1. Jesse Markow, Director of Communications and Business Development
Introduction to the W-APT™ WIDA ACCESS Placement Test™ BMEEC April 21, 2011: 2:15-5:00pm
Designed for SEA sponsored training for LEAs in Jefferson City, Missouri. One day training, repeated twice.
Jesse Markow, Director of Communications and Business Development
© 2011 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium

2. WIDA Consortium 4/21/2011
Alabama
Alaska 2011 – 25th
Delaware
District of Columbia
Georgia
Hawaii
Illinois
Kentucky
Maine
Minnesota
Mississippi
Missouri
New Hampshire
New Jersey
New Mexico
North Carolina
North Dakota
Oklahoma
Pennsylvania
Rhode Island
South Dakota
Vermont
Virginia
Wisconsin
Wyoming
25 WIDA States represent approximately 860,000 English Language Learners (ELLs)

3. Language Proficiency and Content Knowledge
WIDA Consortium / CAL / MetriTech

4. Academic Language
How many different ways can you read the following mathematical equation?
3 + 2 = 
With your process partner (or at your table) see how many ways you can read/say this mathematical expression.
In this case, what would a student need to answer to display academic proficiency?
What language would a student need to understand to display language proficiency?
WIDA Consortium / CAL / MetriTech

5. Language and Content
Language proficiency involves the language associated with the content areas.
Content knowledge reflects the declarative (what) and procedural knowledge (how) associated with the content.
The WIDA Standards measure English language proficiency (ELP) in the academic content areas – not the academic content knowledge itself; the language of math, for example, what “greater than[>]” and “less than[<]” mean, not the math/computation itself (e.g., 6 [>/<] 5).
WIDA Consortium / CAL / MetriTech

6. Five ELP Standards Assessed by ACCESS for ELLs®
Standard 1: ELLs communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting.
Standard 2: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS.
Standard 3: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS.
Standard 4: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.
Standard 5: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.
Within each framework, there are 5 standards.
Each of the five ELP standards encompasses four language domains that define how ELLs process and use language
WIDA Consortium / CAL / MetriTech

7. The Four Language Domains of ELP Standards & Assessments
Listening
Speaking
  Reading
  Writing
Listening/Speaking/Reading/Writing are the four language domains. Listening and Reading are comprehension skills that involve receptive language; Speaking and Writing are communication skills that require productive or expressive language.
WIDA Consortium / CAL / MetriTech

8. The WIDA ELP Standards and ACCESS
Grade-level Clusters
The WIDA ELP Standards and ACCESS
for ELLs are clustered.
PreK−K
Grades 1−2
Grades 3−5
Grades 6−8
Grades 9−12
And, finally, as you recall, there are 5 grade-level clusters with the addition of the PreK-K cluster in the 2006 addition.
The clustering of grade levels reflects the fact that language proficiency increases over a time period that does not necessarily correspond with grade level. That is, a sixth grade ELL who has been in U.S. schools for three years will likely be at a higher level of English language proficiency than a ninth grader who has just recently arrived in the U.S.
ELLs are a tremendously heterogeneous and diverse group of students. This variability can be attributed to the students’:
Varying ages and grade levels;
Diagnoses (such as Learning disabilities);
Linguistic and cultural backgrounds; and
Differences in their life and educational experiences.
Explain that there is NO pre-K assessment. What this refers to is incoming K who are registering for school.
WIDA Consortium / CAL / MetriTech

9. Performance Definitions
At each level of the WIDA proficiency scale, we have defined the language that English language learners process, understand, produce, or use. Note that these general descriptors apply to all four language domains.
WIDA Consortium / CAL / Metritech

10. Elements of Performance Criteria
ENTERING
BEGINNING
DEVELOPING
EXPANDING
BRIDGING 5 4 3 2 1 6
REACHING
Linguistic Complexity: The amount and quality of speech or writing for a given situation
Vocabulary Usage: The specificity of words or phrases for a given context
Language Control: The comprehensibility of the communication based on the amount and type of errors
The 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 & 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.
Examples:
Linguistic Complexity;
Simple sentence—a sentence that consists of a simple predicate only (e.g. “John came home. The dog barked.”
Expanded sentence--a sentence that is developed beyond a simple sentence through dependent or independent clauses. (e.g. “A year is the time that it takes for the earth to go around the sun.”
Vocabulary usage;
High frequency vocabulary, general language, specific language, technical language.
Language control;
Comprehensible, English proficient peer, mechanical errors, phonological errors,etc.
See Glossary of Terms for more examples of the three criteria.
WIDA Consortium / CAL / MetriTech

