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Big Ideas

Four Big Ideas anchor the standards and are interwoven throughout the framework:

Equity of opportunity and access
This is essential for multilingual learners' preparation for college, career and civic lives.

Integration of content and language
Academic content is the context for language learning, and language is the means for learning academic content.

Collaboration among stakeholders
Stakeholders share responsibility for educating multilingual learners.

Functional approach to language development
This approach helps educators focus on the purposeful use of language.

These Big Ideas support the design of standards-based educational experiences that are student-centered, culturally and linguistically sustaining, and responsive to multilingual learners' strengths and needs.

To explore more about the Big Ideas, see pages 17-20 of the 2020 Edition.

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Set high expectations and ensure equity of opportunity for multilingual learnersThe WIDA English Language Development (ELD) Standards Framework provides a foundation for curriculum, instruction and assessment for multilingual learners in kindergarten through grade 12. The ELD Standards Framework is centered on equity and fosters the assets, contributions and potential of multilingual learners.Get the 2020 Edition, grade cluster editions, and supporting materials.

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All domains of WIDA Screener Paper are scored locally. The Speaking domain is scored by the test administrator during the test. To become a trained administrator and rater, you must complete the WIDA Screener Paper: Administration Training Course and the Speaking Scoring Training Course(s) for the relevant grade clusters.

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WIDA MODEL (Measure of Developing English Language) is a suite of English language proficiency assessments for grades K-12. As a flexible, on-demand language proficiency assessment, WIDA MODEL can be administered at any time during the school year, depending on the needs of the district, school, teacher or student.

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A tool to help you meet students where they are in their language development

The Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:

Bilingual and English-immersion early care and education programs

Bilingual, Spanish-immersion and English-immersion K-12 language programs

Bilingual, Spanish-immersion and English-immersion K-12 content-area classrooms

Similar to the WIDA English Language Development Standards Statements, the Can Do Descriptors describe what learners can do with language across different content areas. Although the Can Do Descriptors relate to the ELD Standards Statements, they don't replace them but are used to supplement the standards statements during instruction.

Educators and early childhood practitioners can use the Can Do Descriptors to

Better understand what students at different levels of language proficiency can do with language

Expand their understanding of what the process of language development can look like

Collaborate around scaffolding that students need to engage in content-area learning and develop language at the same time

Differentiate instruction and classroom assessment for language

Interpret ACCESS for ELLs test scores

The Can Do Descriptors have not yet been updated to reflect the 2020 Edition; however, they remain available as a valuable tool for communicating with stakeholders about what students can do at each language proficiency level. WIDA is monitoring educator use to help inform the timing for updating the materials.

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A tool to help you meet students where they are in their language developmentThe Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:

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What WIDA resources are available for educators to share with colleagues and families about language development?
The WIDA Guiding Principles of Language Development exemplify WIDA's overarching foundational beliefs and ever-present Can Do Philosophy. They summarize current research to guide educators in planning and delivering instruction, leveraging the assets of multilingual learners and supporting them in meeting rigorous, grade-level academic content standards. The WIDA ELD Standards Framework team developed an illustrated version of the Guiding Principles because these research-based concepts and foundational beliefs provide powerful insights into the learning process.

The illustrated guiding principles booklet  brings each of the 10 principles to life and can be used by educators to guide their conversations with parents, families and community members about the ideas behind the WIDA Guiding Principles. The illustrated booklet is currently available in English, with additional translated versions coming in 2022.

The WIDA Guiding Principles are currently available in 13 languages:
In case you missed it...
Fatima recently answered questions about

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Ask Fatima: Translated WIDA Guiding Principles of Language Development

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What WIDA resources are available for educators to share with colleagues and families about language development? The WIDA Guiding Principles of Language Development exemplify WIDA's overarching foundational beliefs and ever-present Can Do Philosophy. They summarize current research to guide educators in planning and delivering instruction, leveraging the assets of multilingual learners and supporting them in meeting rigorous, grade-level academic content standards.

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Performance Definitions - Expressive Domains

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This document contains the performance definitions for the expressive domains of speaking and writing.

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We use the WIDA Model Screener for all the MLL new to our school. At the end of the school year, we use the WIDA Model to assess all the students who have received ELA support.

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We use the Can Do descriptors in discussions with parents and teachers to help them understand where the students are in their English learning journey.

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We attempted to use the Screener assessment when it came out, but it was not the best fit for our school; we went back to Model Screener. We did, however, find the Remote Screener very useful while being on distance learning.

