Resource Library

If you are looking for ACCESS checklists or Identification and Placement Guidance documents, please visit your member page from the Members/States dropdown.

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Secure Resources

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

WIDA Secure Portal

International School Consortium Secure Portal

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

WIDA AMS

WIDA Writing Scoring Scale Grades 1-12

Scoring scales isolate key language features described in interpretive rubrics to help local test administrators and centralized raters assign scores to speaking and writing samples. The WIDA Writing Scoring Scale is developed from the WIDA Writing Rubric and is used only to score responses to ACCESS for ELLs (Online and Paper) and WIDA Screener test items.

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Writing with a Purpose

This WIDA Focus Bulletin explores some ideas of how teachers can support ELs so they can use language for various purposes in the area of English Language Arts (ELA).

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Young Multilingual Children in Maryland

In this study, completed for the Maryland State Department of Education, we explore the perceptions, experiences and decision-making of 27 parents of young multilingual children, ages birth to 5 years. The focus revolves around children’s language learning and development, family engagement practices and children’s participation in early care and education (ECE) programs.

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Young Multilingual Children in Minnesota

In this study, completed for the Minnesota Department of Education, we explore the perceptions, experiences and decision-making of 15 parents of young multilingual children, ages birth to 5 years. The focus revolves around children’s language learning and development, family engagement practices and children’s participation in early care and education (ECE) programs.

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Young Multilingual Children in Pennsylvania

In this study, completed for the Pennsylvania Office of Child Development and Early Learning, we explore the perceptions, experiences and decision-making of 13 parents of young multilingual children, ages birth to 5 years. The focus revolves around children’s language learning and development, family engagement practices and children’s participation in early care and education (ECE) programs.

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