The WIDA MODEL is a series of English language proficiency assessments for Kindergarten through Grade 12. The Kindergarten MODEL is only available in a paper kit format. Educators can use MODEL as an identification/placement assessment for newly enrolled ELLs or as an interim progress monitoring assessment. Participants will learn how to administer, monitor and score as applicable each language domain in the assessment.
This workshop is designed as a first exploration of the WIDA ELD Standards System. Participants will have a guided tour through each component with practical suggestions for incorporating components into instruction. This workshop is designed to be interactive with ample time for processing and application.
This workshop provides foundational awareness of the WIDA Framework and has been designed for any educators that work with English Language Learners.
This two-day workshop is designed to enhance participants' lesson planning processes. During the workshop, participants will examine seven essential elements that attend to the needs of English language learners. In particular, participants will focus on creating contexts for meaningful language use within settings that integrate content learning and academic language development. Participants will utilize tools and resources from the WIDA Standards Framework to assist them in designing instruction that promotes content learning and language development.
This training is for test administrators of the WIDA MODEL (Measure of Developing English Language) Online. The WIDA MODEL is a series of English language proficiency assessments for Kindergarten through Grade 12. However, Kindergarten MODEL is only available in a paper kit format. Educators can use MODEL as an identification/placement assessment for newly enrolled ELLs or as an interim progress monitoring assessment. Participants will learn how to administer, monitor, and score as applicable each language domain in the assessment.
During this training, participants will work collaboratively to strengthen their understanding of how to administer the assessment. This includes test administration beginning with the entry task, and then continuing to Path A or Path B. Particular attention will be given to the administration and scoring of speaking and writing sections of the assessment using practice items.
English language learners need instruction that is differentiated to meet the needs unique to learning an additional language and grade appropriate content. Participants will approach the idea of differentiation of language from an asset-based perspective, recognizing that language learners bring many contributions to the school community. Participants will collaborate to customize instruction for ELLs utilizing the WIDA ELD framework. While planning, participants will have time to reflect on how to create productive struggle in a safe learning environment.
This workshop is designed for educators with all levels of experience with the WIDA Standards Framework, including those new to WIDA tools and resources.
This 2-day workshop is a deep dive into a specific topic related to teaching multilingual students and is offered exclusively for teachers from WIDA International Consortium member schools. Participants in the Collaboration Workshop will utilize WIDA resources to create and sustain effective co-planning, co-teaching and co-assessing practices to serve multilingual learners.
This two-day workshop provides educators with a fresh look at how to engage multilingual learners in rigorous content area learning with a balance of challenge and support. The purpose of the workshop is to encourage educators to consider a dynamic set of classroom practices that support multilingual students as they move toward increasing independence and expertise in grade-level content. Participants will explore how rigorous, well-sequenced curriculum within the content of meaningful experiences contributes to rich classroom interactions that mediate learning.
Optimizing Learning for All Students
To serve all students well, Learning Support, EAL and classroom teachers need to collaborate to plan, teach, assess and reflect together. School leaders and educators need to communicate in clear and consistent ways with each other - and with students and parents. Simple enough? In fact, we all know that this aspirational state is hard to achieve and sustain.