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Test Administrators and District Test Coordinators can find role-specific resources in the following portals:

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WIDA AMS

Concept Tool: A Language-Focused Approach to Planning Equitable Learning Opportunities

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.

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Curricular Considerations: Introduction to Collaborating Around the 2020 Edition

The WIDA ELD Standards Framework, 2020 Edition brings new practical ways for all educators working with multilingual learners to conceptualize the development of content and language together through asset-based, equitable, and rigorous approaches in curricular design. This session will encourage participants to think about what collaboration looks like in these contexts.

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Design Principles for Engaging Multilingual Learners in Three-Dimensional Science

WIDA and the National Science Teaching Association formed Making Science Multilingual to support equitable and inclusive forms of science instruction through which all students, but especially multilingual learners, can learn science and language simultaneously. To guide this work, the Making Science Multilingual team devised eight design principles to define the integration of contemporary three-dimensional science and language-in-use pedagogies. These principles will guide educator resource development at both organizations and facilitate critical examination of how well educator resources support inclusion of multilingual learners in rigorous science learning.

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Differentiation, Part 1

This WIDA Focus Bulletin provides a useful planning template and step-by-step explanations of how teachers (classroom/content-area, special education, literacy, ESL, bilingual) can differentiate their grade-level content and language instruction and assessment for the ELLs in their classes.

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Differentiation, Part 2

This WIDA Focus Bulletin provides a useful planning template and step-by-step explanations of how teachers (classroom/content-area, special education, literacy, ESL, bilingual) can differentiate their grade-level content and language instruction and assessment for the ELLs in their classes.

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District Level Analysis of ELL Growth

This research project explored the patterns of district-level ELL “growth” for the 2007-2011 time period and identified the existence of “high-flying” and “low-cruising” districts within ACCESS for ELLs in terms of ELL growth.

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District Readiness to Implement Standards-Based Reform for English Language Learners a Decade After No Child Left Behind Act

This 16-state survey of school districts with fewer than 500 English language learners revealed that few district-level English language learner staff had formal preparation in educating English language learner or using English language proficiency standards. A wide school-level disparity existed between English as a second language or bilingual teachers and general education teachers in terms of their engagement with proficiency standards and assessment data.

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Educación en el mundo actual

This Focus Bulletin offers strategies for advancing equity in bilingual settings during the mundo actual of COVID-19. The bulletin emphasizes the importance of valuing multilingual learners’ linguistic and cultural diversity, using translanguaging, and leveraging technological resources.

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Educational Justice Through Policy

In this Focus Bulletin, WIDA revisits landmark legislation and policies that shaped language education in the U.S. It presents unintended consequences on programming and instruction of bi/multilingual students; showcases how field practitioners address language policy and its consequences; and includes tools for reflection, collaboration, professional learning and community engagement.

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Embedding the Can Do Cycle Throughout the School Year

This Focus Bulletin reframes the WIDA Can Do Philosophy as a can do cycle of actions that can be embedded into teaching and learning experiences throughout the entire school year. In it, we offer resource banks of questions that can be used to elicit student assets and reflect on ways to build on student assets at the beginning of each unit, during each unit, and at the end of each unit.

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