11. Performance Indicators (PIs) within the WIDA ELP Standards
STRAND
MPI
Each box is called a Model Performance Indicator.
When we have a developmental horizontal row of MPI, across the 5 levels of language proficiency, and within the same domain, it is called a Strand. Notice how each one becomes increasingly more sophisticated as we move through the proficiency levels.
WIDA Consortium / CAL / MetriTech 11

12. Model Performance Indicators (MPIs)
More than 1000 MPIs—examples (models) of assessable language skills
Reflect the second language acquisition process
Describe how students can use the language
Provide the anchors for curriculum, instruction and assessment
It is important to realize that these Model Performance Indicators are just examples! Others could be written, but these give you an idea of the kinds of abilities that students should demonstrate at each level of proficiency. They are not all-inclusive of the language skills students are expected to master.
The MPIs aren’t “more stuff” or something extra that teachers have to do – they’re a helpful resource. Many teachers will find that the examples or MPIs represent the kinds of things that they already expect ELLs to know and be able to do – the advantage is that now, all teachers have a common reference point.
WIDA Consortium / CAL / MetriTech

13. Purposes of the W-APT Identify students who may be ELLs;
Determine appropriate levels and amounts of instructional services; and
Accurately assign ELLs to one of the 3 tiers for ACCESS for ELLs testing.
W-APT never determines progress!!
ELL identification (initial testing) occurs all year with the W-APT
WIDA Consortium / CAL / MetriTech

14. Background of the W-APT
Aligned to WIDA ELP Standards
5 grade level cluster forms: K, 1–2, 3–5, 6–8, 9–12
Discriminates across full range of WIDA ELP Scale (Levels 1–6)
Fully adaptive
Individually administered and scored by trained staff
W-APT Score Calculator
Like the ACCESS for ELLs® , the W-APT™ is aligned to the WIDA ELP Standards and is organized into a battery of tests for 5 grade level clusters (K,1-2, 3-5, 6-8, and 9-12). The new W-APT™ now measures up to level 6 of the WIDA English Language Proficiency Scale. Note that it is not designed as an exit test and should not be used for this purpose. The items on the W-APT™, as well as the standards on which they are based, align with the annual ACCESS for ELLs® -- an assessment that can be used as a criterion for exit decisions. Exit criteria can vary from state-to-state.
WIDA Consortium / CAL / MetriTech 14

15. Comparing ACCESS for ELLs and W-APT
Provide handout for participants reference later….
Kindergarten W-APT (downloadable version) does not give a numerical proficiency level, just a descriptive.
Kindergarten Model – will go to 6.0 if all domains are assessed.
First semester, only the oral domains should be administered and will not reach 6.0.
WIDA Consortium / CAL / Metritech

16. Domain Weights as Percentage of Overall Composite Score
Reading and Writing are weighted more heavily than Listening and Speaking, because literacy skills are proven to be a better predictor of academic achievement than oral language skills.
WIDA Consortium / CAL / MetriTech 16

17. ACCESS for ELLs and W-APT Connection
ENTERING
BEGINNING
DEVELOPING
EXPANDING
BRIDGING 1 2 3 4 5
Tier A
Tier B
Tier C 6
REACHING
ACCESS for ELLs
The three tiers of the ACCESS for ELLs test are calibrated to best serve ELLs at the boundaries indicated on the figure. It is expected that the majority of students will receive the Tier B form of the test. Tier A is intended for very low proficiency students and Tier C for students close to exiting from ELL status.
Emphasize: Using the Kindergarten W-APT (the on-line version) to place students for 1st semester—score is descriptive, not numeric.
A numeric value will be given once the student takes ACCESS in the spring.
* Kindergarten ACCESS – No Tier, Adaptive
W-APT 1–12
WIDA Consortium / CAL / MetriTech 17

18. Administering the W-APT
Part 1: W-APT Structure & Materials
Part 2: Speaking & Listening
Part 3: Reading & Writing
Park 4: Kindergarten Administration
Like the ACCESS for ELLs® , the W-APT™ is aligned to the WIDA ELP Standards and is organized into a battery of tests for 5 grade level clusters (K,1-2, 3-5, 6-8, and 9-12). The new W-APT™ now measures up to level 6 of the WIDA English Language Proficiency Scale. Note that it is not designed as an exit test and should not be used for this purpose. The items on the W-APT™, as well as the standards on which they are based, align with the annual ACCESS for ELLs® -- an assessment that can be used as a criterion for exit decisions. (Exit criteria vary state to state.)
WIDA Consortium / CAL / MetriTech 18

