Resource Library

The 2007 ELP Standards for grades 6-12 reflected the social and academic dimensions of acquiring a second language that were expected of ELLs in grades 6-12 attending schools in the United States. Each ELP standard addressed a specific context for English language development.

The 2007 ELP Standards for grades PreK-5 reflected the social and academic dimensions of acquiring a second language that were expected of ELLs in grades PreK-5 attending schools in the United States. Each ELP standard addressed a specific context for English language development.

The 2012 Amplification of the WIDA English Language Development Standards, Kindergarten-Grade 12, represented the social, instructional, and academic language students might need to engage with peers, educators, and the curriculum in schools. The 2012 Amplification included examples of how language could be processed or produced within a particular context through Model Performance Indicators (MPIs). MPIs were meant to be examples and not fixed guidelines of the language with which students may have engaged during instruction and assessment.

WIDA intends to fully retire the 2012 Amplification of the WIDA English Language Development Standards, Kindergarten-Grade 12. However, we recognize that all member SEAs have different timelines for implementation of the WIDA ELD Standards Framework, 2020 Edition. With that in mind, the 2012 Amplification will remain in the Resource Library so that educators whose SEAs are still using it may access it as needed.

The purpose of the E-SLD Standards is to provide a developmentally sound framework for supporting and instructing emergent bilinguals, ages 2.5-5.5. This framework aligns with existing WIDA Spanish Language Development Standards, Kindergarten through Grade 12 and simultaneously corresponds with state early learning standards. The E-SLD Standards Framework supports and facilitates the language development of emergent bilinguals through developmentally appropriate, standards-based content from preschool through Grade 12.

This guide presents six key considerations for strengthening family engagement practices and building relationships with families.

This comprehensive document explains the types of scores reported by ACCESS for ELLs for students in Kindergarten and Grades 1-12.

This accessibility supplement was developed to guide the selection and administration of Test Administration Considerations, Universal Tools, and Accommodations for individual English Language Learners (ELLs) in order to produce valid assessment results.

This comprehensive document explains the types of scores reported by Alternate ACCESS for ELLs for students in Grades 1-12.

This guide helps IEP teams determine if a student should take the Alternate ACCESS for ELLs assessment, or the ACCESS for ELLs (Online or Paper) with accommodations.

Interpretive rubrics are analytic scales that describe various aspects of spoken and written language to help educators recognize what speaking and writing sound and look like at various levels of English language proficiency. Use the Alternate ACCESS for ELLs Speaking Rubric to understand the scores students earn on the assessment, analyze student performance in the classroom, and plan ways to scaffold language learning.