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Most of our 10 schools use the WIDA MODEL.  Some as often as 2xyear, some 1xyear.  Mid-year WIDA MODEL is used only where a teacher or SSC thinks it is indicated.

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The MODEL Screener is sometimes used by specific programs, but not school wide.

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Teachers and SSCs use the Can Do Descriptors extensively. These show up in reports, IEPs, rubrics, teacher's goals, and more.

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The performance definitions are used with presentations to admin, and as part of test administrator training.

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As the District Coordinator I forward relevant focus bulletins across all schools, or to specific schools that are working on a target that the focus bulletin addresses.

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Marija Buralieva - NOVA International Schools, Skopje, North Macedonia 

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Marija Buralieva - NOVA International Schools, Skopje, North Macedonia 

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We use the WIDA MODEL Online at the end of each year to see our EAL students' progress.

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We use the WIDA Screener at the beginning of each school year to determine which newly enrolled students require EAL/Language Support.

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In September, 2021, we started working on unpacking the newest edition of WIDA ELD Standards. We are preparing for changing our EAL report cards based on these new ELD standards.

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We use the Can Do Descriptors to see what our students are capable of and the direction in which they are headed. We use them to set goals with our EAL students, as well as for lesson planning purposes.

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We use the WIDA MODEL Online at the end of the year as well. We may use it at the in the fall as well if students come into our school in the second semester of the school year. We use it as one tool to measure growth. We also use it as a guide to help us make decision regarding future English language support.

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We are starting to dive in and unpack the WIDA ELD Standards Framework this school year. It's a work in progress!

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Last school year, our school has adopted the WIDA Guiding Principles as part of our EAL department mission, values, and beliefs. It's a start!

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At Chadwick International we started "playing" with the ELD standards. The first step is to match our literacy goals with the key language uses for Language Arts.

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We use the paper WIDA MODEL for all EAL students at the end of every year (May). We use it to measure growth, for upcoming class scheduling/placement, and to inform instruction and goal-setting for students.

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We use the WIDA MODEL Screener for the placement of new students who join at any point in the year. When school was online for a year, we used a remote assessment to get initial data for placement (MS and HS), but, we plan to resume using the MODEL Screener this year.

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We reference the WIDA Guiding Principles in our language beliefs documentation, our language policy, and in school-wide and divisional professional learning sessions.

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We use the WIDA Performance Definitions to inform our discussions about students with colleagues. We also use them when we create and share individual student profiles. They are also useful to share within communication with teachers and parents about the EAL program.

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Samantha Olson-Wyman - American School of Guatemala

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Samantha Olson-Wyman - American School of Guatemala

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We use the WIDA MODEL most consistently with our 9th-12th grade scholarship program. Since our school technically employs a dual language model (English and Spanish program languages, one-way immersion) and all of our students are considered MLLs (usually with greater proficiency in Spanish and growing proficiency in EAL but not always the case), our scholarship students that don't enter until HS have characteristics similar to how we often define EAL students with more unique language acquisition needs than our mainstream student body.

We are also working to get the MODEL off the ground with a sample of K and 1 students that is representative. Though testing all students isn't in our near future, we know that we need specific data on language acquisition and growth. Hopefully we can grow this as well.

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Samantha Olson-Wyman - American School of Guatemala

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Samantha Olson-Wyman - American School of Guatemala

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We had a group of 10 go through the WIDA Virtual Institute last spring. We set goals based on our learning which have been a bit stagnant due to how COVID has impacted our school and community. As an instructional coach, I've been working with teachers from various grade levels that want to dig more in the new framework which has been exciting.

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Samantha Olson-Wyman - American School of Guatemala

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Samantha Olson-Wyman - American School of Guatemala

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The Can Do Descriptors have been a great launching point for work with teachers that facilitate in either Spanish or English. It has proven to be an accessible point of entry when delving into the WIDA resources.

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We used the Guiding Principles as one of the backbones for revising our school language policy. We did a crosswalk using tools from WIDA as well as other organizations to ensure we had current, best practice in mind for our revisions.

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When don't we use this tool??? We are currently rolling out biliteracy units with teams through coaching cycles. At the beginning of the unit, we explore the language function/communicative purpose of the unit/final assessment and consider the language teaching points and learning scaffolds that need to be in place for student success.

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With 1700 students and no official EAL staff, we cannot possibly assess all students with the WIDA Model. We are building systems to regularly gather student language production data by co-scoring writing samples on student pieces written in content-area classes.

