Important Terminology:

WIDA ACCESS: World-Class Instructional Design and Assessment - This is the language acquisition assessment used by the Maryland State Department of Education (as a WIDA Consortium members) to monitor Multilingual Learners (MLs) English language development as required by the Every Students Succeeds Act (ESSA).

Multilingual Learner (ML): This term refers to students whose primary language is not English. 

EL/ELL: English Learner/English Language Learner - Former terms for students learning English as a Second or Foreign language.

LEP: Limited English Proficiency - Former acronym used to identify our MLs in SchoolMax.

R-ML or R-ELL: Reclassified Multilingual Learner or English Learner - Refers to students who exited the ELD program (achieved the minimum score in the WIDA Access for English proficiency).

ESOL:  English to Speakers of Other Languages - Former name of the English Language Development Program.

TESOL: Teachers of English to Speakers of Other Languages

CALP: Cognitive Academic Language Proficiency

BICS: Basic Interpersonal Communicative Skills

SLIFE: Student with Limited or Interrupted Formal Education - A student who, before starting school in the United States, has missed at least six (6) consecutive months of school.

Native Language: First language spoken by the student.

Long-Term ML: A student who has been in the ELD program for more than six (6) years but is still in need of ELD services. 

Exit Score: Overall score of 4.5 or higher in the WIDA Access.

Newcomer: A student who has just arrived in the United States. Some come as refugees. 

Who Should be Screened for ELD Services?

Students must be screened for ELD services if they are:

• Born outside of the United States

• U.S. citizens with foreign schooling

• U.S. citizens whose home language is not English as documented on two out of the three questions on the Home Language Survey (HLS).

In Prince George’s County Public Schools, students are screened at the International Student Admission and Enrollment Office (ISAEO). Student must obtain a score of 4.4 or lower in the WIDA Screener in order to be classified as a Multilingual Learner.

WIDA Proficiency Levels

Entering (1.0 – 1.9) - Students in Level 1 are refered to as Newcomer MLs

• Pictorial or graphic representation of the language of the content areas

• Words, phrases or chunks of language when presented with one-step commands, directions, WH-, choice or yes/no questions, or statements with sensory, graphic, or interactive support

• Oral language with phonological, syntactic, or semantic errors that often impede meaning when presented with basic oral commands, direct questions, or simple statements with sensory, graphic, or interactive support

Emerging (2.0 – 2.9) - Students in Level 2 are refered to as Beginner MLs

• General language related to the content areas

• Phrases or short sentences

• Oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when presented with one- to multiple-step commands, directions, questions, or a series of statements with sensory, graphic, or interactive support

Developing (3.0 – 3.9) - Students in Level 3 are refered to as Intermediate MLs

• General and some specific language of the content areas

• Expanded sentences in oral interaction or written paragraphs

• Oral or written language with phonological, syntactic, or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic, or interactive support

Expanding (4.0 – 4.9) - Students in Level 4 are refered to as Advanced MLs

• Specific and some technical language of the content areas

• A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs

• Oral or written language with minimal phonological, syntactic, or semantic errors that do not impede the overall meaning of the communication when presented with oral or written connected discourse with sensory, graphic, or interactive support

Bridging (5.0 – 5.9) - Students in Level 5 are refered to as Proficient

• Specialized or technical language of the content areas

• A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays, or reports

• Oral or written language approaching comparability to that of English-proficient peers when presented with grade level material

Reaching (6.0) - Students in Level 6 are refered to as Proficient

• Specialized or technical language reflective of the content areas at grade level

• A variety of sentence lengths or varying linguistic complexity in extended oral or written discourse as required by the specified grade level

• Oral or written communication in English comparable to English-proficient peers

Our Courses:

Newcomer Academy: Newcomer MLs take the following courses in their first year at Bladensburg HS:

1. ELD Newcomer (1 English credit)

2. Newcomer Language (1 elective credit)

3. Language of Science (1 elective credit)

4. Language of American History (1 elective credit)

5. Applications in Mathematics (1 elective credit)

6. AIM Literacy (if identified as a student with interrupted education; 1 elective credit).

7. World Language course (recommended to be their Native language; 1 world language required credit)

Other courses:

1. ELD Beginners (Level 2 or 2nd Year MLs) - 1 elective credit concurrent with grade-level English course.

2. ELD Intermediate (Level 3 or 3rd Year MLs) - 1 elective credit concurrent with grade-level English course.

3. ELD Advanced (Level 4 or 4th Year MLs) - 1 elective credit concurrent with grade-level English course.

4. Language Lab 1 (Long-Term MLs) - 1 elective credit concurrent with grade-level English course.

5. Language Lab 2 (Long-Term MLs) - 1 elective credit concurrent with grade-level English course.

6. English 9 (Sheltered Instruction) - 1 English required credit.

7. English 10 (Sheltered Instruction) - 1 English required credit.

Placement on courses is based on WIDA ACCESS scores and previous coursework.

Refusals, Exits, and Other Questions

• How do students "pass" or exit from ELD? In order to exit the ELD program in the State of Maryland, students must obtain an overall score of 4.5 or higher in the WIDA ACCESS.

• Can students refuse or request to not be in ELD? No. Students cannot request it, but parents can refuse services. Service refusal means that the student will not be schedules on ELD course, will not receive support services granted through the program. However, by law, the student will be part of the ELD program and will be required to complete the WIDA Test until the student passes the test.

• What happens if I don't have an ELD class in my schedule? All MLs are required to have an ELD course in their schedules. Special exceptions are: the ML needs other classes due to risk of “aging out” (not having a chance to graduate prior to the age of 21; the ML is dually classified as a Student with Disabilities whose IEP requires other classes not able to fit ELD; the ML is a senior needing other classes to graduate on time; the ML's schedule conflicts with CTE Program required courses; or the ML is an Evening student.

• What happens if am still in ELD after I took the last ELD class (Language Lab 2)? If your WIDA overall score is 4.2 - 4.4, you will referred to ELD Consultative Services: You will be enrolled in CLVRHS, a “phantom” course in Synergy. This course is asynchronous. Throughout the year, an ELD teacher will administer your ELD Benchmark assessment and will monitor your indepent practice in the Summit K12 app - the same app all MLs use in class for Language practice.