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Trauma Informed Considerations for Multilingual Learners
Using Embedded Universal Tools to Support Students' Test-taking Experience
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Annual Technical Report for ACCESS for ELLs Online English Language Proficiency Test Series 601, 2022–2023 Administration
ACCESS for ELLs Online technical reports provide evidence for validity and reliability of ACCESS for ELLs Online and support intended uses, interpretations, and decision made with the test. This is the redacted report for the 2022-2023 administration of ACCESS for ELLs Online without item information.
Resource Details View Download NowAnnual Technical Report for ACCESS for ELLs Paper English Language Proficiency Test Series 601, 2022–2023 Administration
ACCESS for ELLs Paper technical reports provide evidence for validity and reliability of ACCESS for ELLs Paper and support intended uses, interpretations, and decision made with the test. This is the redacted report for the 2022-2023 administration of ACCESS for ELLs Paper without item information.
Resource Details View Download NowAnnual Technical Report for Alternate ACCESS for ELLs English Language Proficiency Test, Series 601, 2022-2023 Administration
Alternate ACCESS for ELLs technical reports provide evidence for validity and reliability of Alternate ACCESS for ELLs and support intended uses, interpretations and decisions made with the test.
This is the redacted report for the 2022-2023 administration of Alternate ACCESS for ELLs. Item information is removed from the report.
Resource Details View Download NowBuilding on Students’ Cultural and Linguistic Assets
Many literacy programs were not designed to effectively use multilingual students’ knowledge, skills, and strengths. This Snapshot is the first in a five-part series that provides insights from relevant research and suggests ways to engage the significant strengths that multilingual learners bring to their literacy development.
Resource DetailsBuilding Partnerships that Support Indigenous Languages
This publication highlights collaborative partnerships between WIDA and Indigenous communities, focusing on efforts to revitalize and sustain Indigenous languages and cultures. Indigenous experts and WIDA staff share their insights on equitable, community-driven initiatives that enhance language development, assessment, and educational opportunities for Indigenous learners.
Resource Details View Download NowCan Do Descriptors Student Name Charts, Grade 1
This chart allows educators to track students by their level of English language proficiency.
Resource Details View Download NowCan Do Descriptors Student Name Charts, Grades 2-3
This chart allows educators to track students by their level of English language proficiency.
Resource Details View Download NowCan Do Descriptors Student Name Charts, Grades 4-5
This chart allows educators to track students by their level of English language proficiency.
Resource Details View Download NowCan Do Descriptors Student Name Charts, Grades 6-8
This chart allows educators to track students by their level of English language proficiency.
Resource Details View Download NowCan Do Descriptors Student Name Charts, Grades 9-12
This chart allows educators to track students by their level of English language proficiency.
Resource Details View Download NowCan Do Descriptors Student Name Charts, Kindergarten
This chart allows educators to track students by their level of English language proficiency.
Resource Details View Download NowCan Do Descriptors, Original Edition, Student Name Charts, Grades K-12
This chart allows educators to track students by their level of English language proficiency.
Resource Details View Download NowChoosing an Interim Assessment: Guidelines for Stakeholders
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.
Resource Details View Download NowCollaborating with States on Professional Development Planning
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.
Published May 2013
Authors: Daniella Molle, Christie Reveles
Collaborative Learning for English Language Learners
This research brief reports preliminary results from a study of teachers’ successful experiences engaging ELLs in collaborative learning with peers.
Published May 2014
Resource Details View Download NowCommunity Literacy Mapping
A home and community literacy mapping activity supports students to see the literacy in their daily lives and enables the teacher to learn about their students’ literacy assets. Use this resource to plan a literacy mapping activity with your students.
Resource Details View Download NowCreating a Reader Portrait
A reader portrait is a chance to reflect on what you understand about a student’s reading and what you could learn more about. Use this activity to connect what you already know, questions you have, English language development (ELD) data in all domains, and what you know about the student’s home language(s).
Resource Details View Download NowCurricular 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.
Resource DetailsDesarrollando el español: Guiding bilingual instructional planning with Marco DALE
This webinar dives into the components of the Marco de los estándares del desarrollo auténtico del lenguaje español de WIDA (Marco DALE) and explores how they can support educator's planning processes.
Resource DetailsDesign 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.
Resource Details