WIDA in New York: A Complete Beginner’s Guide

Strategies, Explanations, and Tools to Help Educators Support ELLs and MLLs Across All Classrooms

Welcome to the official page for WIDA in New York: A Complete Beginner’s Guide — the essential resource for anyone working with multilingual learners in New York State. Whether you’re an ENL teacher, content-area teacher, administrator, college student, or educator preparing for the WIDA transition, this guide is designed to make everything clear, simple, and practical.

A Book Written for Real New York Classrooms

New York’s shift to WIDA brings huge opportunities — but also many questions. This book breaks everything down into plain language, so you don’t need to read dozens of memos or navigate complex PDFs just to understand what’s changing.

Inside the book, you’ll find:

✔ Clear explanations of WIDA

Learn what WIDA is, why New York adopted it, and what every educator needs to understand about the framework.

✔ Beginner-friendly walkthrough of the five WIDA ELD Standards

Each standard is explained in simple, practical terms with classroom-friendly examples across subjects.

✔ How to use WIDA tools in your daily teaching

Can Do Descriptors, Language Expectations, ALDs, Performance Definitions — explained so you always know when and how to use them.

✔ Assessments made simple

ACCESS, Alternate ACCESS, WIDA Screeners, score reports, and state expectations — all in a straightforward, easy-to-understand format.

✔ Proficiency levels (1–6) clearly explained

Finally understand what students can do at each level and what teachers should expect in real classrooms.

✔ Practical instructional strategies

Visual supports, sentence frames, modeling strategies, language objectives, small-group routines, partner talk, scaffolding — everything you need to support ELLs and MLLs without lowering rigor.

✔ Ready-to-use checklists and templates

Perfect for planning, collaboration, family communication, and supporting school-wide systems.

 

Who This Book Is For

This guide was created specifically for:

• New ENL teachers learning WIDA for the first time
• Experienced ENL teachers who want practical tools and clarity
• Math, Science, ELA, and Social Studies teachers who support MLLs
• Administrators who need a simple, accurate reference
• College students in teacher preparation programs
• Anyone providing ENL services in New York schools

If you’ve ever said, “I wish someone could just explain WIDA in plain English,” — this book was written for you.

 

Why Educators Love This Guide

• Easy to read
• No jargon
• Practical examples
• Accurate information based on NY guidance and WIDA documents
• Designed for immediate classroom use
• Perfect for PD, PLCs, and schoolwide WIDA onboarding
• Supports both beginners and experienced educators

 

Ready to Get Your Copy?

Your journey to teaching multilingual learners with clarity and confidence begins here.

Order on Amazon:
https://www.amazon.com/dp/B0G2L8VR1C 

 

Stay Connected

Bookmark this page to listen to the full audiobook for free.

Understanding WIDA Screeners: The New Way to Identify English Learners (Replacing NYSITELL)

When new students arrive at school, one of the first steps is figuring out whether they need English language support. That’s where the WIDA Screeners come in. These new tools will replace the NYSITELL and offer a more flexible, accurate way to identify multilingual learners at the very beginning of their English learning journey.

 

What Is the WIDA Screener?

The WIDA Screener is a short English language assessment used when students first enroll in school. Its main purpose is to find out how much English a student already understands and uses, so teachers can decide if they qualify for ENL (English as a New Language) services.

What makes the WIDA Screener special is that it’s on-demand — schools can give it any time during the year instead of waiting for a specific testing window. This flexibility helps new arrivals start getting language support right away.

 

How the Screener Works

The test checks students’ skills in listening, speaking, reading, and writing, giving teachers a full picture of how the student communicates in English.

• Most students take the test on a computer.
• Kindergarten students and those with certain disabilities use a paper version.
• There is also an alternate option for students with the most significant cognitive disabilities.

After testing, teachers receive a proficiency level score that shows where the student is on their path to English fluency.

 

Why This Change Matters

Replacing the NYSITELL with the WIDA Screener means schools are now using the same system that many other states across the country rely on.

This change offers several benefits:

• Consistency: All students are measured with the same national framework.
• Flexibility: Schools can test new students as soon as they arrive.
• Inclusivity: The assessment is designed to meet the needs of learners with different abilities.
• Alignment: The Screener connects directly to WIDA’s English Language Development (ELD) standards, so results link smoothly with classroom instruction.

 

What Teachers Can Expect

For educators, this transition means:

• Using a new platform for testing (WIDA’s online system).
• Access to training materials and resources through the WIDA Secure Portal.
• A clearer connection between assessment data and instructional planning.

ENL teachers, classroom teachers, and school teams will all use the results to decide how to best support each student’s language growth.

 

Final Thoughts

The WIDA Screener brings a more modern, flexible, and inclusive way to identify multilingual learners. By adopting this system, schools can ensure that every new student is supported from day one — with accurate information and consistent standards guiding their English language development.