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We discussed focus bulletins in our EAL PLCs to help deepen our understanding and implement various topics that we found valuable in our context.

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We created Google Sheets docs that placed the Can Do Descriptors and student names in grids that we shared with our grade level teams. When co-planning with content teachers, we'd use these to help design and set reasonable expectations and goals for learners at different levels in each domain.

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We used the Screener with potential new admits to determine acceptance and placement. We later gave the Model to measure growth.

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All of our students are language learners at NCPA, so we give the MODEL Online assessment on a rotating basis throughout the school year for progress monitoring. This data is then shared with our teaching teams to inform their instructional practice.

This cycle looks like new students taking MODEL in the Fall, and returning students taking MODEL half-way through the year or close to the end of the year.

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We've began the process of integrating the new WIDA ELD framework into our existing curriculum and in our lessons. Teachers are working with EAL Specialists and coaches to identify ELD Standards, Key Language Uses, and Language Expectations to inform their unit design and to craft language objectives for our students.

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We just recently had a great data workshop with our EAL department where we reviewed the results of a recent MODEL assessment. Part of this work was to identify what we 'notice' about our data, and then to tie these 'noticings' to the Performance Definitions so that we could list action steps for our language instruction for each grade level team.

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Glau Serralvo - Munich International School

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Glau Serralvo - Munich International School

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We use Wida Model Paper at the end of the year from K-4 and Mid Spring 5-10 to our current students. Newcomers are also tested on Wida Model Paper during the first two weeks. We use the WiDA Model as one of the tools to measure student growth, make decisions on placement, support needed, goal setting and to inform instruction. We end up having 2 Wida seasons, Fall (for newcomers) and Spring (for our current students).

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We created our own writing prompts for WIDA model that were relevant to our population of students. This helped us get students to write about things we knew they were familiar with and helped us to get longer writing samples on average. We followed the same structure as original WIDA prompts and scored them using the same rubrics.

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I shared the Focus Bulletin on Collaboration with our Middle Level leaders and discussed it with our pedagogical leadership and senior leadership teams.

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We had read one of the Focus Bulletins as homework and did a sharing/writing activity during the EAL team meeting to deepen our thinking about English language development and MLLs in our context.

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We will be spending this school year to explore the new framework as a team. A few of us used the new rubrics to assess all students writing samples from K-5 this past summer and have started using the rubrics to assess our students' work for their academic portfolios.

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Ben Marchetti- St. Johnsbury Academy Jeju

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Ben Marchetti- St. Johnsbury Academy Jeju

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In the elementary, we are transitioning from MODEL paper to MODEL online. We test all new students with MODEL in the fall and then only students who are under 5 composite score in the spring/end of year. We use the data to determine level of support for each student and to monitor/track growth.

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We don't use this yet. I am going to propose that we start using this school wide for next year

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We create a class document with all our students so teachers can see who can do what all in one easy visual document.

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This is my first year using the WIDA MODEL. Thus far, we have only used the MODEL paper. We use the data to determine which areas the student needs support in, how to best support them, and to determine goals for the school year.

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I have been using this with my co-teachers.

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We use the Can Do Descriptors to create action plans for the students. Action plans guide us on what to work on with a student and what the goals are for each term.

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After using the paper MODEL for years, we began using the Online MODEL two years ago, although we continue to use the paper version with lower primary. We use the data for placement in our ELL program, and decision-making related to classroom support. We also use it to track growth.

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We use the writing portion of the Paper Screener as part of our Admissions testing process.

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We began applying the 2020 ELD Standards to our ELD courses this year. A goal would be to see them integrated into the disciplines, as well, something we are working toward as teachers begin to incorporate language objectives.

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I teach HS ELL, and I currently only use the Can Do Descriptors in my ELD courses. In the HS, we are having the conversation around assessment of ELLs "at their level of proficiency", so I see this can be a good opportunity for me to share the descriptors with individual teachers, as well.

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We use primarily the online WIDA for initial placement decisions and to monitor progress once per year. We use the paper version at times when we think the online WIDA might not have been accurate - especially for listening if we suspect students might not have been attending well : ). And if we just want to check in on one domain and not administer the whole thing.

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We are just beginning to use the remote screener at admission to make an initial assessment about what level of support a student might we require (ES and MS). In HS, as there is a minimum amount of English required for admission, it sometimes informs admissions decisions.

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We are beginning to use this in ES as we plan with teams to develop language objectives for units.