19. W-APT On-line www.wida.us
Each LEA District Test Coordinator is assigned one user name/password for accessing W-APT materials and determines if/to whom this access should be given.
Free
Downloadable
Secure – accessible via login
Username: ###
Password: ###
Printing and dissemination
Master copy may be ordered from MetriTech for $90.
To download the W-APT™, you need a username and password (different from the login information that provides you access to the on-line course!).
WIDA Consortium / CAL / MetriTech 19

20. under Assessment Tools
Click on “W-APT”
under Assessment Tools
WIDA Consortium / CAL / MetriTech 20

21. “The W-APT test forms and administration manual”
Click on
“The W-APT test forms and administration manual”
WIDA Consortium / CAL / MetriTech 21

22. District Test Coordinator
Enters
User Name & Password
WIDA Consortium / CAL / MetriTech 22

23. “View/Download W-APT assessment and manuals”
Click on
“View/Download W-APT assessment and manuals”
WIDA Consortium / CAL / MetriTech 23

24. Specific grade level cluster test
Select to download:
Instructions
Manual
Scored Samples, or
Specific grade level cluster test
WIDA Consortium / CAL / MetriTech 24

25. W-APT Printing Instructions
It is important to print the test materials according to the instructions in this table so that the test can be administered properly. This chart can also be found on the WIDA website where you download the test documents.
WIDA Consortium / CAL / MetriTech 25

26. Which form to use when for whom
At semester, Grades 1, 3, 6 and 9 change Grade-Level Cluster test forms
Kindergarten students:
1st semester – administer only two domains, Listening and Speaking
2nd semester – administer all four domains (Listening, Speaking, Reading, Writing)
WIDA Consortium / CAL / MetriTech

27. W-APT Administration Times and General Scoring Grades 1– 12
Administration times vary from 45 – 90 minutes
Gr. 1–12
Time to Administer
How to Score
Speaking
up to 15 minutes
Rubric
Listening
up to 20 minutes
Answer Key
Reading
Writing
up to 30 minutes
Remember that the time it takes to administer the W-APT™ to each student depends on his or her proficiency level.
The tests are fully adaptive; consequently, students with higher English proficiency will progress further in the test, resulting in a longer administration time than for students who are less proficient in English.
WIDA Consortium / CAL / MetriTech 27

28. Administration & Scoring
Set up
Sit at right angle to student
Lay out test materials
Speaking portion is administered first
Follow script
Administer and score simultaneously
Follow guidelines for adaptivity (on scoring sheet)
It is important to be thoroughly familiar with the materials and the directives in the script to ensure a smooth administration.
WIDA Consortium / CAL / MetriTech 28

29. Grades 1–12 Scoring Sheet
WIDA Consortium / CAL / MetriTech

30. Kindergarten Scoring Sheet
WIDA Consortium / CAL / MetriTech

31. Grade 1 – 12 Materials W-APT Test Administration Manual
For each grade level cluster:
Main Test Booklet – includes picture cues in
Landscape format
Test Administrator’s Script
Speaking Test Scoring Sheet
Speaking Rubric
Summary Chart of Task Level Expectations
Manual includes scored writing samples.
WIDA Consortium / CAL / MetriTech 31

32. Scoring Speaking Grades 1 – 12
WIDA Consortium / CAL / MetriTech

33. Speaking Test Guidelines
Approximately 15 minutes
2 Parts per form:
Social Instructional Language (3 tasks)
Language of Language Arts/Language of Social Studies (5 tasks)
Responses scored: Exceeds, Meets, Approaches
Guided by Speaking Rubric
Administer the test in English only
This slide shows easy rules to follow to ensure consistent administration of the W-APT™ speaking test across testers, across districts, and from state-to-state.
WIDA Consortium / CAL / MetriTech 33 33

