Greenwood Community School Corporation

WIDA ACCESS for ELLs · English language proficiency

Annual English language proficiency for the district's English learners. Aggregate figures — no individual student data.

337

English learners assessed · spring 2026

WIDA ACCESS measures English language development on a 1–6 scale (Entering → Emerging → Developing → Expanding → Bridging → Reaching). A composite of 5.0+ is Indiana's English-proficiency benchmark for exiting EL services. Figures are the percent of English learners at each level.

At composite level 5+

13%

Bridging or above · English-proficiency benchmark

At composite level 4+

48%

Expanding or above

Alternate ACCESS

students · reported separately (A-scale)

Overall composite

Proficiency-level distribution · district-wide

10%

1 Entering 35 students

14%

2 Emerging 48 students

28%

3 Developing 94 students

34%

4 Expanding 115 students

12%

5 Bridging 40 students

6 Reaching 5 students

By language domain

Listening / Speaking / Reading / Writing · district-wide

1 Entering 2 Emerging 3 Developing 4 Expanding 5 Bridging 6 Reaching

Listening

65% n=337

Speaking

5% n=337

Reading

41% n=337

Writing

1% n=337

Receptive domains (Listening) typically outpace productive ones (Writing) — the expected EL development profile. % at right = share at level 5+.

By building

Overall composite · ordered by % at 5+

1 Entering 2 Emerging 3 Developing 4 Expanding 5 Bridging 6 Reaching

Isom

22% n=36

Southwest

19% n=57

Northeast

16% n=71

Westwood

13% n=45

Greenwood HS

10% n=59

Greenwood MS

4% n=69

By grade band

Overall composite

1 Entering 2 Emerging 3 Developing 4 Expanding 5 Bridging 6 Reaching

K-2

10% n=106

3-5

24% n=103

6-8

4% n=69

9-12

10% n=59

Alternate ACCESS

Students with significant cognitive disabilities

A1 A2 A3 P1 P2 P3

Overall (15 students)

7% n=15

Small population — a separate assessment and A1–P2 scale, not comparable to the 1–6 summative levels. Interpret proportions with caution.