diving head first into wida jessica feeser, sarah hutchison, adam pitt
TRANSCRIPT
Diving Head First Into WIDA
Jessica Feeser, Sarah Hutchison, Adam Pitt
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
How we felt when beginning this journey…
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?
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
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
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.
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.
What is an MPI?
A Model Performance Indicator
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:
WIDA Standard Template
COGNITIVE FUNCTION:
DOMAIN:
____________
Level 1Entering
Level 2Emerging
Level 3Developing
Level 4Expanding
Level 5Bridging
Level
6 -
Reaching
TOPIC-RELATED LANGUAGE:
GRADE: _______
ELD STANDARD: ____________________________________ EXAMPLE TOPIC: ____________________________
CONNECTION:EXAMPLE CONTEXT FOR LANGUAGE USE:
MPI STRAND
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.
IPS Standard Template
Indiana Academic Standard (Content):
Language domain: ☐ Reading ☐ Writing ☐ Speaking ☐ Listening
Topic Related Vocabulary:
Level 1Entering
Level 2Emerging
Level 3Developing
Level 4Expanding
Level 5Bridging
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
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.
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.
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.
What we want for you is to…