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WIDA Proficiency Level Descriptors K-12.pdf

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Graduation Pathways for Multilingual Learners N.J.A.C 6A:15-1.11

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Graduation Pathways for Multilingual Learners

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2023 LEAP Academy Grades 6-8 ESL curriculum

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2023 LEAP Academy ESL - Level 3 Curriculum (2)

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2023 LEAP Academy Grade 2-3 ESL curriculum

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2023 LEAP Academy Kindergarten ESL curriculum

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All students grade Kindergarten to 12 found eligible through Steps 1 and 2 must be administered a NJDOE approved ELP assessment, by a bilingual/ESL certified teacher.

If the student does not meet the NJDOE established cut score, the student is considered a multilingual learner and shall be offered entry into the LEA's language instruction educational program (LIEP).
For Preschool Student Entering Kindergarten
See Preschool Multilingual Learners.
For Kindergarten Students

The student is administered the ELP assessment (See NJ Approved ELP Assessments, NJDOE Approved ELP Assessments).

Yes, the student is a multilingual learner: Student's composite score is below a 4.5.

No, student is not a multilingual learner: Student's composite score is a 4.5 or above.

For Students in Grade 1 to Grade 12

The student is administered the ELP assessment (all four domains).

Yes, the student is a multilingual learner: Student's composite score is below a 4.5.

No, student is not a multilingual learner: Student's composite score is a 4.5 or above.

Each LEA shall maintain a roster of all students who are screened and students who are identified as multilingual. For record keeping, the roster should include the test name administered, the date of test administration, and overall composite score for all students who are screened.

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identification of students as multilingual learners

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Identification of Students as Multilingual Learners

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Identification of Students as Multilingual Learners

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As per N.J.A.C. 6A:15 -1.13 (b)- Each district board of education shall send progress reports to parent(s) of students enrolled in bilingual, ESL, or Multilingual services programs in the same manner and frequency as progress reports are sent to parent(s) of other students enrolled in the school district. (c) Progress reports shall be written in English and in the native language of parent(s) of students enrolled in the bilingual and ESL program.

All teachers and district leaders share responsibility for ML students' outcomes. All teachers need to use multiple instructional strategies and response strategies that actively engage and meet student learning needs. They must engage in continuous improvement processes where they regularly examine multiple data sources (classroom participation, homework assignments, exit tickets, warm-ups, class discussions, portfolios, and classroom formative and summative assessments) to monitor ML progress.

The purpose of this guidance is to help district staff with the progress monitoring of their ML students.

District staff should take into consideration their students' English proficiency levels in each of the four language domains of language (listening, speaking, reading, and writing). Language instruction should be integrated into all content learning based on academic standards. The strategies and materials used for instruction need to be appropriate for the English language proficiency levels of the students. Educators should look to the FABRIC paradigm to provide diverse groups of MLs with access to academic content. The six threads of the FABRIC paradigm provide structure to the instruction of MLs.

The Goal of MLs Instruction

create equity of opportunity for students.

give access to all content and curriculum.

increase the linguistic and academic abilities of students.

set students up for success.

give students a positive feeling of achievement.

Method for Meeting the Instructional Goals for MLs

Differentiate instruction and classroom assessment as guided by the WIDA English Language Development Standards Framework, 2020 Edition.

Use instructional strategies that scaffold learning for MLs.

Follow the Individualized Educational Plans (IEP) for ML Special Education (SE) students.

Encourage the ML student to use oral language. Discussions, especially pair-work, allow students to expand language usage in listening and speaking.

Allow MLs to clarify ideas, make sense of their previous statements and elaborate on their views with specific explanations.

Use wait time for MLs to express their ideas in class.

Considerations for Multilingual Learners Progress Reporting

Content area teachers should work in consultation with MLs teachers to evaluate student performance.

The teachers should have knowledge of second language acquisition and how the development of another language interacts with the context of the learning in the classroom.

The teachers should consider the level of English proficiency identified through the ACCESS for MLs spring assessment, grade level expectations, native language skills and abilities, classroom performance, ML program type, and other contributing factors when progress monitoring and placing students into groups.

The student's readiness to communicate in English shall be assessed based on WIDA English Language Development Standards Framework, 2020 Edition and multiple data indicators including:

classroom performance.

academic discussions.

formative and summative assessments.

the student's English language proficiency.

the student's reading level in English.

performance on standardized achievement tests in English.

The WIDA English Language Development Standards Framework, 2020 Edition

The WIDA ELD Standards Framework offers language expectations to set goals for curriculum, instruction, and assessment for multilingual learners. MLs students need to meet both the academic standards and the WIDA standards. ML teachers need to base their lessons on both types of standards to assure that ML students develop the appropriate skills for graduation. ML lessons should include both a language objective as well as a content objective. ESL curriculum will be written based on the WIDA English Language Development Standards Framework, 2020 Edition.

The WIDA ELD 5 Standards Statements provide a broad conceptual framing and illustrate the integration of content and language.

WIDA ELD Standards Statements are: Language for Social and Instructional Purposes, Language for Language Arts, Language for Mathematics, Language for Science, and Language for Social Studies.

The standards statements show key language uses: narrate, inform, explain, and argue.

Key Language Uses describe prominent ways that language is used in school, across all disciplines. When educators make choices about how to integrate content and language, the Key Language Uses can help provide focus and coherence.

These Key Language Uses are built around Big Ideas: Equity, Integration, Collaboration, and Functional Approach.

Language Expectations are goals for content-driven language learning, adding specificity to the ELD Standards Statements and Key Language Uses. They are the statements that educators find in academic content standards. In the Language Expectations, the four individual language domains (listening, speaking, reading, and writing) are consolidated into two more inclusive modes of communication: interpretive and expressive.

Proficiency Level Descriptors (PLDs) describe a continuum of language development for activities that target Language Expectations. They provide a detailed articulation of how students might develop language across the six levels of English language proficiency. Each grade level has proficiency level descriptors for both modes of communication that include criteria for discourse, grammatical complexity, and language precision.

The WIDA Can Do Descriptors

The WIDA Can Do Descriptors give examples of what language learners are able to do with the English language in all four domains. Educators are encouraged to use these supports to create instruction and assessments for English language learners. While the proficiency level descriptors were updated in 2020, the Can Do Descriptors 2016 continue to provide the skill sets that students should master for each proficiency level.

Teachers can reference the Can Do Descriptors 2016 to see expected skill sets from students at specific proficiency levels.

WIDA Can Do Descriptors 2016 are divided by proficiency levels that range from levels 1- 6.

Depending on the grade level, students with an entering (Level 1) level and emerging (Level 2) proficiency (in cluster Grade 1-2 for example) may begin at the single word or phrase level incrementally progressing towards sentences.

Students at the developing (Level 3) and expanding (Level 4) proficiency are capable of greater linguistic complexity based on language domain but will still need scaffolded ML program supports.

Students at the expanding (Level 4) and bridging (Level 5) proficiency can complete content and classwork with modified ML support.

Students at the reaching (Level 6) proficiency can do work in all content areas with little to no ML support.

References

WIDA. (2016). K-12 Can Do Descriptors, Key Uses Edition. Madison, WI: The Board of Regents of
the University of Wisconsin System.

WIDA. (2020). WIDA English language development standards framework, 2020 edition kindergarten - grade 12. Madison, WI: The Board of Regents of the University of Wisconsin System.

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guidance on grading english learners (ells) for grades k–12

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Guidance on Grading Multilingual Learners (MLs) for Grades K-12

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Guidance on Grading English Learners (ELLs) for Grades K-12