Resources/Recursos

This handout provides ideas for applying the Universal Design for Learning (UDL) framework in your classroom. It offers strategies to help all students, including multilingual learners with disabilities, participate in meaningful and challenging learning.

For more context around this resource, please visit the Supporting Multilingual Learners with Disabilities page.

Released October 2025

This anchor chart highlights helpful words and math terms that students can use when explaining how to solve an equation in English. It includes sequence words, cardinal numbers, and math terms.

For additional context, including additional resources and videos, please visit the Standards in Action page.

Released September 2025

This ALTELLA Research Brief explains the Language and Disability Needs Framework. The brief focuses on considerations of students’ language-related and disability-related needs and their implications for instruction and assessment.

Released September 2025

This ALTELLA Research Brief provides case examples of multilingual learners who have significant cognitive disabilities. The brief has five student examples: Sabeen (grade 1), Chung (grade 2), Chue (grade 4), Isabel (grade 6) and Luis (grade 10).

Released September 2025

This WIDA Snapshot provides guidance on how to use the WIDA Language Charts to collaborate and plan instruction.

Released August 2025

This report examines English learners’ testing, proficiency, and growth during the six most recent academic years (2018-2023) to shed light on the continued impact of the COVID-19 pandemic on English learners’ educational outcomes. It provides descriptive evidence on disparities in outcomes within WIDA's English learner population, with substantial average differences in outcomes between English learners identified as Hispanic compared to non-Hispanic ELs. Findings show that these disparities are persistent and have been exacerbated by the COVID-19 pandemic.

Published April 2024
Authors: Glenn Poole, Narek Sahakyan

Released April 2024

This research project explored the patterns of district-level ELL “growth” for the 2007-2011 time period and identified the existence of “high-flying” and “low-cruising” districts within ACCESS for ELLs in terms of ELL growth.

Published May 2013
Author: Narek Sahakyan

Released May 2023

This report ​examines English learner testing, proficiency, and growth in the years surrounding the COVID-19 pandemic. This research builds on an October 2021 report on the impact of the pandemic, and includes data from the 2021-22 ACCESS for ELLs test administration. Findings indicate that in some grades and language domains EL's average proficiency and growth have returned to pre-pandemic levels. However, for most grades and language domains the evidence points to a continuing impact of COVID-19 on English learners’ English language development.

Published April 2023
Author: Narek Sahakyan, Glenn Poole

Released April 2023

Motivated by findings of a 2018 WIDA report pointing to large overlap between ELs with Individualized Education Program (IEP) designations and those ELs who could be identified as LTELs, this study further focuses on these dual-identified students. Grouping ELs by ever-IEP (i.e., being assigned an IEP at any point in the longitudinal record) and never-IEP status, we compare these two subgroups’ English language growth trajectories across time. Our findings show consistent trends of differential growth and reclassification rates for these two subgroups.

Published November 2021 
Authors: Narek Sahakyan, Glenn Poole

Released November 2021

This report examines English learners’ (EL) testing, proficiency and growth in the academic years of 2018–19, 2019–20 and 2020–21, using population-level data from ACCESS for ELLs Online, administered across the WIDA Consortium to students identified as ELs. The objective of the report is to shed light on the impact of the COVID-19 pandemic on ELs’ educational outcomes.

October 2021 
Authors: Narek Sahakyan, H. Gary Cook

Released October 2021

In this webinar, the WIDA standards development team discusses and models the tools, provided in the 2020 Edition, for initiating critical conversations with school leaders and colleagues.

Released March 2021

The WIDA ELD Standards Framework, 2020 Edition brings new practical ways for all educators working with multilingual learners to conceptualize the development of content and language together through asset-based, equitable, and rigorous approaches in curricular design. This session will encourage participants to think about what collaboration looks like in these contexts.

Released February 2021

One of the components of the WIDA ELD Standards Framework is the Key Language Uses (KLUs). The KLUs summarize the most prominent language uses across disciplines, helping educators organize and prioritize curriculum and instruction. Learn about the updated KLUs – Inform, Narrate, Explain and Argue.

Released February 2021

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

Released September 2020

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

Released June 2020

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

Released April 2020

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

Released April 2020

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

Released April 2020

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

Released April 2020

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

Released April 2020