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Secure Resources

Test Administrators and District Test Coordinators can find role-specific resources in the following portals:

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Technology Coordinators can find role-specific resources in the following portal:

WIDA AMS

Can Do Descriptors Student Name Charts, Grade 1

This chart allows educators to track students by their level of English language proficiency.

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Can Do Descriptors Student Name Charts, Grades 2-3

This chart allows educators to track students by their level of English language proficiency.

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Can Do Descriptors Student Name Charts, Grades 4-5

This chart allows educators to track students by their level of English language proficiency.

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Can Do Descriptors Student Name Charts, Grades 6-8

This chart allows educators to track students by their level of English language proficiency.

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Can Do Descriptors Student Name Charts, Grades 9-12

This chart allows educators to track students by their level of English language proficiency.

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Can Do Descriptors Student Name Charts, Kindergarten

This chart allows educators to track students by their level of English language proficiency.

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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.

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English Language Arts

The purpose of this WIDA Focus Bulletin is to provide guidance to teachers of English language arts (ELA) who are implementing the Common Core State Standards (CCSS) and working to respond to the specific needs of ELLs. In their treatment of academic language (or the language of school), the CCSS represent a departure from existing content standards.

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ENL New Arrival High School Students: Encouraging Communication in a New Language

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.

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Including 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.

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