USBE trains new assessment directors on WIDA screeners, EL identification steps and account setup

Megan Lopez, an assessment specialist at the Utah State Board of Education, and Tracy Gulley, a USBE special education assessment specialist, led a recorded training for new assessment directors explaining how and when to use WIDA screeners to identify English learners (ELs) in Utah.

The session walked attendees through the state’s required sequence: (1) completion of the home language survey at enrollment; (2) screening if any of the first three home-language questions indicate a language other than English; (3) marking EL status, screener date and overall screener score in the local student information system (SIS); and (4) administering annual ACCESS testing for students who qualify. “This is our new AD training that is going to be specifically, looking at screeners,” Lopez said at the start of the webinar. The training was recorded and will be posted to USBE’s YouTube channel.

Why it matters: the WIDA screeners determine which students are identified for EL services, a status that affects instruction, federal reporting and civil-rights protections. Lopez and Gulley emphasized that ADs must ensure LEA practices align with federal and state requirements (Title III and ESSA) and the state’s identification and placement guidance.

Key procedural points

- Trigger to screen: The home language survey’s first three questions (updated in 2023 to align with Office for Civil Rights and Department of Justice guidance) trigger screening when any one of them indicates a primary language other than English. LEAs should not require parental consent to screen; the home language survey functions as notice, not consent.

- Screener formats and administration: WIDA screeners are available year-round. Options discussed were: an online screener for grades 1–12 (launched through WIDA AMS/DRC Insight); a paper, one-on-one kindergarten screener (oral-only in first semester; full domains in second semester); a paper writing component for grades 1–3; and a new alternate paper-based screener (for students with significant cognitive disabilities) that USBE made available July 1. Lopez and Gulley stressed that kindergarten screening follows semester guidance (early-year kindergarten students typically receive only the oral domains).

- Scoring and qualification: Screener reports are produced at the student level only. State guidance cited in the session says students with an overall score below 5.0 (for example, a 4.9 or lower) are to be identified as ELs for Utah; scores of 5.0 or higher are considered proficient and do not qualify for EL services. Domain scores (listening, speaking, reading, writing) are available for instructional use; oral and literacy composites are also reported.

- Accounts and AD responsibilities: ADs must hold two vendor/state accounts: the WIDA Secure Portal (for guidance materials, downloadable screener materials and training enrollment) and WIDA AMS/DRC Insight (the platform used to launch and score online screeners). Lopez said ADs should email her (first and last name, LEA name and desired email) to request district-level Secure Portal and AMS accounts; once set up they are responsible for creating and managing local test-administrator and technology-coordinator accounts and for monitoring completion of required trainings via certification reports.

- Data entry and systems: ADs must ensure accurate entry of student names, SSIDs, screener date, overall score and EL status into the LEA’s SIS so UTREX (the state data exchange) receives correct records. Maureen Rushing, USBE data specialist, cautioned that correcting incorrect SIS entries can be difficult once data have been submitted.

Timelines and logistics

- ACCESS window: Lopez gave the ACCESS testing window for the coming school year as Jan. 6–March 6 and urged LEAs to use the entire window for EL testing (ACCESS is the annual test used for growth and federal accountability).

- Data validation: USBE’s data-validation window was listed as March 30–April 14; ADs must distribute score reports and support local test administrators in the run-up to that validation period.

- Trainings: Lopez and colleagues listed additional professional-development offerings, including an in-person session on Sept. 8 (09:30–11:00) on writing with multilingual secondary learners, newcomer supports, and a two-part webinar on planning instruction for students who are dually identified (EL and special education).

Special populations and accommodations

- Alternate screener: The alternate screener (paper, one-on-one) is for students who meet the alternate assessment participation criteria (students with the most significant cognitive disabilities). Gulley noted the alternate participation guidelines are being reviewed and updated, and special-ed directors should coordinate with ADs to determine appropriate administration and supports.

- Accommodations: ADs must coordinate with special-education directors and technology coordinators to ensure accommodations (including assistive technology, braille or other formats) are in place. WIDA and USBE accessibility and accommodations manuals were cited as primary references.

Contacts and resources

Lopez directed participants to multiple resources: USBE’s WIDA webpage and the state’s identification-and-placement guidance, WIDA’s member-state materials, the WIDA accessibility and accommodations manual, and DRC/AMS documentation. She noted Title III funding and monitoring are handled by Crystal Estrada (USBE), and that Title III funding rules were under federal review at the time of the training. Maureen Rushing was named the USBE data contact for roster and student-data issues.

Ending

Lopez closed by reiterating AD responsibilities—set up the two accounts, create and monitor local users and trainings, ensure accurate SIS data, and use the posted resources—and encouraged attendees to email USBE staff with questions. The training recording will be posted to USBE’s YouTube channel for later review.