Resources/Recursos

This Focus Bulletin illustrates how educators in featured International Baccalaureate schools are integrating WIDA resources as they design lessons for multilingual learners.

Published June 2019 
Authors: Jon Nordmeyer, Ruslana Westerlund, Elizabeth Cranley, Anne Katz

This working paper provides insights into how all teachers can provide linguistically and culturally responsive and equitable education for all students by orchestrating instruction to meet their varying socioemotional, cultural, linguistic and academic needs. Grounded in social justice, the Cultural, Linguistic, Equity, and Responsiveness (CLEAR) paradigm presented in this paper describes a guiding framework for educators who wish to integrate sociocultural and sociolinguistic responsiveness and critical pedagogical practices to achieve quality, equitable education for their students.

This WIDA Focus Bulletin addresses how English Language Learners engage with technology within the classroom.

Published October 2014 
Authors: Meagan Rothschild, Julia Cortada

The Framework for Equitable Instruction (FEI) is an instruction-focused resource designed to promote the equitable engagement in disciplinary learning and language development of multilingual learners. The FEI complements the WIDA ELD Standards Framework, 2020 Edition. This working paper can inform teachers’ practice, support teacher collaboration within and across disciplines, and serve as a foundation for the design of professional learning opportunities and resources.

This report addresses three primary questions:
1. How do you determine a meaningful English language performance standard?
2. How do you establish a realistic, empirically anchored time frame for attaining a given ELP performance standard?
3. How can states take into account English learners’ English language performance level when setting academic progress and proficiency expectations?

Published May 2013

This paper focuses on the creation of an instructional hyper textbook that serves as a personal environment for learning a less-commonly-taught language, Turkish in this case. It shows how digital personal environments can advance self-regulated language learning in tandem with more formal learning strategies.

This focus bulletin explores translanguaging from the perspective of four educators, spanning kindergarten through high school. Translanguaging, a common practice among multilingual people, can be explained as using all languages and language varieties available to communicate and understand the world around oneself. The bulletin provides specific ideas on how to use translanguaging to create spaces for students' multilingualism and includes reflection questions to help educators adopt translanguaging strategies in their practice.

Vea y descargue en español.

As teachers, staff and administrators in school buildings, district offices and educational agencies across the country, we play a critical role in responding to the individual needs of students in our teaching and learning settings. Trauma can be experienced by any student, but for those who are also learning English as an additional language or who are adjusting to a new culture, these experiences add another dimension of care to be addressed by educators. Through this focus bulletin, readers will be introduced to a research based guide for working with multilingual learners who may benefit from trauma informed practices, including discussions on special populations, the sharing of empowering and engaging strategies, a raising of awareness about prompting adverse behaviors, and building rapport across whole school, student and family networks.

WIDA research findings show that WIDA MODEL Online scale scores can be interpreted in terms of Common European Framework of Reference for Languages (CEFR) levels. Use the tables in this document to look up students' MODEL scale scores and see the corresponding CEFR levels for each domain.

This webinar examines ways in which large-scale assessment data can be used to extract important, practical and useful insights on average patterns and high-level trends in English learners’ education and academic outcomes.

This WIDA Focus Bulletin explores educators’ and students’ perceptions of the accessibility tools available to all students when taking an online WIDA assessment. The bulletin emphasizes the ways in which the universal tools can support the test-taking experience for multilingual learners.

Published October 2023 
Authors: Jason A. Kemp, Ahyoung Alicia Kim

This working paper presents findings from a survey conducted in 2018 to understand how schools in the WIDA International School Consortium use MODEL.

Published 2019

This working paper presents findings from a series of educator interviews conducted to understand how schools in the WIDA International School Consortium use MODEL.

In this Focus Bulletin, we aim to help readers better understand how WIDA MODEL test scores may be used to support instructional planning decisions for multilingual learners and their teachers. We describe the rich resources available from WIDA to help educators understand what the test scores mean. We also explain how these resources may be used, along with MODEL test scores to help inform where multilingual learners have opportunities to further develop their English language skills.

Published February 2022
Authors: Mark Chapman, Heather Elliott, Jennifer Feldmann

This Technical Report describes a validation study of the newly developed WIDA ACCESS writing scoring scale by examining its feasibility in differentiating student ability and practical scoring use. TR-2024-1.

Published: April 2024
Author: Ping-Lin Chuang
Additional authors: Mark Chapman, Kyoungwon Bishop, Ahyoung Alicia Kim

WIDA research findings show that MODEL Online overall composite scale scores can predict overall composite proficiency level (PL) scores on ACCESS for ELLs. Use the table in this document to look up a student's overall composite scale score on MODEL Online and estimate the PL score that they would be likely to receive on ACCESS.

WIDA conducted a research study that linked WIDA MODEL Online scale scores to the Common European Framework of Reference (CEFR). This video discusses the research study, the findings, and the Understanding WIDA MODEL Online Scale Scores in Terms of CEFR Levels tool.

The purpose of this technical report is to describe the 2020 content refreshment and field test of WIDA MODEL Online tests for grades 1–12.

This 2012 report describes the development, validity and reliability of the WIDA MODEL assessment for Grades 1-2 and 3-5.

This 2012 report describes the development, validity and reliability of the WIDA MODEL assessment for Grades 6-8 and 9-12.