1. Supporting our English Language Learners
Module B: English Language Development Standards and Proficiency Levels

2. English Language Development Standards
N.J.A.C. 6A:15-1.4(c) and (d)
“English language development standards” means the 2012 Amplification of the English Language Development (ELD) Standards, Kindergarten-Grade 12, incorporated herein by reference, as amended and supplemented, developed by the World-Class Instructional Design and Assessment (WIDA) Consortium. The standards represent the language competencies that ELLs need to become English proficient and to have unrestricted access to grade-appropriate instruction in challenging academic subjects. The standards are published by the Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium ( and are available for review at

3. The WIDA ELD Standards address the six levels of English Language proficiency. Based on the language proficiency assessment administered in the district, you will need to ensure that you are able to approximate these scores into six levels of proficiency. For example, if your district administers the Idea Proficiency Test (IPT) as its language proficiency assessment, this test will categorize students into non-English readers, limited-English readers, and competent-English readers. Using this data, and the characteristics of each reader, you will then need to determine where these types of readers would be placed on the WIDA proficiency levels in Reading.

4. Refer to the Handout B Folder for the Listening and Reading Rubric.
Here is the WIDA Listening and Reading Rubric
Levels 1-6 refer to the amount of English proficiency the learner is able to utilize in his/her speaking, reading, listening and writing.
Linguistic Complexity (Quantity and variety of oral and written text) – Features – amount of speech/written text; structure of speech/written text; density of speech/written text; organization and cohesion of ideas; variety of sentence types. Simply put, it is the amount and quality of speech or writing for a given situation.
Language Forms and Conventions/Language Control (types, array, and use of language structures) – Types and variety of grammatical structures; conventions, mechanics and fluency; match of language forms to purpose/perspective. Simply put, the comprehensibility of the communication based on the amount and types of errors.
Vocabulary Usage (specificity of word or phrase choice) – general, specific, technical language; multiple meanings of words or phrases; formulaic and idiomatic expressions; nuances and shades of meaning; collocations. Simply put, the specificity of words or phrases for a given context.

5. Refer to the Handout B Folder for the WIDA Speaking and Writing Rubric.
For the Speaking and Writing Rubric:
Levels 1-6 refer to the amount of English proficiency the learner is able to utilize in his/her speaking, reading, listening and writing.
Linguistic Complexity (Quantity and variety of oral and written text) – Features – amount of speech/written text; structure of speech/written text; density of speech/written text; organization and cohesion of ideas; variety of sentence types. Simply put, it is the amount and quality of speech or writing for a given situation.
Language Forms and Conventions/Language Control (types, array, and use of language structures) – Types and variety of grammatical structures; conventions, mechanics and fluency; match of language forms to purpose/perspective. Simply put, the comprehensibility of the communication based on the amount and types of errors.
Vocabulary Usage (specificity of word or phrase choice) – general, specific, technical language; multiple meanings of words or phrases; formulaic and idiomatic expressions; nuances and shades of meaning; collocations. Simply put, the specificity of words or phrases for a given context.

6. Welcome to Mr. Ironside’s class
Mr. Ironside was a salesperson for a photocopying company but decided that teaching was for him. So he chose the alternate route and has been teaching for 4 years in the ABC school district.
Mr. Ironside has never had any ELLs in his class before. Tsien Tsien has just been placed there. Poor Mr. Ironside – he doesn’t know what to do with a student who doesn’t speak English.
Mr. Ironside’s principal gave him the following information:
Tsien Tsien arrived in the U.S. in August and enrolled in school in September.
Tsien Tsien is the only ESL student in this school. Therefore, there is no requirement for an ESL certified teacher.
The school has a speech teacher who has been assigned to work with Tsien Tsien’s English skills. This instruction will take place three times per week for 30 minutes per day.
The majority of Tsien Tsien’s school day will be spent in Mr. Ironside’s class with 25 other students of varying ability levels, including three inclusion students.
Resources are limited and it is up to Mr. Ironside to find ways to help Tsien Tsien.
Tsien Tsien is expected to take the PARCC in the spring. The requirement is for her to take the Math, but not the Language Arts section.

7. WIDA MODEL TEST
The WIDA MODEL (Measure of Developing English Language) is a series of English language proficiency assessments for Kindergarten through Grade 12.
MODEL can be used by educators as an identification/placement assessment for newly enrolled ELLs or as an interim progress monitoring assessment.
MODEL test items are written from the model performance indicators of WIDA's five English Language Proficiency (ELP) standards.
Test forms are divided into five grade level clusters.
Each form of the test assesses the four language domains of Listening, Speaking, Reading, and Writing.
MODEL is an adaptive test allowing flexible placement within sections of the test based on student performance.
The WIDA Model is one of the state’s approved language proficiency tests and was administered to Tsien Tsien.
English Language Proficiency (ELP) Standards are:
-Social & Instructional Language
-Language of Language Arts
-Language of Mathematics
-Language of Science
-Language of Social Studies
Test form grade level clusters:
-Kindergarten
-Grades 1–2
-Grades 3–5
-Grades 6–8
-Grades 9–12

8. Language Proficiency Levels for Tsien Tsien
Listening
3.5
Speaking
1.2
Reading
1.1
Writing
1.0
Here are Tsien Tsien’s levels of language proficiency from the MODEL Assessment.

9.
Any language assistance program in NJ must address the WIDA English Language Development Standards, 2012 edition. WIDA also develops the ACCESS 2.0 for ELLs test.
“English language development standards” means the 2012 Amplification of the English Language Development Standards, Kindergarten-Grade 12, incorporated herein by reference, as amended and supplemented, developed by the World-Class Instructional Design and Assessment (WIDA) Consortium. They are the standards and language competencies LEP students in preschool programs and elementary and secondary schools need to become fully proficient in English and to have unrestricted access to grade-appropriate instruction in challenging academic subjects.

10. Here ends Module B

11. Contact Information
Please with any questions or comments you may have regarding this module.