until the ELD program exit criteria* are met (see below).

An ILP (Individualized Learning Plan) is a formal document developed for multilingual learners. The ILP outlines the language supports and accommodations needed to ensure students have meaningful access to the same rigorous, grade-level content and college- and career-ready standards as their peers. These supports are designed to remove language barriers so students can fully participate in instruction and meaningfully demonstrate what they know on classroom and state assessments.

A multilingual learner may exit the ELD program when the student demonstrates English language proficiency according to the state’s exit criteria. In Indiana, students who earn an overall composite score of 5.0 or higher on the annual WIDA ACCESS assessment meet the state’s automatic exit criteria.

Beginning with the 2024–2025 school year, students in grades 3–12 who earn an overall composite score between 4.3 and 4.9 may also be considered for exit. In these cases, an ILP committee reviews additional evidence of the student’s English language proficiency and academic performance to determine whether the student is ready to exit ELD services.

• Expose your student to language through reading, singing, storytelling, and conversation.
• Continue to cultivate your student's native language because this helps with the development of English.
• Visit the public library together.
• Make your student's school attendance a priority.
• Provide a quiet space and routine for your student to complete homework and study daily.

English language services (ELD) and speech services support different student needs. ELD services help multilingual learners develop English language skills necessary for academic content learning in English. ELD instruction focuses on building English proficiency in listening, speaking, reading, and writing.
Speech services are provided by a speech-language pathologist (SLP) when a student has a communication need or disability that affects their ability to communicate. Services may address areas such as sounds, language production, fluency, voice, or social communication. A multilingual learner may receive ELD services, speech services, or both, depending on the student's individual needs. Receiving ELD services does not mean that a student has a speech or language disability.