Glossary of Terminology

ACCESS for ELLs – A secure large-scale English Language Proficiency assessment given to Kindergarten through twelfth-grade students identified as MLs.

Awaiting (AW) – PowerSchool code to be utilized as a temporary coding to indicate a potential ML who has not been screened.

Bi-/multilingualism – The terms bilingualism and multilingualism refer to two or more languages within an individual and society.

Can Do Descriptors – The WIDA Can Do Descriptors are commonly used by MLPS to assist content teachers with differentiated instruction for MLs.

English Language Development (ELD) – The instruction is designed specifically for MLs to develop their listening, speaking, reading, and writing skills in English. 

English Language Learner (ELL) – Former term for any student working towards English proficiency.

English Learner (EL) – Former term for any student working towards acquiring English proficiency.

English language proficiency (ELP) – The student’s ability to use the English language to make and communicate meaning in spoken and written contexts while completing their program of study.

English Language Proficiency Assessment – An assessment designed to measure a student’s English proficiency in listening, reading, writing, and speaking. South Carolina is a member of the WIDA Consortium and therefore uses WIDA’s suite of assessments.

English Proficiency Codes for MLs – Matrix is updated annually to reflect accurate English proficiency coding in PowerSchool. 

English to Speakers of Other Languages (ESOL) – Refers to the language instruction education program (LIEP) for eligible MLs in SC. This terminology is no longer applicable and has been replaced by Multilingual Learner Program (MLP). 

The Every Student Succeeds Act of 2015 (ESSA) – Legislation that replaces No Student Left Behind. The main education law for public schools in the United States which holds schools accountable for how students learn and achieve. ESSA aims to provide an equal opportunity for disadvantaged students. 

Home Language Survey (HLS) – This is a survey completed during the enrollment process that documents the language history of the enrolling student. This form is only completed once during the initial enrollment into a South Carolina public school district and is contained as part of the Enrollment Survey.

Individualized Education Plan (IEP) – This document under United States law that is developed for each public school child in the U.S. who needs special education.

Individualized Language Acquisition Plan (ILAP) – The student plan that states the MLP services, classroom accommodations, and testing accommodations an ML student will receive.

Individuals with Disabilities Education Act (IDEA) – United States legislation that ensures students with a disability are provided with free appropriate public education that is tailored to their individual needs.

Kindergarten W-APT – An English language proficiency screening assessment helps determine whether a student is eligible for a language assistance program utilized with kindergarten and first-semester first grade students.  This assessment will be phased out beginning January 1, 2022.  Instead, the WIDA Screener for Kindergarten will be the only screener for this age group.

Lau v. Nichols, 414 U.S. 563 – The United States Supreme Court case in which the Court unanimously decided that the lack of supplemental language instruction in public school for students with limited English proficiency violated the Civil Rights Act of 1964.

Multilingual Education Team (MET) – Stakeholders invested in an ML’s education.  The team should consist of a range of stakeholders (i.e., MLPS, content area teacher, parent, guidance counselor) who know the whole child and should convene to determine the student’s needs for success.  This also refers to the SCDE Title III program office working on cross-collaboration to advance the Multilingual Education/ML Program in South Carolina.

Multilingual Learner (ML) – Refers to the student. Previously known as Limited English Proficient (LEP), English Learner (EL), English Language Learner (ELL).

Multilingual Learner Program (MLP) - formerly known as ESOL, it is the program within a district that provides additional language services to the ML population usually by a Multilingual Learner Program Specialist.

Multilingual Learner Program Specialist (MLPS) - formerly known as the ESOL teacher, this individual is responsible for language service and compliance around that service  relating to the MLs in the district. 

Multilingual Learners with Disabilities (MLWD) – Refers to an ML with a disability.

Newcomer MLs – The U.S. Department of Education defines newcomers as foreign-born students and their families who have recently arrived in the U.S.

Parent Notification Letter (PNL) – Each local educational agency must provide a LIEP as determined under Title III and shall, no later than 30 days after the beginning of the school year, inform parents of an ML identified for participation or participating in such a program.

Plyler v Doe of 1982 – A landmark Supreme Court decision holding that states cannot constitutionally deny students a free public education on account of their immigration status.

Proficiency Level (PL) – The language proficiency level of multilingual learners based on ELP assessment or screener.

Proficiency Level Descriptors (PLDs) – A part of the WIDA ELD Standards Framework 2020 Edition.  PLDs are a detailed articulation of student language performance across six levels of English language proficiency.

Proficiency Level Progression – The language proficiency level of multilingual learners as measured in decimal form. (e.g., 1.9, the progression is .9)

Program Service Delivery Model (PSDM) – Refers to the type of services an ML receives to support English language development or English language acquisition.

Section 504 of the Rehabilitation Act of 1973 (504 Plan)- United States legislation guarantees certain rights to people with disabilities. 

School Test Coordinator (STC) – The school test coordinator oversees the preparations and administration of standardized tests within a school.  

Student with Limited or Interrupted Formal Education (SLIFE) – MLs that have limited or interrupted formal education. 

South Carolina Department of Education (SCDE) – The state agency for education is dedicated to providing leadership and support so that all public education students graduate prepared for success. 

Test Administrator (TA) – The TA is responsible for observing and monitoring the students during examinations and related assessments.

Test Administration Manual (TAM) – The manual that provides instructions applicable to TAs necessary for administering standardized tests.

Title IV of Civil Rights Act of 1964 – No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.

Translation/Interpretation – The key differences between interpretation and translation are found in each service's medium and skill set: interpreters translate spoken language orally, while translators translate the written word.

United States Department of Education (USED) – The U.S. Department of Education is the federal government agency that establishes policy for, administers, and coordinates most federal assistance to education.

Universal Design (UD) – an approach to teaching, learning, and assessing that gives all students equal opportunity to succeed.  UD elements are embedded within ACCESS for ELLs for all MLs.

WIDA – The WIDA Consortium is a group of states dedicated to designing and implementing high standards and equitable educational opportunities for English learners.

WIDA Assessment Management System (WIDA AMS) – A web-based, online interface used with a combination of software and hardware to provide a secure, online testing environment for ACCESS for ELLs.