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We use this to share with teachers information about the students and to develop language scaffolds when planning. They are included in the student's language profile at all levels.

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It influences our shared beliefs as a team but we are not currently using it in any other way. As we revise departmental documents, I like the idea of using some of the WIDA language.

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We use this to inform student learning profiles and our planning for them.

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We share interesting articles to discuss as ateam.

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This past year our team (K-5/LA coaches/admin) took a close look at our school through the lens of the Guiding Principles. We now have a growing list of what we do well and what we want to get better at, and we are hoping for this COP to support our learning and growth this year.

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We use these to help analyze the language of students on authentic work across language arts, math, science, and social studies each quarter. We find this really helps us to focus on language progress over time and our academic language portfolio items serve as a point of departure for discussions between EAL and homeroom teachers when collaborating.

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Last year we had a training session where we discussed each of these in our context. We have them up in our office to remind us, and we've had Elementary school training sessions that highlighted some of these.

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Currently, our school currently uses the full MODEL assessment on a very limited scale. Until now, the MODEL screener has been used only to identify students for language support services. Last year was the first year we used the assessment for an entire grade level (grade 5). Because of our student profile and our dual language context, I am hoping to lead the school to use the assessment in grades 1, 3, and 5 to measure student growth and assess instructional efficacy throughout our primary school.

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Not many in my school have expressed much familiarity with the WIDA ELD standards. I would like to lead some internal professional development for teachers in how to use begin to adopt the ELD standards and the Can-Do descriptors in the instructional planning across content areas.

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Traditionally, we have used the WIDA Model to assess students when they first enter our EAL program and at the end of each school year in order to measure progress. Students' WIDA Model scores also are used to help make decisions in the level of support students receive, student groupings, and exiting direct English language support.

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We moved to use the WIDA Online Screener during the pandemic as part of the admissions process to determine if a student qualifies for Language Support. At the moment, we continue to use the screener as we've found the Model to be overwhelming to young students during the admissions process.

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As the ELD Standards Framework is relatively new, we're still unpacking this resource and all it has to offer. In particular, grade 4 and 5 teachers are using this resource to guide the language and expectations in writing a scope and sequence and rubrics for language learning that matches current academic standards.

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These guiding principles, though not always explicitly stated, are the foundation for our EAL program. We're starting to become more explicit in stating them in the development in a new program handbook that includes a mission and vision for the EAL program at our school.

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Performance definitions are used to guide how we write language reports for students which are shared with parents and teachers 4x per year.

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Just from an admissions perspective, we are using WIDA when our admissions roundtable wants to know more about a student applicant's English language abilities in order to know if the student will require additional support.

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Currently, we do not use the WIDA model. It is my understanding that we used it in the past, but parents got a hold of the assessment and students were tutored on how to answer the assessment, and therefore, data was not accurate. Students were not placed in EAL that perhaps should have been. During the admissions process, prospective students are placed in EAL based on a reading and writing assessment (scored using the WIDA rubric) as well as the interview itself.

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At AISJ PTA, we use the WIDA screener for new students to get baseline data. We either use online/paper. If we need more detailed data, we would complete the full WIDA. We administer it 2x year (Sept and May). If a student is beginner with no/very little English acquisition, we could potentially assess them in Dec.

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we are using the screener both online/paper to determine a students possible language acquisition. If more detailed data is needed, we would complete the full assessment.

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we are beginning to implement these in some units in ES. Definitely an area to develop more.

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We use these to help to write report card comments to parents, and provide a clear picture of the students' language level.

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we use these to direct instructions.

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I like to read the Focus Bulletins and find them all helpful.  I especially like the subject-specific ones for when I plan with teachers in other content areas.  I have read other contributors' comments above and think they have some great ideas for other ways I could use them.

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LOVE IT!
I've used the framework to help create task-specific rubrics for projects in different content areas. I show the resource to teachers and we talk together about which are the most important language development targets for the task. It is really helpful to guide teachers towards what the language functions look like in their context.

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Concordia - Focus Bulletin- Collaboration

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Concordia - Focus Bulletin- Collaboration

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The focus bulletin on Collaboration was shared with all teaching faculty in the Elementary school.

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I've used the Bell Foundation Assessment Framework in the past and I found the Digital tracker useful, so I created a WIDA Can Do version for K, 1 and 2 which are the grades I work in. It's a monster excel sheet at the moment, (with a lot of #NAME?) , but I'm hoping to develop it as I build my own understanding. I use the can do descriptors to help gather evidence of where each student is and design instruction to support them to succeed. I also use the Can Dos when discussing the student with parents and homeroom teachers, and when writing reports.

