© 2011 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us

Introduction to the WIDA Consortium

Jesse MarkowJesse Markow

Director-Communications and Business DevelopmentDirector-Communications and Business Development

WIDA ConsortiumWIDA Consortium

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Academic Language

WIDA’s philosophical and theoretical approach is that

Students must acquire academic as well as social English to be successful in US schoolsThe acquisition of academic English must be integrated with the acquisition of academic contentEducators of ELLs must have the knowledge, skills, and tools to help students develop academic EnglishEducators must collaborate to most effectively meet all the educational needs of ELLsResources, tools, and approaches must be grounded in sound research

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Language and Content Knowledge

Language proficiency involves the language associated with the content areas.

Content knowledge reflects the declarative (what) and procedural knowledge (how) associated with the content.

WIDA ELP standards focus on academic language; academic content standards focus on academic content.

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WIDA ELP Standards

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Why are English language proficiency (ELP) standards necessary?

To facilitate ELL students’ English proficiency attainment, access to content knowledge, and ultimately, their academic success.

To provide a curriculum/assessment resource anchored in academic content standards.

To establish a common yardstick to define and measure how ELLs acquire language across the domains of listening, speaking, reading, and writing.

To comply with federal law (No Child Left Behind Act of 2001) requiring ELP standards and ELP standards-based assessments.

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Centrality of the ELP Standards

FormativeFramework

SummativeFramework

English LanguageProficiencyStandards

& PerformanceDefinitions

ModelPerformanceIndicators:Formative

ModelPerformanceIndicators:Summative

Ongoing Instruction & Assessment

Classroom Assessments

W-APT™ ACCESS for

ELLs®

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Structure of the WIDA Standards

Grade Level Clusters (5)

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The WIDA ELP Standards

Standard 1 – Social & Instructional Language (SIL)

English language learners communicate for social and instructional purposes in the school setting.

Standard 2 – Language of Language Arts (LoLA)

English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

Standard 3 – Language of Mathematics (LoMA)

English language learners communicate information, ideas and concepts necessary for academic success in the content area of Math.

Standard 4 – Language of Science (LoSC)

English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.

Standard 5 – Language of Social Studies (LoSS)

English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.

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Five Grade-Level Clusters

The 2007 WIDA ELP Standards are organized by the following Grade-level clusters:

PreK−K

Grades 1−2

Grades 3−5

Grades 6−8

Grades 9−12

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Four Language Domains

Listening ─ process, understand, interpret, and evaluate spoken language in a variety of situations  Speaking ─ engage in oral communication in a variety of situations for a variety of purposes and audiences Reading ─ process, interpret, and evaluate written language, symbols, and text with understanding and fluency Writing ─ engage in written communication in a variety of forms for a variety of purposes and audiences

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Levels of English Language Proficiency

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Criteria for Performance Definitions

Linguistic Complexity: The amount and quality of speech or writing for a given

situation

Vocabulary Usage: The specificity of words or phrases for a given context

Language Control: The comprehensibility of the communication based on

the amount and type of errors

ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING

54321 6

REACHING

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Model Performance Indicators

Provide examples (models) of assessable language skills

Reflect the second language acquisition process

Describe how students can use the language

Provide the anchors for curriculum, instruction, and assessment

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Organization of MPIs within StandardsExample: Social & Instructional; Grades 6-8

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Organization of MPIs within Standards

STRANDSTRAND

MPIMPI

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Summative

Is amenable to large-scale testing or classroom assessment

Includes sensory and graphic supports

Contains model performance indicators that are observable and measurable

Formative

Corresponds to everyday classroom practice

Includes sensory, graphic, and interactive supports

Contains model performance indicators that include strategies, technology, and long-term projects

Standards Frameworks

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A Model Performance Indicator

Grade Level Cluster: 1-2

English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.

Domain: Speaking

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The Elements of the MPI

Model performance indicators consist of 3 elements:

The Language Function

The Content Stem or Sample Topic

The Support or Strategy

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The Model Performance IndicatorLanguage Function

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The Model Performance IndicatorContent Stem

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The Model Performance IndicatorSupport or Strategy

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Where is WIDA?

Over 940,000 K–12 English Language Learners (ELLs) are served in 25 WIDA member states (2011-2012)

Standards Adoption - Colorado & Utah

AlabamaAlaskaDelawareDistrict of ColumbiaGeorgiaHawaiiIllinoisKentuckyMaineMinnesotaMississippiMissouriNew HampshireNew JerseyNew MexicoNorth CarolinaNorth DakotaOklahomaPennsylvaniaRhode IslandSouth DakotaVermontVirginiaWisconsinWyoming