34. Navigating the Speaking Test
Part B
Part A
Listening Test T1 T1 T2 T2
IN PART A
Go to next level Task if score on current Task is ?
Meets OR
Exceeds;
Go to Task 1 of Part B if score on current Task is
Approaches OR
No Response.
IN PART B
Go to next level Task if score on current Task is ?
Meets OR
Exceeds;
Go to LISTENING TEST if score on current Task is
Approaches OR
No Response. T3 T3 T4 T5
The speaking test is adaptive and this diagram shows the layout and rules for navigating its adaptivity model. In order to advance to the next Task in either Part, the student must score Meets or Exceeds. If the student merely “Approaches” on Task 1 or 2 in Part A, or if no response is given, skip to Task 1 in Part B. Here the same rules apply: advance through the tasks if the student scores Meets or Exceeds, but if not, bring the speaking test to a close by using the wind-down scripted at the end of the test.
Any Task following one marked Approaches (within a Part) should be marked Not Administered.
WIDA Consortium / CAL / MetriTech 34 34

35. Recording Speaking Scores
Mark X for score for each task (T1, T2, etc.)
This slide shows the Speaking Test scoring sheet for the W-APT™. Place an “X” in the appropriate box after administering each Task. Note that the column beneath the score of "Meets" is shaded because "Meets" is the expected score for each task. Remember that the question mark rating gives you some flexibility, but not a lot. If you have doubts, after administering ALL questions in a task, as to whether the student meets or merely approaches the task level expectations, you may temporarily assign a rating of ?. Then, proceed to the next task, rate it, and assign the same rating to the Task previously marked ?. The only exception to this rule would be if you assign ? and the next Task clearly merits “no response,” then change the ? on the previous Task to “Approaches.”
WIDA Consortium / CAL / MetriTech 35 35

36. Count the “X” on Exceeds and Meets
Mark X for score for each task (T1, T2, etc.) X X X X
This slide shows the Speaking Test scoring sheet for the W-APT™. Place an “X” in the appropriate box after administering each Task. Note that the column beneath the score of "Meets" is shaded because "Meets" is the expected score for each task. Remember that the question mark rating gives you some flexibility but not a lot. If you have doubts, after administering ALL questions in a task, as to whether the student meets or merely approaches the task level expectations, you may temporarily assign a rating of ?. Then, proceed to the next task, rate it and assign the same rating to the Task previously marked ?. The only exception to this rule would be if you assign ? and the next Task clearly merits “no response,” then change the ? on the previous Task to “Approaches.” X X X X
WIDA Consortium / CAL / MetriTech 36

37. Recording Speaking Proficiency Level
Use table on Scoring Sheet to determine Proficiency Level
Enter Speaking PL in Composite Table on Page 2 of Scoring Sheet
As with the ACCESS for ELLs®, you will assign a qualitative rating (Meets or Approaches) to each Task as a whole, not each individual question. Unlike ACCESS for ELLs®, you will also convert those qualitative ratings into a numeric score using the conversion chart found beneath the qualitative ratings table. 4
WIDA Consortium / CAL / MetriTech 37

38. Enter Speaking PL in Composite Table
WIDA Consortium / CAL / MetriTech

39. Speaking Rubric Speaking Rubric
MUST be used during any Speaking assessment!!
WIDA Consortium / CAL / MetriTech 39

40. Using the Speaking Rubric
Look at proficiency level for the task being administered.
Examine the expectations for each task level.
Determine whether student’s response meets the stated expectations for that task level.
Do not score for content accuracy but for the level of language expected at that task level.
The W-APT™ is designed to measure academic English language proficiency, not content knowledge. Often in the speaking test, a student will produce an answer that would be considered incorrect if this test were designed to elicit content knowledge, rather than language proficiency. The key to scoring the speaking sample is to train yourself not to be distracted by the content accuracy of the response, i.e., whether or not the student’s answer would be considered “right” or “wrong” to an adult. (For example, in speaking benchmark #25, the child says that Mia is a leader because she is wearing black pants; this may not sound right to an adult, but the essential thing is that the student meets the task level expectations based on the language she uses.) Rather, focus on how the student uses his/her language resources to express himself/herself and ground your rating in the Task Level Expectations contained in the rubric. The test administrator's prior knowledge of the student’s ability and/or experience should not be considered in scoring the speaking test.
*Rubric Activity*
WIDA Consortium / CAL / MetriTech 40 40

