Language Access, Without Barriers.
Accessly helps SIS, reporting, and interoperability teams keep English Learner labels and definitions clear across exports, dashboards, support content, and district-facing communication.So when frameworks change or districts use different values, your team is not rewriting the same explanation in five different places.Built by a classroom teacher.
How Teams Use Accessly
Keep English Learner labels and proficiency language clear across reports, exports, dashboards, portals, documentation, and district-facing communication.Give districts plain language they can use when EL labels change, so staff and families understand what changed and what the new wording means.Reuse the same district- and family-facing explanation across handouts, portals, and support content, including multilingual versions where needed.Keep product, reporting, support, and implementation teams aligned on the wording districts actually see.Stay current as state guidance, framework language, and district expectations change.
Deliverables
A core set of EL labels, definitions, and plain-language explanations in CSV, TSV, or JSON.District-facing wording for reports, portals, documentation, handouts, and support content.Multilingual versions for selected languages where family-facing communication needs them.Mapping notes for teams working across state terms, framework language, exports, or reporting labels.Optional companion wording for EL and proficiency label clarity where districts need more explanation.Ongoing updates with QA review, versioning, and change notes.
Why It Matters
When EL labels are explained differently across reports, exports, portals, documentation, and support content, districts get confused and teams have to step in to explain.That creates repeat questions, one-off wording fixes, and extra support work around language that should already be clear.Keeping EL wording consistent makes district-facing communication easier to trust and reduces the need for repeated clarification.
If you want a deeper sample, email us with your product area, reporting context, and the states you support.We’ll send a short preview that fits your workflow.Common follow-on work includes district-ready PDFs, multilingual versions, state-specific wording, and ongoing maintenance.Licensed for teams.No tracking. No cookies.© 2025 Accessly
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Request Form
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Delivered in CSV, TSV, or JSON
Free district-shareable academic language resource
A free, district-shareable academic language resource built to support multilingual learners. It includes grade-band academic terms, translated definitions, Spanish translations, and audio support for terms and definitions
Built by a classroom teacher.
What’s included
Selected terms across ELA, Math, Science, and Social StudiesGrade-band definitions and translated definitionsSpanish translationsAudio support for terms and definitionsDistrict-shareable format
Who it’s for
District curriculum and instruction teamsENL, EL, and ML coordinatorsInstructional support teamsTeachers and family support staff
How districts use it
Classroom vocabulary supportFamily communication supportShared terminology across staffEasy to use reference for multilingual learner support that any teacher can use
Resource scope
Spanish includedAdditional languages availableExpanded versions available
If you’d like a deeper sample, use the request a sample and include:
If you’d like a sample or district-shareable version, use the request form above and include:
(1) your district, school, or organization
(2) your state
(3) the languages you supportWe’ll reply with a short, relevant preview.Built for district and regional teams.
No tracking. No cookies.© 2025 Accessly
[email protected]
Purpose
To support teams serving New York districts as the state moves toward WIDA-aligned reporting, this packet provides copy-ready definitions for district and family communications and a closest band crosswalk that notes domain variation. It is a communication aid and does not represent a one-to-one equivalence or official conversion across frameworks.NYSED timeline: final NYSESLAT Spring 2026; first ACCESS Spring 2027; screener begins Fall 2027. Source: NYSED.
| NY Level | NY Definition | Closest WIDA band | WIDA Definition | Notes |
|---|---|---|---|---|
| Entering | Beginning stage of academic English; needs extensive scaffolds to participate in grade-level tasks. | Entering. Some domains may present closer to Level Emerging | Early stage of English for school; relies on familiar words/phrases and heavy support to understand and respond. | Same label name appears in both systems; Use as a reference band; do not treat as a conversion. |
| Emerging | Building academic English; participates more regularly but still relies on scaffolds and structured support. | Emerging, Some domains may present closer to Developing | Uses simple phrases and short sentences in familiar contexts; depends on models and supports for academic language. | Same label name appears in both systems; Use as a reference band; do not treat as a conversion. |
| Transitioning | Growing independence in academic English, but not yet consistent across varied grade-level contexts. | Developing, Some domains may present closer to Expanding | Communicates clearer ideas using short and some longer sentences; begins connecting ideas and using more content vocabulary. | Labels differ across systems; use “closest match” language rather than a direct mapping. |
| Expanding | Can meet many academic language demands with limited support; approaching grade-level expectations across tasks. | Expanding, Receptive domains may present higher than productive domains. | Uses connected sentences to organize and explain ideas; more detailed academic language with improving clarity and precision. | Same label name appears in both systems; Use as a reference band; do not treat as a conversion. |
| Commanding | Generally meets grade-level academic language expectations across contexts; needs minimal language scaffolds for school tasks. | Bridging to Reaching often higher across domains; Some students may present as Reaching in one or more domains. | Uses more complex academic English with organized reasoning and precision across subjects; at higher end, can handle most grade-level language demands in many settings. | NY has one “top” label while WIDA separates upper proficiency into multiple levels; avoid forcing a 1:1 match |
District-Ready Communication
To support product, reporting, and support teams serving New York districts as the state moves toward WIDA-aligned reporting, this section provides copy-ready language for district- and family-facing communication and a closest band crosswalk that notes domain variation. It is a communication aid, not a one-to-one equivalence or official conversion across frameworks.
| Level Label (NY / WIDA) | What it means for families | Help at home |
|---|---|---|
| Entering (NY / WIDA) | Your child is just beginning to use English for school. They understand and communicate best with a lot of support. | You may see short answers, single words, or pictures/gestures. Help at home: keep reading together, talk about daily routines, and encourage trying new words without pressure. |
| Emerging (NY / WIDA) | Your child can use simple English in familiar classroom situations, but still needs support for academic language | You may see short sentences and familiar phrases. Help at home: practice explaining ideas in complete sentences and ask “why” and “how” questions during reading. |
| Transitioning / Developing (NY / WIDA) | Your child is becoming more independent in English at school. They can explain more ideas, but some academic tasks may still feel challenging | You may see longer responses but also mistakes or missing words when ideas get more complex. Help at home: practice retelling stories, explaining steps, and using topic vocabulary. |
| Expanding (NY / WIDA) | Your child can use more detailed English for many school tasks and is getting closer to the language needed for grade-level work. | You may see clearer explanations and more subject-specific vocabulary. Help at home: practice writing short paragraphs and explaining reasoning in math and science |
| Commanding / Bridging (NY / WIDA) | Your child can use complex English for most academic tasks and usually needs only limited language support. | You may still see challenges with very technical vocabulary or long reading passages. Help at home: encourage reading longer texts and discussing main ideas, evidence, and conclusions. |
| Reaching (WIDA) | Your child can generally use English for grade-level school tasks in ways similar to many peers across subjects. | Support is still helpful for new vocabulary or advanced topics. Help at home: keep building academic vocabulary and encourage writing with clear organization and details. |