HOW to access the ACCESS certification quizzes:
Click through a couple buttons to subscribe/unsubscribe to WIDA news, etc.
Click, "Assessment" training
Find the correct assessment in the list on the right. You can use the filters on the left to narrow your choices to ACCESS.
Click course details
Click enroll and confirm.
Click go to course
On the left, it says:
home
modules
Click on modules.
In that list that appears, go down to the Certification Quiz you're looking for. Phew, we did that.
Copy off the quizzes and save them for three year's in the principal's office.
This video covers important tips for students on strategies to employ while taking the test. It also covers tips for teachers on what to practice often throughout the year. (The video does not have sound)
The ACCESS 2022 and ALT ACCESS 2022 scores and data are housed in your One Drive. If you are looking for domain scores, this may be a good way to get to them.
Here is the click path: One Drive > Shared > 2022-2023 Monthly School Reports > Monthly School Reports – Your school > ACCESS 2022. Here you will find ACCESS or ACCESS ALT.
2024-2025: Chromebooks should be up to date at version 125 or 126
If you are getting a weird black screen that says, "Let's step you through the recovery process," do this: ctrl-d, then click "enter" about three times, and then it will get you back to the regular screen to reset.
This year's ACCESS training recorded video and PPT presentation can be viewed on the left.
ACCESS for ELLS 2.0 is a secure large-scale English language proficiency assessment administered to Kindergarten through 12th grade students who have been identified as English Language Learners (ELLs). It is given annually in WIDA Consortium member states to monitor students' progress in acquiring academic English. ACCESS for ELLS 2.0 is only available to Consortium member states. ACCESS for ELLS 2.0 is aligned with the WIDA English Language Development Standards and assesses each of the four language domains of listneing, speaking, reading and writing.
Colorado uses Kindergarten W-APT and WIDA Screener (Online or Paper) for Grades 1-12 to assist in the identification of students who may be English learners (ELs). ACCESS for ELLs is administered to students who are identified as ELs, NEP or LEP during the annual testing window, which runs for five weeks, opening on the second Monday in January.
It is important to clarify the process to exit the ELD program. A student must satisfy the proficiency requirements according to a body of evidence. This would allow the student to be redesignated to a Monitor Year 1 status. The following year they would be redesignated to Monitor Year 2 status. After two successful years of monitoring, the student would be exited from the ELD program.
Redesignation from NEP/LEP to FEP
Re-designation is a process that English learners undergo when they attain established criteria that demonstrate they are fluent English proficient (FEP) and can transition successfully to classrooms, with minimal ELD support. CDE has approved the following pathways to re-designation. This information will be updated as it is updated on the CDE website.
According to CDE, districts must develop a standardized process and criteria for further investigation and confirmation of a student’s ability to meet and maintain grade-level performance expectations. Each piece of evidence must align to the Colorado English Language Proficiency (CELP) standards and Colorado Academic Standards (CAS). A body of evidence should represent local data that is used to define academic growth/success/grade-level proficiency as well as growth to English language proficiency.
More information on redesignation found here (including the below image)
Minimum Expectations for RECOMMENDATION of re-designation to FEP for Pathway 1b:
A. Must demonstrate proficiency of 4.0 in either Literacy or Overall or P1 on the ALT.
B. There can only be 1 domain score lower than a 4.0 (and it must be at least 3.5) in either Reading, Writing, or Listening in order to consider re-designation.
C: Possible exceptions:
Speaking plus one other domain may be considered (speaking may have a score lower than 3.5)
Special Services students may have one or two domains that are lower than 4.0, as a result of their disability, but no less than 3.2
A student who is very close in multiple domains (such as a 3.9 and a 3.8) may be considered for re-designation.
DATA for Body of Evidence:
Your additional evidence/ data suggesting re-designation must be compelling and concrete to include a triangulation of multiple data to assure we won’t have to re-enter a student on down the line including
A piece of convincing data for both reading and writing regardless of the overall literacy score
Additional data for all domains below 4.0. For example,
if reading is low you’ll need to provide a minimum of 2 pieces of data that suggest the student is competent for reading and one piece of data for writing
if speaking is low you will need the above reading and writing convincing data and evidence of proficiency in speaking
Deadline for recommendations: September 18.
Re-designations will appear in IC after October 1.
See p. 7 of the Redesignation guidance PDF from the CDE.
Examples of Body of Evidence
Speaking:
Use WIDA Speaking Rubric while observing student in a collaborative discussion
Practice test items
Listening:
Note taking
iLit GRADE Listening portion
Reading:
Renaissance Reading
DIBELS Overall Score
CMAS reading sub scores/SAT*
Writing:
Use WIDA Writing Rubric with a student writing sample
CMAS writing sub scores.*
*View sub scores for CMAS for specifics of reading and writing
Look at WrExp and WrConv for written expression and writing conventions, Math Exp Reas for math reasoning is also written
Both should be at 50 to be solid.
Monitoring FEP year 1 and 2
FEP Monitor Year 1 and Year 2 students must continue to receive appropriate language and academic supports, as needed. Upon completion of two consecutive years of monitoring, students may be eligible to be exited from the ELD program if they continue to demonstrate English language proficiency and academic growth/success/grade-level proficiency in reading, writing, and other content areas. Students are monitored for continued success in their academic work twice a year. However, a district/school may determine that students who no longer demonstrate language and grade level proficiency should be reclassified as LEP and transitioned back to an ELD program.
See more about monitoring FEPs in the CLDE Guidebook dropdown at the top.