WIDA Resources

Recommended Periods of English Language Instruction

ELLs must receive ESL instruction and language support consistent with their individual needs for rapid and effective acquisition of English language proficiency. See G.L. c.71A, § 1. For example, Foundational students should receive proportionally more ESL instruction than those at higher proficiency levels. The comparability study described above has necessitated a revision of the recommended periods of ESL instruction based on each student's ACCESS 2.0 results. Please review the revised guidelines below which districts should consider when determining the amount of instructional time for ESL support that is tailored to each student's linguistic and academic needs.
ACCESS for ELLs 2.0 Overall Score
Recommended Periods of ESL Instruction
Levels 1.0-2.5
At least two to three periods (a period is not less than 45 minutes) per day of direct ESL instruction, delivered by a licensed ESL teacher
Levels 2.5-3.5
Districts may use their discretion to determine the amount of ESL instruction provided to students between Levels 2.5-3.5, either at the Foundational or Transitional level, depending on each student's needs.
Levels 3.5-4.2
At least one period (not less than 45 minutes) per day of direct ESL instruction, delivered by a licensed ESL teacher
Districts should note that recommended ESL instructional time may fluctuate depending on the educational needs of ELLs enrolled in language instruction programs.

English Language Learners

Guidance and Laws

Guidance on Programming for ELLs

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New Initial Identification Criteria - WIDA Screener for grades 1-12

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Guidance on Identification, Assessment, Placement, and Reclassification of English Language Learners

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Massachusetts Students with Limited or Interrupted Formal Education (SLIFE) Definition and Guidance

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Guidance for Defining and Implementing Two Way Immersion and Transitional Bilingual Education Programs

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Next Generation ESL Curriculum Project: ESL Curriculum Resource Guide

Laws and Related Documents

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Coordinated Program Review Procedures, School District Information Package

Federal Laws

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Federal Civil Rights Law concerning limited English proficient students

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Title III Language Instruction for Limited English Proficient and Immigrant Students (legislation)

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U.S. Department of Education Title III desk top reference

State Laws

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603 CMR 14.00: Education of English Learners Regulations

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Massachusetts General Laws Chapter 71a

MA DESE WIDA Presentation 2016
MA DESE WIDA Presentation 2016

2017 WIDA ACCESS 2.0 Parent Report Webinar

WIDA Comparing Scores

Links to Spring 2016 Writing Sample & Prompts

WIDA ACCESS Writing Test Practice Organizer
WIDA ACCESS Writing Test Practice Organizer



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Health Education Curriculum for ELLs

Technology resources for ELLs

Music resources for ELLs

Art resources for ELLs

Library Resources for ELLs

WIDA Speaking and Writing Rubric:

Increasing Oral Language Visuals

SIOP Videos of Scaffolded Instruction: http://esl.cmswiki.wikispaces.net/SIOP+-+ExC-ELL+In+Action


Classroom Resources
ACCESS - General Information
ACCESS - Test Administration Training
ACCESS - Test Administration Resources

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Create a team not a bunch

Informing the team: research and literature:
Start by Federal and State IEP requirements and Laws for ELLs and SPED I.D.E.A.
Linguist and Language needs must be considered: How are services to be delivered by the student's individual needs NOT by services the schools have~

Writing goals:

Condition, ACTION and measurement - who is responsible?
What service delivery models will be used?
How can we write well written goals and identify Alternate ACCESS for ELLs
Oral receptive and Expressive language in L1 & L2
Reading Goals & Writing Goals in L1 and L2.
Emotional Goals, Social Behavior including acculturation.



RTI for ELLs and WIDA

List of Language Functions by English Language Proficiency Level

Common Core and Content Area Venn Diagram


WIDA ELP Standards Instructional Videos

Virginia educators demonstrate activities for teaching the WIDA ELP standards. The Model Performance Indicators (MPIs) selected for these videos, though not comprehensive, represent key language functions repeated throughout the WIDA ELP Standards. These videos link to Flash files which require the Adobe Flash Player plug-in. Download the free player.

WIDA Classroom Resources - CAN-DO Descriptors
CAN DO Name Charts PDF
PreK-Grade 12 CAN DO Descriptors PDF
PreK-K CAN DO Descriptors PDF
Grades 1-2 CAN DO Descriptors PDF
Grades 3-5 CAN DO Descriptors PDF
Grades 6-8 CAN DO Descriptors PDF
Grades 9-12 CAN DO Descriptors PDF

How are students placed in LEP programs?

Every parent enrolling a child in Malden Public Schools must complete a Malden Public Schools home language survey at the parent information center. If the survey indicates that the child might qualify for ELL services, the district then assesses the child’s English proficiency in the four domains of listening, speaking, reading, and writing through the English language screener proficiency test (IPT, W-APT or K-WAPT).

The school will provide a welcome letter (see below) to families indicating additional steps to follow.
Parents and guardians of children who qualify for ELL services have the legal right to be informed, in a language they can understand, about the available programs and services.

Students who score a Level 1 to Level 4.9 on the screener test are eligible for LEP services and will participate in the annual language proficiency test, ACCESS for ELLs™ each February until they score an ELP level 5, which indicates the student should exit the program.

WIDA Assessment Tools: WAPT Screener Grades 1-12

The WIDA W-APT™ must be used as a screener for students entering the second semester of 1st grade through 12th grade to determine students’ English language proficiency and to identify students eligible to receive ELL services.
external image bullet_blu_arrow_sml.jpg Using Scores to Determine Placement

As of September 2013, any student who is administered the W-WAPT™ and scores below an overall composite proficiency level of 4.8 or less than a composite literacy (reading/writing) proficiency level of 4.2 is considered LEP and is eligible for ELL services.

A student who achieves a 4.8 composite proficiency level and a 4.2 composite literacy (reading/writing) proficiency level is considered English proficient.

WIDA Standards and Examples of Academic Discourse

WIDA Classroom Video Examples of Academic Discourse


Nuts and Bolts of WIDA Two-Day Training

WIDA Presentations

General information about ACCESS for ELLs test administration is available (without a password) at:

Frequently Asked Questions

Wisconsin's Department of Public Instruction (one of the main developers of the WIDA)

ACCESS - Test Administration Training ACCESS for ELLs

ACCESS - Test Administration Resources
WIDA's test administration resources, including support for preparation, administration, reports and a vast download library of useful forms.

Interpretation of WIDA ACCESS Test Results DRAFT Malden

Worcester ELL Information from DART Tool

Individual Powerpoint Resources

Materials for Participants

Profiles Activity

Presenters Overview of Two Day Training

WIDA Speaking Rubric

ACCESS for Test Administration ppt

Agenda Professional Development Day ACCESS Test Administration


Changes in ACCESS Speaking Test

W-APT Intake Assessment

WIDA Speaking Rubric:

WIDA Writing Rubric:

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WIDA Workshop for Curriculum Specialists Malden Public Schools
Created by: Jennifer McCabe, M.Ed. October 2015