English language proficiency (ELP) assessments measure a different set of knowledge, skills, and abilities than content tests do. As a result, some supports available to all students taking an ELP assessment might be considered accommodations on a content test. For example, graphic support for reading passages and modeling of appropriate responses are standard features of WIDA assessments but might not be typical of content tests.

The opposite is also true: some supports that are typically available to multilingual learners taking a content test are not acceptable supports on an ELP assessment. For example, use of a bilingual dictionary or the option to provide American Sign Language responses instead of verbal responses might be typical for a language arts or science test, but these options would not produce valid results in the context of an ELP assessment.

Ongoing: IEP and 504 teams, including ELD teachers for dually identified students, meet annually (at a minimum) to determine learning goals, service schedules, classroom and testing accommodations and modifications. 

Quarter 2: OSDE pulls the student data from the wave to determine initial placement in ACCESS or Alternate ACCESS testing groups based on what type of state testing the student participates in each year. This data is collected for all K-12 dually identified students. 

The Language and Cultural Services Department confirms these rosters with the information available from the Special Education Department. English Language Development Partners publish these lists to ACCESS Site Testing Coordinators to confirm, add, or remove students at each site.

Quarter 3: ACCESS Site Testing Coordinators confirm with Special Education Teachers the IEP accommodations required for the Alternate ACCESS, Online and Paper Based ACCESS Testing. Testing window occurs for all multilingual learners within the district identified testing window.