3 WIDA & ELP Gap AnalysisOffice of Field Services convened a team of educators who provide their professional opinion on:Gaps between current MI ELPs and WIDA/ TESOL as well as CCSS standards;And...Recommended a statewide professional development plan for teaching WIDA standards that will accelerate English learners’ achievement.Christina
4 Rationale for the Adoption of WIDA WIDA has a well-established research agenda;WIDA standards incorporate literacy across all content & the necessary linguistic elements;Strong alignment between WIDA standards, TESOL and the Common Core Standards; andWIDA has developed a wealth of instructional and professional development supports.Adoption of CCSS increased the level of rigorMI ELPs do not adequately support the CCSS rigorous standards.Christina
5 WIDA: Guiding Principles World Class Instructional Design & AssessmentGet up and move: WIDA Guiding PrinciplesSuzanneGet up and move: take a strip of paper with one guiding principle written on it; read it and identify a connection to it; get up and go around the room and look for someone who has a different number/principle and discuss; trade/switch if you want; reconvene and ask participants to read and share connection to the principle with the group; get through all 10.
6 WIDA Vision & Values Vision To be the most trusted resource in the education of Pre-Kindergarten through Grade 12 language learners.ValuesWIDA's CAN DO Philosophy: believing in the assets, contributions, and potential of linguistically diverse studentsCollaboration: facilitating interaction among educators, state and local educational agencies, researchers, policy-makers, and experts worldwideInnovation: drawing from research and practice to find the best solutions for students and educatorsService: exceeding expectations with friendly and knowledgeable support of our customers and stakeholdersLisa
7 WIDA Alignment MI ELP Standards WIDA ELD Standards TESOL Aligned with 1997 TESOL standardsAlign with current TESOL standardsAddresses language developmentAddress language developmentCommon Core State StandardsIntegrate content embedded language development, to support academic achievement in English language arts, mathematics, science, social studiesPromote equitable access for English learners to grade level, standards-based content curriculum by recognizing the shared responsibility between general education and English Language Development teachers to accelerate academic achievementChristina
8 Overview of WIDA Standards ChristinaAmplified standards pg. 3
9 WIDA Standards and Assessment WIDA ELD Standards developed along with ACCESS, the WIDA ELD assessmentSeamless connection between standards and assessmentClear and concrete direction with how to accommodate English learners and to modify instructionHold language development and general education teachers accountable for EL’s academic achievementIntegral for data-driven decision-making purposes.Christina
10 ELPA Screener → W-APT We wait for further direction from MDE. The ELPA Initial Screening is being replaced by the WIDA Access Placement Test (W-APT) in Fall of 2013Differences between ELPA Screener & W-APT:Reusable Materials, On Demand –you will no longer have to order materials from the BAA; materials can be printed on demand directly from WIDA’s website Administration - the W-APT is designed to be individually administered and adaptiveMaterial Returns – because materials are printed on demand, there will be no need to return materialsLisaReusable materials: Test booklets are only used by the person administering the test, not one per student. They can also be reused, so printing will be minimal. We wait for further direction from MDE.
