ACCESS for ELLs

ACCESS for ELLs is administered annually to all MLs coded a ‘1.0 – 6.0 or ‘A1 – A3’ proficiency level. Students coded as ‘AW’ should be screened to complete the identification process before administering ACCESS for ELLs. ACCESS for ELLs is a standards-based, criterion-referenced English Language Proficiency (ELP) test designed to measure MLs’ social and academic language proficiency and progress towards proficiency in English. It assesses social and instructional English and the language associated with language arts, mathematics, science, and social studies within the school context and across the four language domains of speaking, listening, reading, and writing. ACCESS for ELLs meets the Title I mandate in the ESSA of 2015 that requires states to evaluate all MLs in grades kindergarten through twelfth grade on their progress towards English proficiency.

Only certified personnel who have completed the required WIDA training for ACCESS for ELLs are permitted to administer the annual proficiency assessment. This training must be completed annually by all Test Administrators. 

ACCESS for ELLs Administration Guidance

ACCESS for ELLs

Administered Subtests

All MLs Grades K–12

Listening - Yes, Reading - Yes, Speaking - Yes, Writing - Yes

The student qualifies for services if the Overall PL < 4.4 OR if any domain score is < 4.0.

The student does not qualify for services if the Overall PL ≥ 4.4 AND all domain scores are ≥ 4.0.

The student will be monitored for four years after meeting the reclassification criteria. Students may still receive instructional accommodations as needed.

Alternate ACCESS for ELLs

All MLs are required to participate in the annual ELP assessment. MLs with disabilities may receive accommodations on ACCESS for ELLs per the student’s IEP. If it is determined that an alternate ELP assessment is needed for an ML with significant cognitive disabilities in grades one through twelve, Alternate ACCESS for ELLs will be used. At this time, there is no Alternate ACCESS for ELLs assessment for kindergarten students who qualify for alternate assessments.

However, qualifying students will take the Grades 1-2 version of Alternate ACCESS for ELLs. The exit criteria score for the Alternate ACCESS assessment is P1, P2 or P3.

The Alternate ACCESS for ELLs is a large-print, paper-based test designed for MLs with disabilities who cannot meaningfully participate in ACCESS for ELLs. 

Alternate ACCESS for ELLs Administration Guidance

Alternate ACCESS for ELLs

Administered Subtests

All MLs Grades 1–12 who qualify for alternate testing

Listening - Yes, Reading - Yes, Speaking - Yes, Writing - Yes

A student qualifies for services if:

The Overall proficiency level is ≤ A3.

The student does not qualify for services if:

Overall proficiency level is ≥ P1.

The student will be monitored for four years after meeting the reclassification criteria. Students may still receive instructional accommodations as needed.

Questions concerning ACCESS for ELLs may be referred to your school-based STC, MLPS, or to the MSO Office (mso@charleston.k12.sc.us).

State Assessments

According to state guidelines for standardized testing, MLs must participate in grade-level state testing regardless of their arrival date. Beginning the spring of 2018, the one-year' exemption' from state testing, specifically SC READY ELA, for MLs who were in their first year in the United States was no longer in place. All MLs are expected to complete state testing as their non-ML peers do. However, MLs who are in the United States for one year or less will not count in the achievement metric for school or district report card for that school year. Their scores will be used as the baseline for growth the following year. 

Universal Design 

Universal design principles address policies and practices intended to improve access to learning and assessments for all students. Universal design principles are essential to developing and reviewing instructional and assessment content because some ways of presenting content make it difficult for some students to show what they know. When educators employ universal design techniques, they can better understand what students know and can do. Universal design techniques should be applied consistently in instruction and assessments. In contrast to retrofitting, these techniques are integrated into teaching and assessment from the start. Educators should consider the following principles of universal design: 

• Inclusion of diverse student populations; 

• Precisely defined instructional and assessment constructs;  

• Maximally accessible, non-biased content;

• Compatibility with accommodations; 

• Simple, clear, and intuitive instructions and procedures;  

• Maximum readability and comprehensibility; and  

• Maximum legibility. 

Universally designed instructional and assessment content may reduce the need for accommodations and alternate assessments. Nevertheless, universal design cannot eliminate the need for accommodations or alternate assessments. Universal design can provide educators with more valid inferences about the achievement levels of all students. The universal design of assessments does not simply mean that instruction and assessments are carried out in a computer-based environment. With greater implementation of technological solutions, thinking about accommodations and universal design may change. Traditionally, educators have thought of universal design as coming first and accommodations being applied during instruction and assessment. With current technology, educational stakeholders can build some accommodations into instructional and content for evaluation design and redefine some accommodations as universal supports to empower greater numbers of students with optimal accessibility options. View the South Carolina Accessibility Support Document January 2019 for additional information. 

Allowable Accommodations

Allowable accommodations for MLs on state assessments should be regularly used and implemented in classroom instruction, lessons, activities, and assessments. School-based STCs, content/grade-level teachers, and MLPS should coordinate to determine appropriate accommodations individualized to the specific needs of each individual ML. See the appropriate test administration manual for specific allowable accommodations on state assessments.

Any questions regarding state testing of MLs should be referred to the School Test Coordinator or to the Office of Assessment and Evaluation at 843-937-6434.