News

En este artículo, Katie Rozas, miembro del equipo de WIDA Español, comparte formas en que las escuelas pueden alejarse de las expectativas tradicionales de participación de padres hacia prácticas de participación familiar más inclusivas como una estrategia para co-construir una comunidad a la que todos pertenecen.

Did you know… WIDA powers the Advancing ALTELLA project? Did you know… WIDA has a team of specialists and researchers dedicated to accessibility and accommodation work? Did you know... If you keep reading, we won’t say “Did you know” anymore. And we’ll tell you more about the work WIDA is doing to make our resources and tools accessible to all who use them.

WIDA is delighted to share that Grace Li is the organization’s new chief assessment officer. Grace replaces Gary Cook, WIDA’s senior director of assessment, who is transitioning into a new role at WIDA.

In this edition of Featured Educator, we highlight the 2021-22 Community Gardeners, a group of experienced international educators that supported the WIDA Global Community of Practice – a yearlong professional learning pilot program focused on improving schoolwide systems for multilingual learners.

In this edition of Conversations with Tim, Tim talks to Christopher Rivera, an associate professor at East Carolina University, whose work focuses on culturally and linguistically diverse students who have severe disabilities. During their conversation, Chris gives his take on how to best support multilingual learners with disabilities.

En este artículo, Analleli Muñoz, miembro del equipo de WIDA Español, reflexiona sobre los desafíos y oportunidades distintivas que los estudiantes bi/multilingües han tenido debido a la pandemia.

In this article, WIDA Español team member Analleli Muñoz reflects upon the unique challenges and opportunities bi/multilingual students have experienced due to the pandemic.

In this article, Mariana Castro, deputy director for the Wisconsin Center for Education Research, examines data on long-term English learners (LTELs) — bi/multilingual students who have been officially classified as English learners for five or more years. Read the article to get Mariana’s take on how education policy and practice affect LTELs, and how to best support them.

En este artículo, Mariana Castro, la directora adjunta del Centro de Investigaciones de la Educación de Wisconsin, examina datos sobre los estudiantes aprendices del inglés de largo-tiempo (LTELs por sus siglas en inglés) — estudiantes bi/multilingües que han sido oficialmente clasificados como aprendices del inglés por cinco años o más. Lea el artículo para saber más sobre su opinión sobre cómo las políticas y la práctica educativas afectan a los LTELs y sobre las mejores maneras de apoyarlos.

The WIDA Leadership team has made the difficult decision to end the WIDA Early Years membership program at the end of June 2023.