Resources/Recursos

This research report summarizes findings from a recent WIDA study exploring the potential long-term English learner (LTEL) population across 15 geographically-representative WIDA member states during the period 2009-10 through 2014-15. The findings highlight a continuing need for research that rejects an overly simplistic understanding of the LTEL designation. Additionally, future research should more carefully examine how educational systems, practices, and policies structure the experiences and diverse trajectories of students identified as LTELs.

Published October 2018
Authors: Narek Sahakyan and Sarah Ryan

Released October 2018

WIDA builds the foundations of success one classroom at a time. We know what multilingual students and their educators can do! We continually establish the industry’s best practices, support student advocacy and offer second to none professional development opportunities for teachers. Watch how we work!

Released August 2018

WIDA intends to fully retire the WIDA English Language Development Standards and Resource Guide, International Edition: Kindergarten-Grade 12. However, we recognize that schools have different timelines for implementation of the updated WIDA ELD Standards Framework, 2020 Edition. With that in mind, the earlier International Edition will remain in the Resource Library so that schools that are still using it may access it as needed.

The international edition of the 2012 Amplification of the WIDA English Language Development Standards was developed in response to growing interest from educators outside the U.S. for standards and assessments that can support and document the development of academic English among their students.

The 2012 ELD Standards Framework represented the social, instructional and academic language that students need to engage with peers, educators, and the curriculum in schools and included examples of how language is 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 engage during instruction and assessment.

Released August 2017

Based on a U.S. Department of Education guide, these model analyses illustrate procedures a state could use to compare and contrast school-level overall and English learner accountability determinations for proficiency in reading/language arts. These examples are provided only to illustrate how a state could undertake them as part of its efforts to develop and explore a theory of action for assessment of recently arrived English learners.

Released March 2017

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.

Released March 2017

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

Released February 2017

General advice to teachers who want to help prepare their students to take ACCESS for ELLs Paper.

Released November 2016

This paper examine how 18 K–12 educators from 13 states and 12 parents from two states interpret and use score reports from the WIDA ACCESS for ELLs. Educators frequently referred to the proficiency level index of the four language domains of listening, speaking, reading, and writing, and the composite domains to interpret student performance, to make school-level decisions about programming and lesson planning, and to inform district-level budgeting and professional development. Parents found the score report to be helpful, but rarely took additional actions to use its information.

Released November 2016

The WIDA Accessibility and Accommodations Framework consists of the application of effective linguistic scaffolding and Universal Design principles to the development of test items, use of administrative considerations and purposeful design and delivery of universal tools and accommodations.

Released September 2016

This study examines oral language development of 14 dual language learners ages 2.5 to 5.5 years in preschools in the Midwestern United States. They engaged in five key language uses: argue, explain, heuristic, recount, and request. Preschoolers 2.5 to 3.5 years only made simple requests or argued to meet their needs; the older cohort demonstrated a wider range of key language uses.

Released March 2016

This chart allows educators to track students by their level of English language proficiency.

Released January 2016

Alternate ACCESS es una evaluación de dominio del idioma inglés para los estudiantes en los grados 1-12. La prueba se administra todos los años para ayudar a los distritos escolares a monitorear el desarrollo del idioma inglés de los estudiantes identificados como estudiantes del idioma inglés que tienen discapacidades cognitivas significativas.

Released December 2015

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

Released June 2015

WIDA Video Contest Winner

Mindy Lewis-Hitch develops a grade-level, standards-based unit and provides her ninth graders with clear modeling and guided practice using game-type activities for Romeo and Juliet. Mindy also demonstrates working with colleagues to help raise awareness of scaffolding lessons so all learners can be engaged.

Released June 2015

WIDA Video Contest Winner

Shadia Salem encourages her first-grade students to engage in authentic inquiry before reading a text. By asking questions about the topic, students’ reading focus is linked to finding answers to their questions. Shadia’s students stay engaged by working in pairs.

Released June 2015

WIDA Video Contest Winner

Andy Mizell plans engaging instruction that scaffolds learning for the wide range of English proficiency levels in his middle school ELL class. He begins by assessing his students and collaborating with other teachers to extend his academic language instruction across subject areas.

Released June 2015

Regardless of the growth model, aggregate test-score-based models of student growth require large and longitudinally connected samples of student data. When sample sizes are small it becomes impossible to reliably estimate and disentangle district, school and teacher effects from student growth data.

Published June 2015 
Author: Narek Sahakyan

Released June 2015

This report examines how Alternate ACCESS for ELLs serves as a tool that identifies English proficiency attainment for English learners with significant cognitive disabilities.

Published December 2014 
Author: H. Gary Cook

Released December 2014

This research report provides a description of a study examining school districts in the WIDA Consortium whose English language learners (ELLs) exhibit consistently high growth on the ACCESS for ELLs (ACCESS) assessment.

Published August 2014 
Authors: Narek Sahakyan, H. Gary Cook

Released August 2014

This 2012 report describes the development, validity and reliability of the WIDA MODEL assessment for Grades 6-8 and 9-12.

Released July 2014