This is a timeline graphic that plots points along a line, representing each stage in the development of the 2020 edition of WIDA MODEL Online. In May 2018, work begins on WIDA MODEL test item refresh. In January 2019, an international WIDA MODEL validity study, including survey and interviews, is carried out. In March 2019, the WIDA MODEL Interpretive Guide for Score Reports is developed. In April 2019, a WIDA MODEL and WIDA Screener comparability study takes place. In May 2019, the International bias, sensitivity and content review takes place in Brussels. In June 2019, the technical report on WIDA MODEL in international contexts is released. In Autumn 2019, WIDA MODEL field testing takes place. In 2020, WIDA MODEL 2020 is released.
This graphic represents the process for educators to share their ideas with WIDA. The process begins with educators’ input: an educator comes up with an idea and contacts their SEA representative. Then, the SEA shares the information with the appropriate WIDA committees for further review. Next, the& WIDA committees review the idea and make a recommendation to WIDA. Finally, WIDA reviews the recommendation, makes a decision and shares it back with SEAs and educators.
This layered graphic illustrates the point that there are three types of accessibility supports available to all students taking WIDA assessments. The wide base of the graphic is universal design, indicating the foundational idea that all students receive test items that have been developed using universal design principles. The next layer above is administrative considerations, indicating flexibility in the timing, scheduling and setting of the test, if necessary. The layer below the top is universal tools, indicating that tools such as color contrast, highlighter, magnifier and line guides are available to all students taking the test but are generally selected for use by a smaller subset of students. The top layer is accommodations, which are only available to the smallest subset of students – those who have a designated Individual Education Program or 504 Plan.
This staircase-like graphic illustrates the WIDA alternate English language proficiency levels for student performance on the Alternate Access for ELLs test. There are six squares, each labeled with one of the six Alternate Proficiency Levels: A1 Initiating, A2 Exploring, A3 Engaging, P1 Entering, P2 Emerging and P3 - Developing (which is used only with the Writing section of the test). The squares for the first four levels (A1 through P1) are arranged in a horizontal row. P2 is positioned a forward step up. Level P3 is positioned another forward step up. The three-step orientation from P1 through P3 indicate score levels for students who might be better served by taking the ACCESS for ELLs test, rather than the Alternate Access for ELLs test.