It’s one more step toward creating classrooms where language learning and content learning go hand in hand.

 

Source

Based on publicly available information from the New York State Education Department and WIDA Consortium materials.

Understanding WIDA Alternate ACCESS: A New Assessment for Students with Significant Disabilities

As schools prepare for the transition to WIDA, one important update involves how English learners with significant cognitive disabilities will be assessed. The new WIDA Alternate ACCESS will take the place of the previous NYSESLAT for these students, creating a more accurate and supportive way to measure English language development.

 

What Is the WIDA Alternate ACCESS?

WIDA Alternate ACCESS is a specialized English language assessment designed for multilingual learners who also qualify for the New York State Alternate Assessment (NYSAA).

Unlike the regular WIDA ACCESS, this test is paper-based for all grades and adapted to meet the needs of students who require alternate assessment methods.

It measures language growth across the four essential domains — listening, speaking, reading, and writing — but in ways that match the learner’s individual abilities and learning profile.

 

Why This Change Matters

In the past, students with the most significant cognitive disabilities took the NYSESLAT alongside other English learners. However, this did not always provide a clear picture of their language abilities or progress.

The WIDA Alternate ACCESS is specifically built to:

• Reflect each student’s communication strengths
• Provide meaningful information about language development
• Support teachers in creating individualized instruction plans

This change ensures that every multilingual learner — regardless of disability — has an assessment that recognizes their learning path and growth.

 

What Teachers Should Know

Here are a few key things for educators to keep in mind:

• The Alternate ACCESS is a paper-based test for all grade levels.
• It uses adapted test materials designed to support accessibility and engagement.
• Results will show language proficiency progress that aligns with WIDA’s English Language Development (ELD) standards.
• ENL and special education teachers will work closely to prepare students and interpret results together.

Training and guidance will be available for educators before the test is implemented, ensuring that everyone understands how to administer it effectively.

 

Supporting Growth Beyond the Test

The WIDA Alternate ACCESS isn’t just a new test — it’s part of a larger effort to make assessment more inclusive, fair, and meaningful.

By using tools that reflect students’ real communication abilities, teachers can make better instructional decisions and celebrate progress that might have been overlooked before.

This aligns with WIDA’s core belief: language growth can and should be measured for every learner.

 

Final Thoughts

Transitioning to the WIDA Alternate ACCESS is a positive step toward recognizing the abilities and achievements of all English learners, including those with significant cognitive disabilities.

With the right tools, training, and collaboration, teachers can ensure that every student’s language growth is valued and supported — no matter their starting point.

 

Source

Based on publicly available information from the New York State Education Department and WIDA Consortium materials.

What You Should Know About WIDA ACCESS: The New English Language Proficiency (Replacing NYSESLAT)

Starting soon, schools will begin using WIDA ACCESS instead of the NYSESLAT to check English language development. This new assessment marks a big step forward in how we measure progress for multilingual learners across grade levels.

 

What Is WIDA ACCESS?

WIDA ACCESS is a set of English language assessments designed to measure how well students understand and use English in school. It looks at the four main language areas — listening, speaking, reading, and writing — and helps teachers see how students are growing each year.

Students in grades 1 through 12 will take WIDA ACCESS on a computer, while kindergarten students will complete a paper version that matches their developmental level.

Unlike the NYSESLAT, which was used only in one state, WIDA ACCESS is part of a national system used by dozens of states across the country. This means English learners will now be measured using tools that are consistent, research-based, and widely recognized.

 

What’s the Purpose?

The main goal of WIDA ACCESS is to help schools understand each student’s English language proficiency level — from beginners to advanced learners. The results show how students are progressing and what kind of language support they still need.

For teachers, the results can guide lesson planning, identify areas where students need more help, and celebrate language growth over time.

 

Why the Change?

The shift from NYSESLAT to WIDA ACCESS isn’t just about testing — it’s about aligning with a larger framework for language development. The WIDA system connects assessment with instruction, giving teachers a clearer picture of how language and academic skills work together.

Students will benefit from a test that’s better matched to classroom learning and reflects real academic language use in subjects like math, science, and social studies.

 

What Teachers Can Expect

• WIDA ACCESS is computer-based, making it more interactive and efficient.
• There are different versions for kindergarten, alternate assessments, and new student screeners.
• The test focuses on language growth, not just scores — showing progress over time.
• Training and online resources will be available to help teachers understand the process and use the results effectively.

 

Final Thoughts

This new assessment system gives educators a stronger foundation for supporting multilingual learners. By using WIDA ACCESS, schools can better track student progress and ensure that language learning connects meaningfully to content learning.

The transition may take time, but it represents a positive step toward equity, consistency, and quality in language education.

 

Source

Based on publicly available information from the New York State Education Department and WIDA Consortium materials.

