Introduction to the WIDA Consortium © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us 1 1

The WIDA Consortium Alaska New Jersey Alabama New Mexico Delaware North Carolina District of Columbia North Dakota Georgia South Dakota Hawaii Oklahoma Illinois Pennsylvania Kentucky Rhode Island Maine Vermont Maryland Virginia Minnesota Wisconsin Mississippi Wyoming Missouri *Colorado, Utah-standards adoption New Hampshire The 27 WIDA states represent more than 840,000 English Language Learners. WIDA Consortium

WIDA Central Office Primary Responsibilities Experience Overall management of project Professional development and research services for consortium states Outreach and customer service Experience Founded in 2004 Consistent history of delivering valid and reliable assessment services for ELLs to 27 states Nationally and internationally recognized for developing and disseminating innovative, research-based English Language Proficiency Standards Located within the Wisconsin Center for Education Research at the University of Wisconsin-Madison WIDA Consortium

Academic Language WIDA Consortium

Academic Language WIDA’s philosophical and theoretical approach is that Students must acquire academic and social English to be successful in U.S. 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

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 6

WIDA ELP Standards WIDA Consortium

Five WIDA ELP Standards Standard 1 – SIL: ELLs communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting. Standard 2 – LoLA: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS. Standard 3 – LoMA: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS. Standard 4 – LoSC: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE. Standard 5 – LoSS: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES. WIDA Consortium 8 8

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 9 9

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 10 10

Levels of English Language Proficiency 6 ENTERING BEGINNING DEVELOPING EXPANDING 1 2 3 4 5 BRIDGING REACHING WIDA Consortium 11 11 11

WIDA Consortium

ACCESS for ELLs Assessing Comprehension and Communication in English State to State for English Language Learners On-line Test Administrator Training course Includes “certification quizzes” Requires individual logins Face-to-face Training of Trainers Face-to-face test administration training ACCESS and W-APT Toolkit -- CD shared with Dep’t WIDA Consortium WIDA Consortium 13

ACCESS for ELLs Directly aligned to the WIDA ELP Standards Approximately 1/3 items refreshed annually Five grade clusters (K-adaptive, 1–2, 3–5, 6–8, 9–12-tiered) Tests all four domains: Listening, Speaking, Reading, Writing Security bar coded booklets Approximately 2 million ACCESS for ELLs tests have been administered Annual technical reports Reviewed by WIDA TAC; a group of national leaders in the field WIDA Consortium

Comparing ACCESS and W-APT ACCESS for ELLs W-APT Purpose Annual assessment of ELP Progress Program placement, typically for new students Administration Time Approximately 2.5 hours Up to 1 hour, depending on student proficiency Proficiency Level Coverage Three tiers, each covering three levels Single-form measuring ELP levels 1 through 5+ Level of Security Secure, administered during state test window Semi-secure; administered as needed, not for public use Administration Procedures Individual speaking; L,R,W administered by tier within grade level cluster Individually administered Scoring L, R, W machine scored by MetriTech, Inc. Administrator scored on provided scoring sheets Reporting Reports from MetriTech, Inc. Locally determined and managed Speaking Three parts, 13 tasks total, 15 minutes maximum Two parts, 8 tasks total, 8-10 minutes maximum Listening 6-7 parts, 19-22 items, 30 minutes 5 parts, 15-17 items, 20 minutes maximum Reading 6-8 parts, 23-30 items, 40 minutes 5 parts, 15-17 items, 30 minutes maximum Writing 3 parts (Tier A) or 4 parts (Tiers B-C), 60 minutes 2 parts (typically only 1 administered), 15 minutes WIDA Consortium WIDA Consortium 15

Test Administration Times and Overall Score Weights Listening 15% of test weight 20-25 minutes Machine scored Reading 35% of test weight 35-40 minutes Writing Up to 1 hour Rater scored Speaking Up to 15 minutes Administrator scored WIDA Consortium WIDA Consortium 16

Reporting Results for ACCESS for ELLs WIDA Consortium 17

Types of Scores Raw Scores Scale Scores By ELP Standard Scale Scores Vertically scaled K–12 (100-600) Separate scale scores for each language domain English Language Proficiency Level (1.0–6.0) WIDA Consortium 18

ACCESS for ELLs Scores Domain Scores Listening Speaking Reading Writing Composite Scores Oral Language Literacy Comprehension Overall WIDA Consortium 19

Report Types & Stakeholders Score Report Audience or Stakeholder Types of Information 1. Parent/ Guardian Students Parents/ Guardians Teachers School Teams Proficiency levels for each language domain Overall Score Comprehension Available in multiple languages on the WIDA website 2. Teacher Administrators Individual student’s scale scores and language proficiency levels for each language domain and four composites Raw scores for Comprehension Tasks, Speaking and Writing Tasks by English language proficiency standard 3. Student Roster Program Coordinators/ Directors Scale scores and language proficiency levels for each language domain and four composites by school, grade, student, Tier, and grade level cluster 4. School Frequency Number of students and percent of total tested at each proficiency level for each language domain and four composites within a school 5. District Frequency Boards of Education Number of students and percent of total tested at each proficiency level for each language domain and four composites by proficiency levels for grades within a district WIDA Consortium 20 20