41. Writing Test Up to 30 minutes – 15 minutes for each part
Prompts in Main Test Booklet
Student writes in separate student writing booklet
2 tasks per form:
Part A, Social Instructional Language – PI levels 1-3 (Low)
Part B, Math Language – PI levels 3-5 (High)
Administer Part A AND/OR Part B based on S, L and R scores
Score using writing rubric
Enter score on scoring sheet
In each grade level cluster there are two Writing tasks; some students will complete Part A only, some will complete Part B only, and some will complete both. Part A contains a low-level Social Instructional Writing task (corresponding to Levels 1-3 on the WIDA ELP proficiency scale). Administer this task if you feel, based on the student’s performance in the previous three sections of the test, that s/he would not be capable of a more advanced math Writing task (corresponding to Levels 3-5 on the WIDA ELP proficiency scale). Part B contains a high-level Math Writing Task. Administer only Part B if you feel, based on the student’s performance in the previous three sections of the test, that the easier task (Part A) would be very easy for the student and would not be informative about his or her Proficiency Level. 2
WIDA Consortium / CAL / MetriTech 41 41

42. Writing Rubric MUST be on-hand when scoring Writing!!
Walk through the three criteria – note the expectations for each level.
WIDA Consortium / CAL / MetriTech

44. 1. On-line Score Calculator OR 2. You Do the Math….
Calculating Overall
Composite Proficiency Level (CPL)
1. On-line Score Calculator OR 2. You Do the Math….
WIDA Consortium / CAL / MetriTech 44

45. W-APT Score Calculator at ww.wida.us
Share three W-APT Score Report samples of the same scores across grade levels.

46. Or You Do the Math…. .7
2.3 4 .6 2 .3 2 2 .7
2.3
2.806
2.9
Find the Weight by Multiplying the PL of each domain by the appropriate decimal
Find the Composite level by adding all four weights
If the ELL is in 3rd grade, adjust for that level by multiplying by 1.22 and adding .08 to the result. This is the Adjusted Composite Proficiency Level for this ELL
Slide show is meant to add one score at a time after a click. If this does not work on your system, disable custom animation.
WIDA Consortium / CAL / MetriTech 46

47. Kindergarten Administration
WIDA Consortium / CAL / MetriTech

48. Kindergarten Materials
K-WAPT™ Test Administration Manual
Listening and Speaking Test (Oral Proficiency)
Listening and Speaking Picture Cue Booklet
Listening and Speaking Script
Listening and Speaking Scoring Sheet
Reading and Writing Test (Optional Diagnostic)
Reading Picture Cue Booklet
Writing Picture Cue Booklet
Reading and Writing Script
Reading and Writing Scoring Sheet
WIDA Consortium / CAL / MetriTech

49. Oral Proficiency Test (Listening and Speaking combined)
Scripted
Can take up to 15 minutes to administer
Adaptivity criterion on scoring sheet
Student points to response, TA marks score
Key and rubric included on scoring sheet
Convert raw score into oral proficiency score
Raw Score for Listening and Speaking
Oral Proficiency Score
0-10
Low
11-18
Mid
19-28
High
29-30
Exceptional
Scores are intended only for general groupings.
The K-WAPT is not reported in WIDA’s 6 ELP Levels
WIDA Consortium / CAL / MetriTech

50. Kindergarten General Scoring Information
When scoring the Listening items, follow the key provided on the scoring sheet and mark responses as right (with a 1 or a check mark) or wrong (with a 0)
When scoring Speaking, in order to be counted as correct, a response
must be in English;
must be understandable, even though it might require some effort on your part to comprehend; and
must contain real English words
WIDA Consortium / CAL / MetriTech

51. Kindergarten W-APT™ Administration: Reading
The Reading is a diagnostic component.
WIDA Consortium / CAL / MetriTech 51 51

52. Diagnostic Reading
NOT appropriate for children in pre-K or entering Kindergarten
Intended for children in mid-K or entering 1st grade
Same administration format as Listening and Speaking
Convert raw score to skill description
Reading Raw Score
Skill(s) Description
0-2
No ability
3-5
Can match simple pictures to each other
6-10
Can recognize letters
11-12
Can recognize words 13
Can read simple phrases
14-15
Can read simple sentences
WIDA Consortium / CAL / MetriTech 52

53. Kindergarten W-APT Administration: Writing
The Writing is a diagnostic component.
WIDA Consortium / CAL / MetriTech 53 53

