This graphic represents the process for educators to share their ideas with WIDA. The process begins with educators’ input: an educator comes up with an idea and contacts their SEA representative. Then, the SEA shares the information with the appropriate WIDA committees for further review. Next, the& WIDA committees review the idea and make a recommendation to WIDA. Finally, WIDA reviews the recommendation, makes a decision and shares it back with SEAs and educators.
This layered triangle illustrates the point that there are three types of accessibility support available to all students taking WIDA assessments. The wide base of the triangle is universal design, indicating the foundational idea that all students receive test items that have been developed using universal design principles. The next layer is administrative considerations, indicating flexibility in the timing, scheduling and setting of the test, if necessary. The layer below the top is universal tools, indicating that tools such as color contrast, highlighter, magnifier and line guides are available to all students taking the test but are generally selected for use by a smaller subset of students. The top layer of the triangle is accommodations, which are only available to the smallest subset of students – those who have a designated Individual Education Program or 504 plan.
This staircase-like graphic illustrates the WIDA alternate English language proficiency levels for student performance on the Alternate Access for ELLs test. There are six squares, each labeled with one of the six Alternate Proficiency Levels: A1 Initiating, A2 Exploring, A3 Engaging, P1 Entering, P2 Emerging and P3 - Developing (which is used only with the Writing section of the test). The squares for the first four levels (A1 through P1) are arranged in a horizontal row. P2 is positioned a forward step up. Level P3 is positioned another forward step up. The three-step orientation from P1 through P3 indicate score levels for students who might be better served by taking the ACCESS for ELLs test, rather than the Alternate Access for ELLs test.
The can-do philosophy permeates everything that we do at WIDA. Assessment, professional learning, standards. And bringing content and language together is always, always to build upon the assets that children have.
With anything that we do at WIDA, we're constantly thinking about how we can honor and not just celebrate. But really use the assets that children are bringing to the classroom.
Culturally, linguistic, cognitive, and academic. Kids come into our classrooms with many ways of knowing, many ways of learning. And many different experiences that can enrich what we're already doing.
Teachers bring to the classroom a lot of experiences also. And a lot of ways of knowing and doing things that also benefit the classroom.
Our can-do philosophy has many tools built around it. To help you understand and create language-rich, literacy-rich, and culturally appropriate classrooms. And it turns out those classrooms are good for all kids. They're engaging classrooms that work for every learner in your school. But they're particularly important for English language learners. Who need to learn English, but they also have to keep up with rigorous academic content.
We want to make sure that indeed, this can-do philosophy is very much a part of the educational fabric and is infused in everything we do. And you do.
Our can-do philosophy really exemplifies who we are as educators. And how our multilingual learners are indeed a tremendous resource. How their contributions, not only to teaching and learning, but to our educational communities. And to the world.