or territory has adopted the standards "in whole". When the CCSS was originally published, there was no intention to publish a common set of standards for English language proficiency development (ELPD). Instead, it was indicated that the ELPD standards would be left to individual states. However, the need for more guidance quickly became apparent, and led to the creation of several initiatives to provide resources to states and educators, including: WIDA, which is a consortium that produces standardized tests aimed at English Language Learners (ELLs), more properly known as English as an Additional Language (EAL) students, that is used in multiple states. It is still updating its standards in order to align with CCSS. An English language proficiency development framework from The Council of Chief State School Officers, which assists states in revising their ELPD standards to align to both the CSS and Next Generation Science Standards. Both the National Board of Professional Teaching Standards (NBPTS) and the TESOL International Association are involved in establishing the standards for ESL instruction, but as of yet there isn't a standardized set of qualifications across the country for ESL instruction. The U.S. Department of Education has since funded two grants to develop the next generation of ELPD assessments, which must measure students’ proficiency against a set of common ELPD standards, which in turn correspond to the college/career-ready standards in English language arts and mathematics. The new assessment system must also: Be based on a common definition of English language learner adopted by all consortium states. Include diagnostic (e.g., screener, placement) and summative assessments. Assess English language proficiency across the four language domains (reading, writing, speaking, and listening) for each grade level from kindergarten through grade 12. Produce results that indicate whether individual students have attained a level and complexity of English language proficiency that is necessary to fully participate in academic instruction in English. Be accessible to all ELLs, except those who are eligible for alternate assessments based on alternate academic standards. Use technology to the maximum extent appropriate to develop, administer, and score assessments. Adoption Since 2010, 41 states and the District of Columbia have been members of the Common Core State Standards Initiative; Alabama, Oklahoma, Texas, Virginia, Alaska, Nebraska, Indiana and South Carolina did not adopt it. Minnesota adopted the English Language Arts standards but not the Mathematics standards. Although starting as a fast trend, the curriculum lost momentum and found