54. Diagnostic Writing Test
NOT appropriate for children in pre-K or entering Kindergarten
Intended for children in mid-K or entering 1st grade
Same administration format as Listening and Speaking
Convert raw score to skill description
Writing Raw Score
Skill(s) Description
0–3
No ability
4–7
Can copy letters
8–11
Can complete simple words with initial letter
12–14
Can write simple words
15–16
Can write simple phrases
17–18
Can write simple sentences
WIDA Consortium / CAL / MetriTech 54

55. Writing Scoring Sheet
Use the chart below to translate the raw score for Writing (from page 3 of the Kindergarten W-APT™ scoring sheet) into diagnostic information about a student's writing ability.
Writing Raw Score
Skill(s) Description
0–3
No ability
4–7
Can copy letters
8–11
Can complete simple words with initial letter
12–14
Can write simple words
15–16
Can write simple phrases
17–18
Can write simple sentences
WIDA Consortium / CAL / MetriTech 55

56. Raw score for Listening and Speaking Reading Skills Descriptions
Summary Scoring Sheet
When you have finished administering those parts of the test that are appropriate for each student, transfer his or her raw scores to the Summary Scoring Sheet
Use the conversion tables to fill in the Oral Proficiency Score
Locate the student’s Reading and Writing Skill(s) Descriptions
Raw score for Listening and Speaking
Raw score for Reading
Raw score for Writing
Reading Skills Descriptions
Writing Skills Descriptions
WIDA Consortium / CAL / MetriTech 56

57. Programmatic Implications of W-APT Screener
WIDA Consortium / CAL / MetriTech 57 57

58. Interpreting W-APT Screener
Using W-APT™ criterion to determine eligibility for
placement in ESL services…
Be sure to follow the established procedures in your district and state for interpreting the score for these purposes. (Identification and exit criteria differs from state-to-state across the WIDA Consortium.)
WIDA does not prescribe criteria for matching
particular ESL services to particular scores on the test. This is a matter of interpretation of state or local policy guidelines.
WIDA Consortium / CAL / MetriTech 58

59. High-level Scores Programmatic Implications
Overall Composite Levels 5–6 may indicate a need for Monitoring or Targeted Support.
Some things to consider:
Is it appropriate to exit the student from ESL services? Does this student have the language skills necessary to access the content in the mainstream classroom without additional language support services? What additional evidence is needed to make a determination?
Is the student’s English proficiency weak in a particular language domain (e.g., Writing)?
Is the student’s English proficiency weak in a particular standard area (e.g., the language of Social Studies)?
If so, consider additional content language support.
Even though WIDA would contend that the ACCESS for ELLs® is more valid and reliable than previous generation of ELP assessments, high stakes decisions should never be based solely on the results of a single instrument. Therefore, WIDA recommends that program exit decisions include evidence of ELLs being able to handle difficult academic language within classroom contexts. Certain students may be ready for exit prior to level 6 but may perhaps require only minimal targeted assistance in an academic class or with a domain like writing.
WIDA Consortium / CAL / MetriTech 59

60. Programmatic Implications
Mid-level Scores
Programmatic Implications
Overall Composite Levels 3–4 may indicate a need for 1–3 more years of ELL support services.
Some things to consider:
A balanced, long-term approach that focuses on grade-level academic standards and English proficiency standards and utilizes strategies that increase comprehension and communication in English (e.g., sheltered instruction)
Enhancement of both oral language and literacy development
Individual students have differing profiles and need support strategies that match those profiles. A student with good reading and writing skills (some times seen in late arrivals who studied English in school settings) need more work with listening and speaking, whereas most ELL students will likely have weaker reading and writing skills. In both cases, it is still helpful to match the support to the language needs of the classroom. Balanced, long term approaches that focus on grade level standards but delivered using strategies that increase student comprehension and involvement work best.
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61. Beginner-level Scores Programmatic Implications
Overall Composite Levels 1–2 may need 5–6 more years of ELL support services.
Some things to consider:
Provide brief targeted English - social and instructional
Enroll ELLs in “newcomer” programs (if available)
Use content-based strategies (e.g., sheltered instruction)
Scaffold within programs and school
Graphic support
Peer support
Supplemental and modified materials
While development of basic interpersonal communicative skills (BICS) should be targeted in instruction, content-area language and learning should not be delayed until BICS are fully developed.
WIDA Consortium / CAL / MetriTech 61

62. Questions or Comments?
For more information, please contact the WIDA Hotline: or
World Class Instructional Design and Assessment,
Center for Applied Linguistics,
Metritech, Inc.,
© 2011 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium