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This document articulates the WIDA Can Do Philosophy, which expresses the foundational belief that every learner brings valuable contributions to everything they do.Access Resource
This video provides an overview of the WIDA Can Do Philosophy – the foundational belief that every learner brings valuable contributions to everything they do.Access Resource
This document describes WIDA's viewpoint of the criteria for an assessment to be used as a valid interim English language proficiency assessment in support of the annual administration of ACCESS for ELLs.Access Resource
This study investigated a coaching process in which state educational representatives (SEAs) and WIDA staff engaged during 2012. The purpose was to enhance the quality of the professional development offered by states to their educators.Access Resource
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.Access Resource
This WIDA Focus Bulletin emphasizes the many benefits of collaboration. The collaborative approach is presented as a cyclical process with shared responsibility by educators assessing, reflecting upon, planning for and teaching multilingual learners.Access Resource
This research brief reports preliminary results from a study of teachers’ successful experiences engaging ELLs in collaborative learning with peers.Access Resource
A language-focused approach to planning applies an equity and language lens to the design of active and engaging learning opportunities for young children. Explore this tool to learn more about the what, how and why of a language-focused approach to planning equitable learning opportunities for multilingual children.Access Resource