This Focus Bulletin describes how WIDA approaches the design and development of language proficiency tests for kindergarten multilingual learners. We describe some of the design principles that underlie WIDA kindergarten tests, including the use of task models, scaffolds, and stopping rules. The aim of these design principles is to provide young multilingual learners the opportunity to show what they can do with their rapidly developing language skills in an assessment context.

Rural schools often operate with limited access to academic, social, and mental health resources—constraints that can make it difficult to fully support student success. In California’s West Kern County, a cross-district collaborative took a unique approach. By pooling resources and coordinating the implementation of community schools, participating districts strengthened student supports, expanded access to services, and improved both student outcomes and overall well-being.

Adult education programs play a critical role in preparing immigrants and New Americans (multilingual learners) for employment by building English language skills and supporting workforce preparation and training. Addressing multilingual learners' economic integration needs, one of the three pillars of immigrant integration, along with civic and linguistic integration, includes being able to navigate key economic systems--like the U.S. workforce--and building workforce preparation and digital literacy skills to ensure that multilingual learners can fully participate in the U.S.

Part one of this four-part infographic series introduces Recommendation 1 from the What Works Clearinghouse Practice Guide, Teaching Academic Content and Literacy to English Learners in Elementary and Middle Schools, emphasizing the importance of teaching a focused set of academic vocabulary words intensively over several days using varied, evidence-based instructional activities.

Parents hear all the time that it’s important to read to kids. But why exactly is that? The benefits of reading together go far beyond learning to read.

Reading to young children is an important way to help them build language skills. It exposes them to new words and ways of using language. It also helps them learn general information about the world, which makes it easier for them to learn about new subjects once they get to school.

Students with disabilities (SWDs) and English learners (ELs) represent diverse populations with varied academic needs. This analysis focuses primarily on teachers who are certified or endorsed to work with these student populations. This analysis mainly centers on teachers who serve students with mild to moderate disabilities, who make up the majority of students receiving special education (SPED) services.

Most reporting on the educational attainment of English Learners (ELs) focuses on standardized test performance. However, other indicators—including students’ course grades and behaviors—are more predictive of high school graduation and college outcomes among non-English Learners. This study asks: How predictive are different indicators for high school graduation, college enrollment, and degree completion for different groups of English Learners?

This infographic is based on the recommendations of the What Works Clearinghouse Practice Guide Improving Adolescent Literacy: Effective Classroom and Intervention Practices. The infographic contains the four recommendations from the practice guide and activities to demonstrate how they may be integrated into grades 4-12 English Language Arts classroom instruction.