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Do your students have opportunities to engage in this type of academic conversation? How might such collaborative interactions help students meet the U.S. college- and career- readiness standards? How might they help English language learners (ELLs) master the language of the disciplines? What are some promising ways to support group-based learning among students? This WIDA Focus Bulletin aims to answer these questions by exploring the potential of group work for ELLs in content classes.Access Resource
This report describes key components of high quality professional development for educators of English language learners.Access Resource
This WIDA Focus Bulletin offers advise, facts, and resources for school teams when identifying English Language Learners with specific learning disabilities.Access Resource
This paper finds that many educators see the WIDA English language proficiency standards as a tool that can guide them in differentiating instruction and supporting language development among English language learners.Access Resource
This study examined the ways in which educators across the WIDA Consortium use WIDA’s English language proficiency standards, and in particular the model performance indicators (MPIs).Access Resource
Based on a U.S. Department of Education guide, these model analyses illustrate procedures a state could use to compare and contrast school-level overall and English learner accountability determinations for proficiency in reading/language arts. These examples are provided only to illustrate how a state could undertake them as part of its efforts to develop and explore a theory of action for assessment of recently arrived English learners.Access Resource
This paper examine how 18 K–12 educators from 13 states and 12 parents from two states interpret and use score reports from the WIDA ACCESS for ELLs. Educators frequently referred to the proficiency level index of the four language domains of listening, speaking, reading, and writing, and the composite domains to interpret student performance, to make school-level decisions about programming and lesson planning, and to inform district-level budgeting and professional development. Parents found the score report to be helpful, but rarely took additional actions to use its information.Access Resource
This study examined how English learners in Grades 1-12, with and without disabilities, used online accessibility features during an ELP assessment. These accessibility features are designed to provide the necessary support for the general EL population, including ELs with disabilities.Access Resource
In February, 2011, WIDA published a Focus Bulletin on Language and Culture, which was enormously popular, and which continues to be requested by readers. This Focus Bulletin has been reformatted and lightly edited to emphasize current WIDA resources and terminology.
This Focus Bulletin explores linguistic and cultural diversity in school, and how teachers, staff and parents can help multilingual learners feel welcome, confident, and prepared to succeed academically.Access Resource
This WIDA Focus Bulletin introduces readers to the four pillars of Language-Focused Family Engagement and provides tools to help educators examine their local family engagement practices.Access Resource