Transcript Title of This Presentation

Overview of the WIDA Consortium:
Assessments and English Language
Development Standards
Presenter, Affiliation
Date
© 2013 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium
www.wida.us
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Training Objectives
To develop an awareness of the WIDA Consortium
To develop an awareness of the organization and
structure of the WIDA English Language
Development* (ELD) Standards
To develop an awareness of the structure of the
ACCESS for ELLs® test
To develop an awareness of training resources
available through the WIDA Consortium
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The History of WIDA
Created in response to NCLB requirements for ELLs
pertaining to standards and assessments
Funded originally through a USDE Enhanced
Assessment Grant to the WI Department of Public
Instruction in 2003
Made up initially of three states: Wisconsin, Delaware,
and Arkansas
Changed to World-Class Instructional Design and
Assessment in 2005
Moved to the Wisconsin Center for Education Research
at the University of Wisconsin- Madison in 2006
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Where is WIDA?
33 WIDA states
represent over 1,000,000
English Language
Learners (ELLs) 2012-13
Standards Adoption –
Idaho & South Carolina
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Organization of
Consortium Activities
WIDA
Management
WCER &
WIDA Board of
Directors (SEAs)
Test
Development
Center for Applied
Linguistics (CAL)
WIDA Consortium / CAL / MetriTech
PDSR
MetriTech, Inc.
Standards
Development
Margo Gottlieb &
WIDA Standards
Committee
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WIDA Products and Services
Standards
English Language Development Standards
Spanish Language Arts Standards
Spanish Language Development Standards (in development)
Assessments
ACCESS for ELLs (Large-Scale ELP Assessment )
WIDA–ACCESS Placement Test (W-APT)™ (ELP Screener)
Measure Of Developing English Language (MODEL)™ (ELP Interim
and/or Screener)
Alternate ACCESS for ELLs™ for children with significant cognitive
disabilities
ONPAR™ Technology-Enhanced Mathematics and Science
Assessments (in development)
Formative Language Assessment Records for ELLs (FLARE)™
(in development)
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WIDA Products and Services
Professional Development
Workshops: One-hour or up to two-day offerings
Focused on topics related to the Standards, Assessments & Score
interpretation and/or Data Analysis
Academies: Three- to five-day face-to-face offerings
Focused on further exploring WIDA’s products and resources
Institutes: Intensive workshops requiring follow-up work for
participants to receive authorization or certification
Professional Certification for Trainers
CLIMBS® professional development course
ACCESS for ELLs Item Writing Course, annually in the winter
LADDER for ELLs™ grant for data-driven decision-making
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WIDA Products and Services
Validation and Research
Annual technical reports
Research and studies in areas of:
Academic Language
Standards and Implementation in the classroom
Professional Learning
AMAO policy guidance
Alignment (standards to test/standards to standards)
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WIDA English Language
Development Standards
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Centrality of the ELD Standards
Ongoing
Instruction &
Assessment
Formative
“Classroom”
Assessment
Framework
Summative
“Large-scale”
Assessment
Framework
W-APT and
ACCESS for
ELLs
English Language
Development
Standards
& Performance
Definitions
Model
Performance
Indicators:
Formative
WIDA Consortium / CAL / MetriTech
Model
Performance
Indicators:
Summative
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Overall Organization of
Standards
Frameworks
ELD Standards
Grade Level Cluster
Grade Level Clusters (5)
Language Domain
English Language
Proficiency Level
Model Performance
Indicator
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Two Standards Frameworks
Summative
Is amenable to largescale testing under
standardized conditions
Formative
Corresponds to
everyday classroom
practice
Includes visual and
graphic supports
Includes visual, graphic,
and interactive supports
Contains model
performance indicators
that are observable and
measurable
Contains Model
performance indicators
that include strategies,
technology, and longterm projects
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The WIDA ELD 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.
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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
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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
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Levels of English Language
Proficiency
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Criteria for
Performance Definitions
Linguistic Complexity: Expectations of the
quantity and organization of the student’s
verbal response
Vocabulary Usage: Expectations of the student’s
use of appropriate vocabulary for grade level
and proficiency level; refers to language quality
Language Control: Expectations of the student’s
control of English grammar, word choice in
context, and the English sound system; refers to
language quality
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Performance
Definitions
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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 proficiency
The example topic specifies the context for
language instruction, derived from state content
standards
The support includes instructional strategies or
tools used to assist students in accessing content
necessary for communication; can be sensory,
graphic, or interactive
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Organization of MPIs within
Standards
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Model Performance Indicator:
Language Function
Language Function
= “Describe”
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Model Performance Indicator:
Content Stem
Example Topic = “objects of
the earth or sky”
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Model Performance Indicator:
Support or Strategy
Support = “from observation,
photographs or models”
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Individual MPIs as
Basis of Test Items
Model Performance
Indicator
Grades: 6-8
Level 2: Beginning
Standard 4: Language of Science
Domain: Reading
Sort or classify descriptive
phrases and diagrams by cycles or
processes
Example topic: Cycles/Processes
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For Proficiency Level 2
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Sequence of MPIs within a
Theme Folder – Tier A
MPIs for a Tier A Theme Folder
Grades: 6-8
Standard 4: Language of Science
Domain: Reading
Example topic: Cycles/Processes
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Sequence of MPIs within a
Theme Folder – Tier B
MPIs for a Tier B Theme Folder
Grades: 6-8
Standard 4: Language of Science
Domain: Reading
Example topic: Cycles/Processes
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Sequence of MPIs within a
Theme Folder – Tier C
MPIs for a Tier C Theme Folder
Grades: 6-8
Standard 4: Language of Science
Domain: Reading
Example topic: Cycles/Processes
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Test Alignment with
Proficiency Levels
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WIDA English Language
Proficiency Assessments
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ACCESS for ELLs Overview
Secure, large-scale test
Anchored in the WIDA ELD Standards
Assesses academic language
Three tiers for each grade level cluster
Tier A: Proficiency levels 1-3
Tier B: Proficiency levels 2-4
Tier C: Proficiency levels 3-5
One third of test items replaced annually
Administered once per year as required by No Child Left
Behind
Indicator of student’s ability to perform on state content test
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Composite Score Weights and
Administration Times
Listening (15%): 25-40 min, machine scored
Reading (35%): 35-45 min, machine scored
Writing (35%): Up to 1 hour, rater scored
Speaking (15%): Up to 15 minutes, administrator
scored
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Test Administration Overview
Listening and Reading may be administered together
in one group session
Writing is administered in a separate group session
Up to 22 students per group session
Speaking is administered individually
All test sessions must occur within state’s testing
window
The domains can be administered in any order, but
can not be broken up over several administrations
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Listening Test Overview
Format: Multiple choice, group administered
Time: 25-40 minutes
Scoring: Machine scored (by MetriTech, Inc.)
6-7 thematic folders: each folder is centered on one
standard (Language of: Math, Science, Language
Arts, Social Studies, Social Instructional)
Follow the Test Administration Script exactly
Test items read aloud ONLY one time
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Reading Test Overview
Format: Multiple choice, group administered
Time: 35-45 minutes
Scoring: Machine scored (by MetriTech, Inc.)
6-7 thematic folders: each folder is centered on one
standard (Language of: Math, Science, Language
Arts, Social Studies, Social Instructional)
Follow the Test Administration Script exactly
Item prompts and answer choices may NOT be read
aloud
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Writing Test Overview
Format: Student constructed response, group
administered
Time: Up to 60-65 minutes
Scoring: Rater scored (by MetriTech, Inc.)
3 Parts (except Grades 1-2 Tier A has 4 tasks
The Standard(s) tested in each part depend on the
tier and grade level cluster test form administered*
Follow the Test Administration Script exactly
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Speaking Test Overview
Format: Student constructed response, no tiers –
adaptive format, individually administered
Time: Up to 15 minutes per student
Scoring: Rated by Test Administrator, scale & proficiency
level scores calculated by MetriTech, Inc.
Ratings (exceeds/meets/approaches expectations) assigned
using Speaking Rubric
Each form contains three parts (A, B and C)
Part A: tasks 1-3 cover SIL at proficiency levels 1-3
Part B: tasks 1-5 cover LoLA and LoSS at proficiency levels 1-5
Part C: tasks 1-5 cover LoMA and LoSC at proficiency levels 1-5
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Kindergarten Test Overview
All domains individually administered
All domains adaptive—stop administration of the
domain when student reaches his/her ceiling
Students write directly in the Student Response
Booklet on Writing test (test administrator transcribes
student writing)
All domains are scored by the Test Administrator
(TA) during test administration
Averages 45 minutes per student for all domains
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WIDA ACCESS Placement
Test (W-APT)
Tests all four language domains
Tests up to Level 6 on WIDA ELP Scale (for Grades 1-12)
Used as one of multiple data sources in determining ELL
services
Kindergarten W-APT includes Oral Proficiency component
and optional Diagnostic Reading and Writing components
Adaptive at all grade levels, so administration time depends
on student’s proficiency
Semi-secure, free, and downloadable with district password
from www.wida.us
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Professional Development
& Training
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Professional Development
WIDA Offers Training Workshops on:
Assessment
ACCESS for ELLs
W-APT
WIDA MODEL
Alternate ACCESS for ELLs
Interpretation of Score Reports
Item Writing Course
Curriculum & Instruction
English Language Development Standards
Collaborating to meet the Needs of ELLs
CLIMBS Facilitator Institute and Course
System/School Improvement
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ACCESS for ELLs Training
Various options and resources exist for training:
Face-to-face workshops
Online ACCESS for ELLs Test Administrator Training
Course (www.wida.us)
Training Toolkit
Coaching Guide
PowerPoint presentations
Sample test items
Speaking and Writing Rubrics
Test Administration Manuals
District and School Test Administration Manual (Grades 1-12)
Kindergarten Test Administration Manual
Kindergarten and 1-12 test administration training video
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ACCESS for ELLs Item
Writing Course
Offered annually in the winter/spring
Delivered online
Participants may be eligible for continuing education or
graduate credits
Teachers are encouraged to enroll in pairs (1
ESL/bilingual + 1 content teacher)
Items from the course are used on future ACCESS for
ELLs tests
Learn more: www.wida.us/itemwriting
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CLIMBS Facilitator
Institute/Course
Facilitator Institute
4 day train the trainer the workshop
Authorizes and prepares participants to facilitate the
CLIMBS Course
Course
Blended learning course (part face-to-face, part online)
Overall goal of the CLIMBS course is to improve the
language proficiency and academic achievement of ELLs
through the formation of Professional Learning
Communities (PLCs).
Learn more: www.wida.us/climbs
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Additional Resources at
www.wida.us
Access and download the sample ACCESS for ELLs test items
and the W-APT test materials
Take Online ACCESS for ELLs Test Administrator Training
Course
Read FAQs about WIDA and ACCESS for ELLs
Access your state’s page with contact information, important
dates, state policies, and local training opportunities
Purchase and/or download the WIDA ELD Standards and CAN
DO Descriptors
Learn more about WIDA staff, products, and services
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Questions or Comments?
For more information, please contact the
WIDA Client Services Center:
1-866-276-7735 or [email protected]
World Class Instructional Design and Assessment, www.wida.us
Center for Applied Linguistics, www.cal.org
MetriTech, Inc., www.metritech.com
© 2013 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium
www.wida.us