Alternate ACCESS

Alternate ACCESS 

The ESEA requirement to assess all students identified as ELs annually for English language proficiency, includes students who receive special education services. The Individuals with Disabilities Education Act (IDEA; 2004) also mandates that students with disabilities participate in state-wide and district-wide assessment programs, including alternate assessments with appropriate accommodations, when it is documented in their Individualized Education Programs (IEP). 

WIDA created the Alternate ACCESS to meet federal accountability requirements and to provide educators with a measure sensitive to English language proficiency growth of ELs with significant cognitive disabilities. The Alternate ACCESS is an assessment of English language proficiency for students in grades 1-12 who are classified as English Learners and have significant cognitive disabilities that prevent their meaningful participation in the ACCESS for ELLs assessment. EL students who are eligible for the GAA are the only EL students eligible for the Alternate ACCESS. 

The Alternate ACCESS aligns with the WIDA Alternate English Language Proficiency levels designed to expand upon Level P1 - Entering, by increasing the sensitivity of the measure for students who have significant cognitive disabilities. The alternate ELP levels give students a chance to demonstrate progress within Level P1. 

English Learners with disabilities may use state approved accommodations when taking the ACCESS for ELLs or the Alternate ACCESS, as applicable. The IEP Team, including the ESOL teacher, will determine which accommodations are needed.