Resources/Recursos

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.

This video features Carmen, an elementary teacher in Minnesota. Even though she is required to teach from a prescribed curriculum, she still engages students in building personal connections to the text by connecting to students’ home literacy experiences and their emotions. Watch Carmen work with her small group of 2nd graders prior to reading a text on the lunar landing.

This Focus Bulletin centers on P.H. Miller School/Plano Early Learning to show how educators, families and community members collaborate to promote equitable transitions for multilingual children in grades PreK-3. It provides reflections and advice from educators.

This guide presents six key considerations for strengthening family engagement practices and building relationships with families.

This comprehensive document explains the types of scores reported by ACCESS for ELLs for students in kindergarten through grade 12.

This letter, available in many languages, contains general information about ACCESS for ELLs and is meant to accompany ACCESS for ELLs score reports as an explanation for parents and guardians. It is provided in an editable format to allow districts and schools to include additional information regarding test administration dates and state policy.

Envíe este volante a los hogares con los estudiantes, junto con el Informe individual del estudiante de ACCESS for ELLs. Este folleto provee información sobre cada aspecto de la puntuación incluida en el informe. Utilice esta guía en español para ayudar a los padres a comprender qué significan las puntuaciones y cómo se utilizan.

A checklist for tracking the accommodations a student receives on ACCESS for ELLs Online.

A checklist for tracking the accommodations a student receives for ACCESS for ELLs Paper.

This accessibility manual was developed to guide the selection and administration of Test Administration Considerations, Universal Tools, and Accommodations for individual English Language Learners (ELLs) in order to produce valid assessment results.

This WIDA Snapshot introduces classroom action research – when researchers and educators work together to address classroom challenges – by encouraging teachers to use their researcher voices to make meaningful contributions to the field, whether through collaborative or independent approaches.

The Administrator Resource for the Implementation of the Marco DALE is an all-English publication that provides key information that education administrators need to make decisions on use and implementation of this standards framework. In this resource, you will find the main framework and components of the Marco DALE along with policy and programming implications for bilingual programs. The Marco DALE is WIDA’s latest Spanish language development standards framework, and the full-length publication is presented in Spanish with English summaries at the end of each section.

The Administrator Supplement is a companion piece to the Implementation Guide. Whereas the Implementation Guide explores ways to apply the ELD Standards Framework into curriculum and instruction at the classroom level, this Administrator Supplement focuses on strategic and programmatic aspects of standards implementation. Its audiences are superintendents, principals, directors, coordinators, coaches and those with similar responsibilities and roles.

This concept tool provides an overview for adopting a language-focused approach to play for multilingual children in PreK- third grade. This is the first of five resources intended to support PreK-3 educators to advocate for and incorporate joyful learning with multilingual children in their setting.

This concept tool provides an overview of equitable, language-focused approaches to multilingual children’s transitions across programs, districts, schools and grade levels (PreK-K, K-1, 1-2 and 2-3).

See the Teaching in PreK-3 page for context.

Checklist for IEP teams to prepare for administration of WIDA Alternate ACCESS.

This guide helps IEP teams determine if a student should take the WIDA Alternate ACCESS assessment, or the ACCESS for ELLs (Online or Paper) assessment with accommodations.

This document is intended to help Alternate ACCESS test administrators become familiar with features of the Alternate ACCESS assessment. One sample item is provided for each domain (Listening, Speaking, Reading, and Writing) so that test administrators can see how test items are formatted in each section. Only grade-level cluster 3-5 sample items are represented.

Envíe este volante a los hogares con los estudiantes, junto con el Informe individual del estudiante de Alternate ACCESS. Este folleto provee información sobre cada aspecto de la puntuación incluida en el informe. Utilice esta guía en español para ayudar a los padres a comprender qué significan las puntuaciones y cómo se utilizan.

The Alternate Can Do Descriptors (Alt Can Dos) are the first-ever Can Do Descriptors for multilingual learners with the most significant cognitive disabilities. The Alt Can Dos exemplify what students can do with communication and language at various stages of English language development.

The Alt Can Dos are arranged into the same grade-level clusters (K–2, 3–5, 6–8 and 9–12) as WIDA Alternate ACCESS. Within each grade-level cluster, the Alt Can Dos are organized by interpretive (listening and reading) and expressive (speaking and writing) communication modes for each WIDA ELD Standard and the five levels of English language development.