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Adopted by the Illinois State Board of Education in February 2004, it outlines two frameworks for planning curriculum, instruction, and assessment. 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Blagojevich Governor  \nJesse Ruiz Board Chair  \nDr. Randy J. Dunn Superintendent  \nIllinois English Language Proficiency Standards  \nfor  \nEnglish Language Learners  \n(K-12)  \nDiiviisiion of Englliish Language Learniing  \nRobin M. Lisboa  \nDivision Administrator  \nIllinois  \nEnglish Language Proficiency Standards for English Language Learners  \nK-12  \nFRAMEWORKS FOR LARGE-SCALE STATE AND CLASSROOM ASSESSMENT  \nOverview Document  \nAdopted by The Illinois State Board of Education February 2004  \nDeveloped by  \nMargo Gottlieb, Ph. D.  \nLead Developer, WIDA Consortium and  \nDirector, Assessment and Evaluation Illinois Resource Center  \n[mgottlieb@thecenterweb.org](mgottlieb@thecenterweb.org)  \nIllinois State Board of Education Division of English Language Learning  \nJames R. Thompson Center – Suite 14-300 Chicago, Illinois 60601-3266-3169  \n(312) 814-3850  \nTable of Contents  \nPage  \nI. Introduction 1  \nII. Organization and Format of the Frameworks 2  \nA. The English Language Proficiency Standards 3  \nB. The Language Domains 3  \nC. The Language Proficiency Levels and Performance Definitions 4  \nD. The Model Performance Indicators 7  \nIII. Alignment of the Model Performance Indicators and Versatility of the  \nFrameworks 9  \nIV. An Enhanced Assessment System 9  \nV. Rationale for the English Language Proficiency Standards 11  \nVI. Designing an Assessment System: The Process of Developing English Language Proficiency Standards 12  \nA. Phase I: Setting the parameters for the English language proficiency standards 12  \nB. Phase II: Creating and reviewing the K-12 English language proficiency standards 14  \nC. Phase III: Developing the K-12 classroom framework 15  \nD. Phase IV: Augmenting the model performance indicators within the large-scale state and classroom frameworks 16  \nMethod 1: Blending English language proficiency or academic content standards with WIDA’s model performance indicators 16  \nCase Study: Illinois 17  \nMethod 2: Enhancing the model performance indicators across language domains and frameworks 19  \nE. Phase V: Reformatting the frameworks 22  \nCopyright © 2004 State of Wisconsin. All rights reserved. i  \nVII. Uses for the English Language Proficiency Standards 22  \nVIII. Contributors to the Development ofWIDA’s K-12 English Language Proficiency Standards 23  \nIX. Glossary of Terms Associated with WIDA’s English Language Proficiency Standards 29  \nX. Source Documents and References 31  \nXI. Feedback Form 35  \nI. Introduction  \nIllinois is the fifth largest state with the highest number of English Language Learners (ELLs) . The state’s English Language Proficiency Standards for English Language Learners (K-12): Frameworks for Large-scale State and Classroom Assessment is the first published product of an enhanced assessment system developed and implemented by a consortium of states. Federal grant monies available under the No Child Left Behind Act of 2001 were awarded to Wisconsin (the lead state), Delaware, and Arkansas (WIDA), the original partners, in early 2003. Within the first half-year of the project, the District of Columbia, Maine, New Hampshire, Rhode Island, and Vermont joined the team, followed by Illinois in October 2003. The Illinois State Board of Education adopted the new standards in February 2004.  \nThis document is designed for the many audiences in the field of education who are impacted by ELLs, linguistically and culturally diverse students who have been identified as having levels of English language proficiency that preclude them from accessing, processing, and acquiring unmodified grade level content in English. This audience includes: English language learners themselves as well as those with disabilities; teachers; principals; program, district, and regional administrators; test developers; teacher educators; and other stakeholders who are members of the consortium of states under the WIDA umbrella.  \nThe two frameworks that constitute this document","cbCaioexJAOavAqL","https://ap.wps.com/l/cbCaioexJAOavAqL","pdf",2549004,"English","# Introduction\n## Purpose and audience\n## Two frameworks and their foci\n## Key shared elements\n# Organization and Format of the Frameworks\n## Standards and language domains\n## Proficiency levels and performance definitions\n## Model performance indicators\n# Alignment and Enhanced Assessment System\n## Versatility and alignment of indicators\n## Enhanced assessment system\n# Rationale and Development Process\n## Rationale for the standards\n## Phases for developing standards and frameworks\n# Uses and Supporting Materials\n## Uses for the standards\n## Contributors and glossary\n## Source documents and feedback form","[{\"question\":\"What is the main purpose of the document?\",\"answer\":\"It provides frameworks for planning curriculum, instruction, and assessment for English language learners in K-12, using English language proficiency standards, language domains, and proficiency levels with performance definitions and model performance indicators.\"},{\"question\":\"Who is the intended audience?\",\"answer\":\"The document is designed for educators and education stakeholders affected by ELLs, including ELL students, teachers, principals, administrators, test developers, teacher educators, and consortium members.\"},{\"question\":\"How do the large-scale state and classroom frameworks differ?\",\"answer\":\"The large-scale framework focuses on identifying the range of model performance indicators to generate test specifications and measures, while the classroom framework is geared toward assessing classroom-centered indicators and is more topic specific for instructional planning.\"}]","Illinois English Language Proficiency Standards for English Language Learners (K-12) - Frameworks for Large-Scale State and Classroom Assessment - Overview Document | PDF",1790978461,202]