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In the past, I have used this to have conversations about student growth and what differentiation might look like in various classrooms.

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We use the screener during the admissions process to determine whether or not a student needs ELL support.

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We use the Model Online assessment once a year in the spring, or once a student starts at the school. We also use the criteria for regular progress monitoring.

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Our ELL specialists are aware it exists. Some of us have read it and we are impressed with the updates from the previous WIDA framework. We are not using this completely yet as we still are working on integration and alignment with the previous framework. (Eg- 'A year in the life of" document)

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At Avenues in Shenzhen we are currently using the WIDA MODEL online to try to get a sense of the language needs of our students, most of whom are newly admitted. The plan to to move some of this into the admissions/enrollment process for next year. My guess is that we will continue to use it in the spring to monitor growth of students receiving services. We are having a big problem with wifi issues and getting the program to open on student laptops; not sure if it's a China thing or a school thing. This might drive us to the paper assessment, though we have fears about how long it will take to receive them.

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At the beginning of this year, we used the WIDA Model Screener for all the ELLs in our elementary program, to provide a baseline. At the end of this  school year, we plan to use the WIDA Model to re-assess all the students who have received EAL support, so that we can evaluate their English growth over the school year.

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During the pandemic and virtual learning, our school used both the Paper and the Remote Screener in tandem. We used the Speaking tasks from the Remote Screener, and the rest of the domains were assessed using the Paper Screener.

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We are beginning to use the ELD Standards more in unit and lesson planning, by connecting them with Common Core Standards and developing language objectives.

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Last year, we used the Can Do descriptors to help teachers understand where the students are in their English development.

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We use these to communicate to teachers and parents what kinds of things students can GENERALLY do and what their next steps might be. I say "generally" because I have not found that the Can-Do Descriptors that correspond to a student's WIDA MODEL score always describe the student's linguistic abilities.

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This year, our goal as a PYP EAL team is to take a close look at the new ELD framework and try to figure out how we can use it throughout the primary school to support our multilingual learners and focus our language instruction.

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We use the WIDA Model Online version for admissions in 6th-12th and we are currently trying to assess students who were previously admitted to our school to get their WIDA scores. We have a plan to assess all of 6th grade in December and then 7th and 8th in January/February.

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We use the paper based test as an admissions screener and data gathering tool throughout the school year. When we are back in physical school, we will transition to the online version to test students receiving intensive and targeted support, for yearly fall and spring testing.

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We use the paper screener for admissions testing.

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We have added the embedding of the WIDA ELDs into our school's strategic plan. The work has already started in the elementary school division, and we will develop an action plan for division-wide implementation as soon as we're back in physical school.

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I use the Can-Do descriptors to create Student Can-Do profiles in the first semester, and use it as a tool to collaborate with the homeroom teachers to build an asset-based approach, through which we all can see what our ELLs can do. It also helps me assess, reflect, plan & differentiate instruction for each student, and is also a great tool to write report cards. 

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I use the Can-Do descriptors to create Student Can-Do profiles in the first semester, and use it as a tool to collaborate with the homeroom teachers to build an asset-based approach, through which we all can see what our ELLs can do. It also helps me assess, reflect, plan & differentiate instruction for each student, and is also a great tool to write report cards. 

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We, at the American Embassy School, New Delhi, use the WIDA MODEL online/paper at the beginning of the school year (and during) to assess newcomers and their placement; during the year to exit students from the EAL program; and at the end of the year (April) for placements/exits for the next school year. The results are definitely used to inform instruction as well.

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We, at the American Embassy School, New Delhi, use the WIDA MODEL online/paper at the beginning of the school year (and during) to assess newcomers and their placement; during the year to exit students from the EAL program; and at the end of the year (April) for placements/exits for the next school year. The results are definitely used to inform instruction as well.

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We have started unpacking the 2020 edition of the ELD Standards and currently building an understanding of how to align them with the Common Core/AERO Standards for various units, developing language objectives and planning language instruction to be embedded within content instruction. Its a long road ahead of us so we have miles to go before we make something worthwhile of it.

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We have started unpacking the 2020 edition of the ELD Standards and currently building an understanding of how to align them with the Common Core/AERO Standards for various units, developing language objectives and planning language instruction to be embedded within content instruction. Its a long road ahead of us so we have miles to go before we make something worthwhile of it.