Resources/Recursos

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

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

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

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

The WIDA Spanish Language Development (SLD) Standards, Kindergarten – Grade 12, 2013 Edition is a resource for planning and implementing language instruction and assessment for emergent bilinguals who are learning academic content in Spanish. This publication will also offer information on where the WIDA SLD Standards fit within the larger WIDA system for instruction and assessment and how to use the SLD standards to have a broader understanding of the linguistic profile of students.

Vea y descargue en español.

Released May 2014

This research brief reports preliminary results from a study of teachers’ successful experiences engaging English learners in collaborative learning with peers.

Released May 2014

This report describes key components of high quality professional development for educators of English language learners.

Published May 2014 
Author: Daniella Molle

Released May 2014

This document articulates the theoretical foundations for the 2012 Amplification of the WIDA English Language Development Standards, Kindergarten-Grade 12. The 2012 Amplification and its theoretical foundations are in the process of being retired. For the most up-to-date information, please see Appendix F: Theoretical Foundations in the WIDA ELD Standards Framework, 2020 Edition.

The 2012 Amplification of the WIDA ELD Standards drew on multiple theories and approaches in an effort to describe language use in academic contexts, as this is the language students must acquire and negotiate to participate successfully in school. These multiple theories and approaches formed a theoretical foundation that supported the 2012 WIDA ELD standards framework. This document articulates that theoretical foundation.

Released March 2014

Developing a Culturally and Linguistically Responsive Approach to Response to Instruction and Intervention (RtI²) for English Language Learners: Connecting to WIDA Standards, Assessments, and Other Resources

Response to Intervention or Responsiveness to Instruction (RtI) is one example of a multi-tiered system of support that helps educators identify the needs of all students as they develop more culturally and linguistically responsive educational systems. This guide includes tools and resources to help states, districts and schools address some of the unique needs of ELLs within a culturally and linguistically responsive RtI² system.

Released March 2014

This paper finds that many educators see the WIDA English language proficiency standards as a tool that can guide them in differentiating instruction and supporting language development among English language learners.

Released November 2013

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.

Released July 2013

This study examined the ways in which educators across the WIDA Consortium use WIDA’s English language proficiency standards, and in particular the model performance indicators (MPIs).

Published May 2013 
Author: Daniella Molle

Released May 2013