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WIDA Webinar Recording: How to Use WIDA MODEL Test Scores to Inform Instructional Planning
WIDA Snapshot Series: Reading With Multilingual Learners
WIDA Focus Bulletin: Keeping the Conversation Going: The Role of Interaction in Language Development
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Resources/Recursos
Response to Instruction and Intervention for English Language Learners
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.
Resource Details View Download NowReleased March 2014
Implementation of the English Language Proficiency Standards Across the WIDA Consortium
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.
Resource DetailsReleased November 2013
Tool to Evaluate Language Complexity of Test Items
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.
Resource DetailsReleased July 2013
Implementation of the English Language Proficiency Standards Across the WIDA Consortium
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
Title III National Evaluation Supplemental Report
This report addresses three primary questions:
1. How do you determine a meaningful English language performance standard?
2. How do you establish a realistic, empirically anchored time frame for attaining a given ELP performance standard?
3. How can states take into account English learners’ English language performance level when setting academic progress and proficiency expectations?
Published May 2013
Resource Details View Download NowReleased May 2013
Collaborating 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
Released May 2013
Can 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 NowReleased April 2013
Examining How To Establish English Proficiency Using Alternate Composite Scores
The goal of the analyses presented here is to identify a procedure for creating alternate composite scores on English language proficiency assessments without using all four domain test scores (i.e., listening, speaking, reading and writing).
Published April 2013
Author: H. Gary Cook
Released April 2013
WIDA MODEL Technical Report Grades 1-2 and 3-5
This 2012 report describes the development, validity and reliability of the WIDA MODEL assessment for Grades 1-2 and 3-5.
Resource Details View Download NowReleased May 2012
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.
Resource DetailsReleased April 2012
National Evaluation of Title III Implementation Supplemental Report — Exploring Approaches to Setting English Language Proficiency Performance Criteria and Monitoring English Learner Progress
This federal Title III supplemental report examines accountability and reclassification methodologies. This report is designed as a technical document intended to assist those charged with providing empirical information germane to developing or revising English learner accountability models, using English language proficiency and academic assessments.
Resource DetailsReleased January 2012
WIDA Alternate Screener Technical Brief
This report provides an overview of the design and technical properties of WIDA Alternate Screener and includes information on the purpose of the test, and the design and development of the test, along with information on item performance and test reliability from the first year of operational administration of WIDA Alternate Screener.
This is the redacted report for the 2023-2024 administration of WIDA Alternate Screener without item information.
Resource Details View Download NowReleased February 2026