Jacqueline A. Iribarren, Ph.D. Title III, ESL & Bilingual Ed Consultant

 The purpose of the ELP standards is to identify and describe the language skills that are necessary for ELL students to be able to communicate effectively and participate fully in school. The ELP Standards specify the English language skills needed to perform the tasks required by the Wisconsin standards across content areas. These standards are to be part of the instructional planning and assessment considerations.

 The World-Class Instructional Design and Assessment (WIDA) English Language Proficiency Standards for English Language Learners in Kindergarten through 12 th Grade serve as Wisconsin’s NCLB required English language proficiency standards. These 2007 standards are copyrights of the Board of Regents of the University of Wisconsin System.English Language Proficiency Standards for English Language Learners in Kindergarten through 12 th Grade  The WIDA English Language Proficiency Standards do not replace Wisconsin’s Model Academic Standards. Visit:

 Each English language proficiency standard addresses a specific context for language acquisition (social and instructional settings as well as language arts, mathematics, science, and social studies).  Are divided into four grade level clusters: PreK-K, 1-2, 3-5,6-8, and 9-12.

Standard 1: English language learners communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting. Standard 2: English language learners communicate information ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS. Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS. Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE. Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.

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

Please contact: Jacqueline A. Iribarren, Ph.D. Title III & ESL/Bilingual Education Consultant (608)