Resources/Recursos

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

Released February 2019

This research brief presents findings and policy implications from a recent research study exploring the so-called long-term English learner (LTEL) population across WIDA states. The findings highlight a continuing need for research that rejects an overly simplistic understanding of the LTEL designation. The next phase of this research will use student- and school-level data from three states to examine how individual and school factors can affect the diverse trajectories of ELs’ language development over time.

Published January 2019

Released January 2019

This document describes WIDA's viewpoint of the criteria for an assessment to be used as a valid interim English language proficiency assessment in support of the annual administration of ACCESS for ELLs.

Released November 2018

This study examines how 476 K–12 educators in 35 U.S. states identify and place English learners in language instruction educational programs. Findings reveal information about these educators, the instruments and information sources they use for decision making, and their perceived appropriateness of the decisions. Results provide practical implications for improving the English learner identification and placement decision at the district and school levels.

Released October 2018

This video provides an overview of the WIDA Can Do Philosophy – the foundational belief that every learner brings valuable contributions to everything they do.

Released September 2018

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

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

A helpful supplement to using the Can Do Descriptors, Key Uses Edition.

Released August 2016

The WIDA Can Do Descriptors, Key Uses Edition provides examples of what language learners can do at various stages of English language development in Listening, Reading, Speaking and Writing.

Released August 2016

The WIDA Can Do Descriptors, Key Uses Edition provides examples of what language learners can do at various stages of English language development in Listening, Reading, Speaking and Writing.

Released August 2016

The WIDA Can Do Descriptors, Key Uses Edition provides examples of what language learners can do at various stages of English language development in Listening, Reading, Speaking and Writing.

Released August 2016

The WIDA Can Do Descriptors, Key Uses Edition provides examples of what language learners can do at various stages of English language development in Listening, Reading, Speaking and Writing.

Released August 2016

The WIDA Can Do Descriptors, Key Uses Edition provides examples of what language learners can do at various stages of English language development in Listening, Reading, Speaking and Writing.

Released August 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

The WIDA Can Do Descriptors, Key Uses Edition provides examples of what language learners can do at various stages of English language development in Listening, Reading, Speaking and Writing.

Released January 2016

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

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 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