Understanding the WIDA Writing Rubric (Grades 1–12): What Teachers Need to Know

As more schools transition to WIDA, many teachers — both ENL and content area — are starting to hear about the WIDA Writing Rubric. This rubric helps educators understand how multilingual learners (MLLs/ELLs) develop their writing skills in English over time.

Whether you teach English, science, math, or social studies, this guide will help you make sense of what each proficiency level really means and how you can use this information to support your students.

 

What Is the WIDA Writing Rubric?

The WIDA Writing Rubric (Grades 1–12) is a tool used to evaluate multilingual learners’ writing in three key areas:

Level	Discourse Level	Sentence Level	Word/Phrase Level
What it means:	Overall organization and flow of ideas	Grammar and sentence structure	Vocabulary and word choice

 

The rubric describes what student writing looks like at each of WIDA’s six English proficiency levels — from Entering (Level 1) to Reaching (Level 6).

 

The Six WIDA Writing Levels Explained

Let’s look at what writing typically looks like at each level, in simple terms.

 

Level 1: Entering

At this beginning stage, students are just starting to write in English.

• Most of their text may be copied or adapted from models or teacher examples.
• They use single words, short phrases, or simple patterns.
• Their vocabulary is mostly everyday social words (like school, friend, happy) or very basic content words.
• Teachers may see lots of repetition and limited original writing.

Teacher Tip: Provide sentence frames, word banks, and visual supports to help them express ideas.

 

Level 2: Emerging

Students are starting to express their own ideas, but they still rely on sentence starters or copied phrases.

• Their text may show some organization (a beginning, middle, and end).
• They use repetitive sentence structures (e.g., I like…, The plant needs…).
• Vocabulary includes general content words and social expressions (e.g., The water is cold.).

Teacher Tip: Encourage more original sentences and support with word walls, modeled writing, and sentence combining.

 

Level 3: Developing

Students’ writing starts to look more like short paragraphs with connected ideas.

• Their text shows developing organization — they can express one or more related ideas.
• Sentences show variety, though errors may still affect clarity.
• Vocabulary includes some specific content words (like evaporation, angle, or government).

Teacher Tip: Focus on transitions (first, next, because) and content-specific vocabulary practice.

 

Level 4: Expanding

Writing is mostly clear and understandable. Students can communicate ideas across subjects.

• Texts include connected sentences or paragraphs with logical organization.
• They use a range of grammatical structures (simple, compound, and some complex sentences).
• Vocabulary includes specific and some technical terms, showing growing academic language.

Teacher Tip: Give opportunities for extended writing (responses, explanations) and feedback on word choice.

 

Level 5: Bridging

Students’ writing is nearly comparable to their English-proficient peers.

• They can produce extended, organized text that’s cohesive and fits the task or genre (narrative, argumentative, informative).
• They use a broad range of sentences and grammar correctly and purposefully.
• Vocabulary includes technical and abstract language appropriate for academic writing.

Teacher Tip: Encourage precision — focus on tone, audience, and purpose (e.g., explain, argue, describe).

 

Level 6: Reaching

At this level, students write like their English-proficient peers.

• Their writing is fully developed, cohesive, and appropriate to the audience and purpose.
• They demonstrate control of grammar and conventions for effect.
• Vocabulary use is precise and nuanced, showing mastery of academic language.

Teacher Tip: Push for sophistication — variety in sentence structure, style, and strong voice.

 

How the Rubric Helps Teachers

The WIDA Writing Rubric isn’t just for grading — it’s a teaching tool. Here’s how you can use it effectively:

1. Identify strengths – See what students can already do in their writing.
2. Plan instruction – Design lessons that target the next level of language growth.
3. Give feedback – Focus comments on organization, grammar, and vocabulary.
4. Collaborate – Share rubric language with content teachers to support consistent expectations.

Example:
If a student writes organized sentences but struggles with academic vocabulary, you can teach word families, synonyms, and academic phrases to help them move up a level.

 

Why It Matters

WIDA’s Writing Rubric helps teachers understand that language development takes time and support.
Instead of just marking errors, it encourages us to celebrate progress — especially in how students organize ideas, use new vocabulary, and express their thinking.

When used consistently, this rubric helps all teachers — not just ENL specialists — recognize and build on multilingual learners’ writing strengths.

 

Final Thoughts

The WIDA Writing Rubric reminds us that writing growth happens step by step. Every level shows progress — from copying words to crafting organized, expressive paragraphs.

By focusing on what students can do and providing the right scaffolds, we help multilingual learners become confident writers across all subjects.

 

Source

WIDA. (2020). WIDA Writing Rubric Grades 1–12. University of Wisconsin–Madison, Board of Regents of the University of Wisconsin System. Retrieved from https://wida.wisc.edu/sites/default/files/resource/WIDA-Writing-Rubric-Gr-1-12.pdf