11 ACCESS for ELLs Overview ACCESS (Assessing Comprehension and Communication in English State-to-State)Secure, large-scale testAnchored in the WIDA ELD StandardsAssesses academic languageThree tiers for each grade level clusterTier A: Proficiency levels 1-3Tier B: Proficiency levels 2-4Tier C: Proficiency levels 3-5LisaRegarding last bullet point: Performance on ACCESS for ELLs is not a predictor of performance on the state test; rather, it provides an indication of the extent to which academic language proficiency will or will not be a barrier to the student accessing academic content on the achievement tests.11
12 ACCESS cont’ One third of test items replaced annually Administered once per year as required by No Child Left BehindIndicator of student’s ability to perform on state content testLisa
13 Language Functions/Domains MI ELP StandardsWIDA ELD StandardsListeningListening and ReadingLinguistic ComplexityDiscourse Level—Sentence Level—Language Forms and ConventionsWord/Phrase Level—Vocabulary UsageSpeakingReadingSpeaking and WritingWritingChristinaRefer to Amp Stand pg. 7
14 Integration of Academic Language LisaGo to amp stand pg. 7
15 Comparison of Levels MI ELP Levels MI ELPA Test Levels WIDA ELD Levels BasicLevel 1 - Entering1 BLevel 2 - Emerging2Low IntermediateLevel 3 - Developing3High IntermediateLevel 4 - Expanding4ProficientLevel 5 - Bridging5Advanced ProficientLevel 6 - ReachingLisa
16 Performance Definitions SuzannePerformance Definitions help to interpret the WIDA English language proficiency levels. They are descriptive of the levels of English Language Proficiency for WIDA’s ELD Standards and show, at each level, the language that English language learners process, understand, produce or use. However, they are not domain-specific (to L, S, R, or W).Note: At each level of the WIDA proficiency scale, we have defined the language that English language learners process, understand, produce, or use. These general descriptors apply to all four language domains and are also available by grade level clusters. The general “CAN DO” Descriptors are available in the WIDA English Language Development Standards and Resource Guide (available at Grade level cluster specific CAN DO Descriptors are available at
17 Criteria for Performance Definitions Linguistic Complexity: Expectations of the quantity and organization of the student’s verbal responseVocabulary Usage: Expectations of the student’s use of appropriate vocabulary for grade level and proficiency level; refers to language qualityLanguage Control: Expectations of the student’s control of English grammar, word choice in context, and the English sound system; refers to language qualitySuzanneThe criteria used to determine the performance definitions for each proficiency level are couched in terms of the language used in schools to impart content area information. Issues of linguistic complexity and semantic and pragmatic knowledge are brought to bear in formulating the definitions. At the two lower proficiency levels, it is assumed that ELLs would need extra-linguistic support via graphic and visual aids in order to carry out language functions. This requirement also motivates the use of graphics for test items at these levels.It is upon these three criteria that the rubrics for Writing and Speaking are based.
18 CAN DO Philosophy Jigsaw Activity Suzanne Participant packet pg Have participants count off by 1-2-3; each 1 reads pg. 1, 2 reads pg. 2, 3 reads pg. 3. Then get in groups with 1, 2, & 3 and debrief important parts.
19 CAN DO DescriptorsWhat students are supposed to be able to do at the end of a lesson or unitCan be used as “benchmarks” listed under each WIDA standardTHINK-PAIR-SHARECAN DO Descriptors available for each grade span:SuzanneParticipant packet pg Look at the K-12 general CAN DO descriptors in packet; do a THINK-PAIR-SHARE;
20 Matrix & MPI: Model Performance Indicators Specifically state what a student CAN DO on a specific assessment task, or activity, within a specific teaching contextAligned to CCSS (Common Core State Standards)SuzanneParticipant packet pg. 9-17Go over Figure ODistribute/refer to copies of the CCSS for ELA
21 Elements of Model Performance Indicators The Model Performance Indicator (MPI) consists of three elements:The language function describes how students use language to demonstrate their proficiencyThe example topic specifies the context for language instruction, derived from state content standardsThe support includes instructional strategies or tools used to assist students in accessing content necessary for communication; can be sensory, graphic, or interactiveSuzanneAs mentioned previously, each MPI consists of three main elements: language function, topic, and type of support.21
22 MPI: Model Performance Indicators Look at 7th grade exampleSuzanne
23 WIDA ELD Strand SortThe purpose of this activity is to develop familiarity with the components of an ELD strand and to analyze the characteristics of each component.Read the questions for each area of the strand and determine where to place the pieces of an expanded strand.Christina
24 MPI: Model Performance Indicators Write our own strandALLWork in grade level alike teams to write own strand of MPIs
25 General Education Teachers How can we communicate WIDA to general education teachers?How can MPI strands help general education teachers?Suzanne
27 WIDA Wiki What is the purpose? Collaboratively create/share resources for WIDA implementation in curriculum, general education teacher support, professional developmentHow can I use it?Accept our invitation to join and create a log-in name and password.To modify pages: Click “Edit” on a page to modify the information and/or upload resourcesTo create/modify projects: Click “Projects” and either click on a project name or click “Create Project”Watch the video on the home page for more!Christina