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Response mode
Particularly in the domain of writing, students may not respond to tasks in comparable ways when they handwrite or keyboard their responses. Research findings indicate that students typically produce more language, and may produce a broader range of vocabulary and language forms when they handwrite. These differences may be exaggerated at lower grade levels. Student responses to Speaking tasks may also differ if they interact with a human test administrator versus an interaction with a computer interface.

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Scale scores show progress across grade levels

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Scale scores show progress across grade levels

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How should we be reporting on scale scores as we track student progress across grade levels? If proficiency needs to be compared within grade levels, we would technically need to assess twice per year to show growth in year

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What mechanism can we use to keep kids on the register who may technically test out? What about removing students from our register if we feel it is an SST issue not a language issue?

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Use WIDA paper test for students who don't need speaking/listening?

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Should we send these questions to Alicia Owens or Jon Nordemeyer?

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Should we send these questions to Alicia Owens or Jon Nordemeyer?

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Let's get more info on the KG Screener. Does it make sense for us to use it?

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Let's get more info on the KG Screener. Does it make sense for us to use it?

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A tool to help you meet students where they are in their language development

The Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:

Bilingual and English-immersion early care and education programs

Bilingual, Spanish-immersion and English-immersion K-12 language programs

Bilingual, Spanish-immersion and English-immersion K-12 content-area classrooms

Similar to the WIDA English Language Development Standards Statements, the Can Do Descriptors describe what learners can do with language across different content areas. Although the Can Do Descriptors relate to the ELD Standards Statements, they don't replace them but are used to supplement the standards statements during instruction.

Educators and early childhood practitioners can use the Can Do Descriptors to

Better understand what students at different levels of language proficiency can do with language

Expand their understanding of what the process of language development can look like

Collaborate around scaffolding that students need to engage in content-area learning and develop language at the same time

Differentiate instruction and classroom assessment for language

Interpret ACCESS for ELLs test scores

The Can Do Descriptors have not yet been updated to reflect the 2020 Edition; however, they remain available as a valuable tool for communicating with stakeholders about what students can do at each language proficiency level. WIDA is monitoring educator use to help inform the timing for updating the materials.

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A tool to help you meet students where they are in their language developmentThe Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:

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Maybe have a broader conversation at a faculty meeting one day about how we can build these

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Where is the space for a step by step discussion about language standards/objectives in PYP meetings after kick offs

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Reach out and see if Gini can help introduce this in her workshop

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Why might you use the Language Expectations as they are?

If you feel that they sufficiently prioritize the language you need to systematically teach and assess throughout the unit

If you have limited time to adapt and customize Language Expectations (especially if this is your first time using the WIDA ELD Standards Framework 2020 edition)

Why might you adapt the Language Expectations into more specific Language Goals?

Adapt them to an already existing system of creating language goals (i.e. merging them with existing language goals you have already set for the unit)

Customize them to include more unit-specific information

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Language Functions and Features work together to exemplify the functional nature of language and language development. They do not privilege language form over function. Rather, these resources offer a concrete way to shift from a focus on language forms in isolation (such as a list of grammatical rules) to a focus on language forms as part of the overall functional use of language in order to make meaning.

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Do we have norms/agreements with our coteachers?

Do we engage in a planning cycle (preplanning, coplanning, postplanning)?

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How familiar are our teachers with co-teaching models?

How often do we intentionally choose models?