1. Diving Head First Into WIDA Jessica Feeser, Sarah Hutchison, Adam Pitt

2. Objectives: Share our first steps with the implementation of the WIDA framework Provide an opportunity to examine model performance indicator strands and share feedback Collaborate with colleagues on WIDA implementation and next steps

3. How we felt when beginning this journey…

4. Continuum Line How comfortable are you with the WIDA framework? Where are you in terms of implementation of the WIDA framework? Debriefing activity: How can you use this with English learners? Why is this good for English learners?

5. Beginning steps Created WIDA taskforce, created an IPS standard template, combined critical resources into one document, got feedback from content area teachers. September 2014 Hosted WIDA training from IDOE and had about ½ of our ESL staff trained. Summer 2014 Shared “Guiding Principals” document with ESL staff to set the stage for WIDA. Spring 2014

6. Beginning steps WIDA week, training district coaches, and sharing information at principal’s meeting. December 2014 ESL teachers began to share information about WIDA at the school level. November 2014 Shared taskforce work with ESL team and began creating example MPI strands and attended national WIDA conference. October 2014

7. MPIs Three truths and two lies about MPIs: 1. MPI stands for Model Performance Indicators. 2. There are four main components of an MPI. 3. MPIs are the WIDA standards. 4. MPIs are created in conjunction with grade level standards. 5. Collaboration between ESL and content area teachers when creating MPIs is ideal.

8. MPIs Three truths and two lies about MPIs: 1. TRUE: MPI stands for Model Performance Indicators. 2. FALSE: There are three main components of an MPI. 3. FALSE: MPIs are not the WIDA standards. 4. TRUE: MPIs are created in conjunction with grade level standards. 5. TRUE: Collaboration between ESL and content area teachers when creating MPIs is ideal.

9. What is an MPI? A Model Performance Indicator

10. What is an MPI? Language Function Follow oral directions to design area maps using manipulatives and illustrated examples in small groups Content Stem/Example Topic Instructional Support An MPI consists of three elements:

11. WIDA Standard Template GRADE: _______ ELD STANDARD: ____________________________________EXAMPLE TOPIC: ____________________________ CONNECTION: EXAMPLE CONTEXT FOR LANGUAGE USE: MPI STRAND

12. MPI Sort 1. With your table, sort your MPI strand by levels one, two, three, four, and five. 2. After you are finished sorting, identify the language function, content stem/topic, and instructional support for each MPI.

13. IPS Standard Template Indiana Academic Standard (Content): Language domain: ☐ Reading ☐ Writing ☐ Speaking ☐ Listening Topic Related Vocabulary: Level 1 Entering Level 2 Emerging Level 3 Developing Level 4 Expanding Level 5 Bridging WIDA MPIs FOR GRADE LEVEL: __________________ ☐ ELD Standard 1: Social and Instructional Language ☐ ELD Standard 2: The Language of Language Arts ☐ ELD Standard 3: The Language of Mathematics ☐ ELD Standard 4: The Language of Science ☐ ELD Standard 5: The Language of Social Studies

14. Peer Pushback Each table will have a completed IPS standard template. Using the template at your table check to see that: The MPI addresses the content standard. The rigor of each MPI is appropriate for the language level. Each MPI has a: language function, content stem/topic, and instructional support.

15. Peer Pushback With your partner table discuss how you changed the MPI strands. Discuss what was helpful about this experience and how you could do something similarly at your school.

16. After diving in this is what we have found… 1.WIDA does not come in a pretty, nicely wrapped box. 2.The implementation of WIDA is messy! 3.EVERYONE is a language teacher, not just the ESL teacher. 4.Collaboration with our peers is going to help our students learn to swim instead of sinking.

17. What we want for you is to…