Resources/Recursos

The illustrated models and procedures can be applied to calculate overall composite scores to identify an indicator of English language proficiency, based on composite scores for English learners with 504 or individualized education plans who are missing one or more domain scores on the Assessing Comprehension and Communication in English State-to-State for English Language Learners assessment for state monitoring, achievement and accountability determinations.

This research brief presents findings and policy implications from a recent research study exploring the so-called long-term English learner (LTEL) population across WIDA states. The findings highlight a continuing need for research that rejects an overly simplistic understanding of the LTEL designation. The next phase of this research will use student- and school-level data from three states to examine how individual and school factors can affect the diverse trajectories of ELs’ language development over time.

Published January 2019

Este informe brinda información sobre el nivel de desarrollo del alumno en la prueba de desempeño lingüístico en inglés ACCESS for ELLs. Esta prueba se basa en los estándares de desarrollo del idioma inglés de WIDA y se emplea para medir el progreso de los alumnos en el aprendizaje del inglés. Los resultados se informan como Niveles de desempeño lingüístico del idioma y como Escalas de puntaje.

Este informe brinda información sobre el nivel de desarrollo del estudiante en la prueba alternativa de desempeño lingüístico en inglés ACCESS. Esta prueba se basa en los estándares alternativos sobre el desarrollo del idioma inglés de WIDA y se utiliza para medir el progreso de los estudiantes en el aprendizaje del inglés. Los puntajes se informan como Niveles de desempeño lingüístico del idioma y como Escalas de puntaje.

This Focus Bulletin explores the kind of spoken English language that multilingual learners benefit from developing, showing how that oral language is described in WIDA standards resources and assessed on the ACCESS for ELLs Speaking test.

Published October 2019 
Authors: Mark Chapman, Dale Erlandson

Technology-enhanced items (TEIs) are innovative, computer-delivered test items that are more authentic and interactive than traditional multiple-choice items (MCIs). This study examines the performance of grades 1–12 English learners on TEIs compared to MCIs on the reading domain of ACCESS for ELLs Online.

Published December 2020 
Authors: Ahyoung Alicia Kim, Rurik L. Tywoniw, Mark Chapman

This WIDA Focus Bulletin outlines ways in which educators can provide English Language Learners with disabilities access to complex language via classroom activities and engagement opportunities.

Published March 2017 
Authors: Lynn Shafer Willner, Cynthia Lundgren, Mira Monroe, Julia Cortada

In this webinar, the WIDA standards development team discusses and models the tools, provided in the 2020 Edition, for initiating critical conversations with school leaders and colleagues.

District Frequency Reports show the number and percentage of tested students who scored at each proficiency level. There are separate reports for each grade.

This report provides information about the student’s scores on the ACCESS for ELLs English language proficiency test. This test is based on the WIDA English Language Development Standards and is used to measure students’ progress in learning English. Scores are reported as Language Proficiency Levels and as Scale Scores.

School frequency reports show the number of students who've tested at each proficiency level for all domains. There are separate reports for each grade.

State Frequency Reports show the number and percentage of tested students who scored at each proficiency level. There are separate reports for each grade.

Student Roster Reports show individual students' domain, composite and overall scores. There are separate reports for each grade.

District Frequency Reports show the number and percentage of tested students who scored at each proficiency level. There are separate reports for each grade.

This report provides information about the student’s scores on the Alternate ACCESS for ELLs English language proficiency test. This test is based on the WIDA Alternate English Language Development Standards and is used to measure students’ progress in learning English. Scores are reported as Language Proficiency Levels and as Scale Scores.

School frequency reports show the number of students who've tested at each proficiency level for all domains. There are separate reports for each grade.

State Frequency Reports show the number and percentage of tested students who scored at each proficiency level. There are separate reports for each grade.

Student Roster Reports show individual students' domain, composite and overall scores. There are separate reports for each grade.

This WIDA Focus Bulletin focuses on the needs of students who have limited or interrupted formal education (SLIFE). Because the vast majority of students in this group are enrolled in grades 6 through 12, we will focus on those grade levels. However, many of the tips and suggestions can be applied in lower grade levels as well. Throughout the bulletin we will explore academic and social-emotional factors that may affect this group of students, examine the benefits of building community partnerships, address how to assess student readiness levels, and offer a checklist of considerations for instructional planning.

Published May 2015
Authors: Lauren Keppler, Lucia Morales, Julia Cortada, Maria Austin

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.