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Trauma Informed Considerations for Multilingual Learners
Using Embedded Universal Tools to Support Students' Test-taking Experience
Let’s play! Joyful learning for multilingual children in PreK-3
All resources/Todos los recursos
Examining the Relationship Between the WIDA Screener and ACCESS for ELLs Assessments
This report describes a study that examined to what extent scores on WIDA Screener predict scores on ACCESS for ELLs. Researchers found that Screener scores are strongly predictive of ACCESS scores, even when a variety of individual factors are accounted for.
Published February 2020
Authors: David MacGregor, Narek Sarakyan
Expanding and Strengthening Vocabulary and Word Knowledge
Many literacy programs were not designed to effectively use multilingual students’ knowledge, skills, and strengths. This Snapshot is the third 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 DetailsExpanding Reading Instruction with Multilingual Learners
Across the country, educators are working to improve students' reading, but many of the programs and approaches in use were not designed to take into account the unique needs and assets of multilingual learners. This Focus Bulletin shares classroom-ready resources, as well as examples and video from classrooms where educators are working to expand reading instruction to make it more inclusive and more effective for multilingual students.
Resource Details View Download NowExplaining ELL Status (multiple languages)
Use this flyer in intake centers or at parent-teacher conferences as you explain the process of screening students and identifying them as ELLs. This flyer, available in several languages, explains how ELLs are identified and what that status means for students. Use it to help parents understand the purpose of screening and language testing.
Resource DetailsExplicando la clasificación ELL
Use este folleto en los centros de ingreso o durante las conferencias con padres para explicar el proceso de evaluación de estudiantes e identificación como ELL (por sus siglas en inglés). Este folleto explica en español cómo se identifican a los estudiantes ELL y qué significa esa clasificación para ellos. Úselo para ayudar a los padres a comprender el propósito de evaluar el nivel lingüístico.
Detalles del recurso Ver Descargar ahoraExploring the Long-term English Learner Population Across 15 WIDA States
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 Sarakyan and Sarah Ryan
Folleto de la prueba ACCESS for ELLs para padres
Este documento ayuda a los padres y a las familias a comprender la prueba de WIDA ACCESS for ELLs y sus componentes.
Detalles del recurso Ver Descargar ahoraFolleto de la prueba Alternate ACCESS para padres
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.
Detalles del recurso Ver Descargar ahoraFondos de pantalla digital de WIDA
¡Descargue los “fondos de pantalla WIDA” para alegrar su día! Los cinco diseños divertidos están disponibles para su computadora de escritorio, computadora portátil, tableta o teléfono móvil. Compártalos con otros educadores y estudiantes para que todos disfruten y se animen durante la instrucción y el aprendizaje virtual.
Detalles del recursoFostering Active Comprehension: Asking and Answering Questions
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.
Resource DetailsFostering Equitable Literacy Learning
Many literacy programs were not designed to effectively use multilingual students’ knowledge, skills, and strengths. This Snapshot is the fifth 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 DetailsGathering and Reflecting on Families’ Language and Cultural Goals
This WIDA Snapshot focuses on how you can gather information and reflect on the language and cultural goals families have for their children.
Resource DetailsGenerating Imputed Overall Composite Scale Scores for English Learners with Disabilities Who Are Missing Domain Scores in the ACCESS for ELLs Assessment
This technical report aids WIDA Consortium members and stakeholders in producing imputed overall composite scale scores and proficiency levels for students who are missing scores in one or two domains due to a disability.
Published September 2020
Author: Narek Sahakyan
Getting Students Ready for ACCESS for ELLs Paper
General advice to teachers who want to help prepare their students to take ACCESS for ELLs Paper.
Resource Details View Download NowHigh Quality Professional Development for English Language Learners
This report describes key components of high quality professional development for educators of English language learners.
Published May 2014
Author: Daniella Molle
Identifying Multilingual Learners with Specific Learning Disabilities: Data, Advice and Resources for School Teams
This Focus Bulletin offers expert advice, data on 2020-21 identification rates, data templates, common scenarios and resources for school teams identifying K-12 multilingual learners for Specific Learning Disabilities.
Originally published May 2017/Updated November 2023
Author: Lynn Shafer Willner
Impact of ability range restriction on item characteristics in ACCESS multistage adaptive testing
This report describes how different student ability restrictions may affect item characteristics in the ACCESS multistage adaptive testing, and presents options for item administration in field testing.
Resource Details View Download NowImplementation 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
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 DetailsIncluding Recently Arrived English Learners in State Accountability Systems: An Empirical Illustration of Models
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.
Resource Details