Introduction to the WIDA Consortium

1. Introduction to the WIDA Consortium Jesse Markow Director-Communications and Business Development WIDA Consortium © 2011 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us

2. Academic Language WIDA’s philosophical and theoretical approach is that • Students must acquire academic as well as social English to be successful in US schools • The acquisition of academic English must be integrated with the acquisition of academic content • Educators of ELLs must have the knowledge, skills, and tools to help students develop academic English • Educators must collaborate to most effectively meet all the educational needs of ELLs • Resources, tools, and approaches must be grounded in sound research WIDA Consortium

3. 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. WIDA Consortium

4. WIDA ELP Standards WIDA Consortium

5. 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. WIDA Consortium

6. Centrality of the ELP Standards Classroom Assessments W-APT™ACCESS for ELLs® Ongoing Instruction & Assessment Formative Framework Summative Framework English Language ProficiencyStandards& PerformanceDefinitions ModelPerformanceIndicators:Formative ModelPerformanceIndicators:Summative WIDA Consortium

7. Structure of the WIDA Standards Grade Level Clusters (5)

8. 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.

9. 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 WIDA Consortium

10. 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 WIDA Consortium

11. Levels of English Language Proficiency

12. 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 6 REACHING 1 2 3 4 5 ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING WIDA Consortium

13. WIDA Consortium

14. Model Performance Indicators WIDA Consortium • 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

15. Organization of MPIs within StandardsExample: Social & Instructional; Grades 6-8 WIDA Consortium

16. Organization of MPIs within Standards MPI STRAND WIDA Consortium

17. 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 WIDA Consortium

18. 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 WIDA Consortium

19. 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 WIDA Consortium

20. The Model Performance IndicatorLanguage Function WIDA Consortium

21. The Model Performance IndicatorContent Stem WIDA Consortium

22. The Model Performance IndicatorSupport or Strategy WIDA Consortium

23. Where is WIDA? • Alabama • Alaska • Delaware • District of Columbia • Georgia • Hawaii • Illinois • Kentucky • Maine • Minnesota • Mississippi • Missouri • New Hampshire • New Jersey • New Mexico • North Carolina • North Dakota • Oklahoma • Pennsylvania • Rhode Island • South Dakota • Vermont • Virginia • Wisconsin • Wyoming Over 940,000 K–12 English Language Learners (ELLs) are served in 25 WIDA member states (2011-2012) Standards Adoption - Colorado & Utah