ACCESS for ELLs (Assessing Comprehension and Communication in English State-to-State for English Language Learners) is a secure large-scale English language proficiency assessment given to Kindergarten through 12th graders 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.

Features

ACCESS for ELLs test items are written from the model performance indicators of WIDA's five English Language Proficiency (ELP) standards:

• Social & Instructional Language
• Language of Language Arts
• Language of Mathematics
• Language of Science
• Language of Social Studies

Test forms are divided into five grade-level clusters:

• Kindergarten
• Grades 1-2
• Grades 3-5
• Grades 6-8
• Grades 9-12

Within each grade-level cluster (except Kindergarten), ACCESS for ELLs consists of three forms: Tier A (beginning), Tier B (intermediate), and Tier C (advanced). This keeps the test shorter and more appropriately targets each students' range of language skills.

Each form of the test assesses the four language domains of Listening, Speaking, Reading, and Writing.

Cost

ACCESS for ELLs is only available to Consortium member states. Consortium members are all U.S. State Departments of Education. ACCESS for ELLs is administered annually as part of our member states' testing program used for accountability purposes in adherence to U.S. federal law, therefore, WIDA cannot make ACCESS for ELLs available outside of its member states.

If you represent a state educational agency interested in joining the Consortium, please review the Benefits of Membership pages or contact Jesse Markow for more information.

Purpose and Use

ACCESS for ELLs:

• Exceeds the requirements stipulated by the No Child Left Behind (NCLB) Act of 2001 and is used to measure and report growth in a manner consistent with the need for fulfilling these requirements.
• Generates results that serve as one criterion to aid in determining when ELLs have attained the language proficiency needed to participate meaningfully in content area classrooms without program support and on state academic content tests without accommodations.
• Provides districts with information that will aid in evaluating the effectiveness of their ESL/bilingual programs.
• Identifies the ELP levels of students with respect to the WIDA ELP Standards' levels 1-6.
• Provides information that can be used to enhance instruction and learning for ELLs.

Sample Items

The Sample Items publication is formatted to showcase how ACCESS for ELLs test items relate directly to the WIDA English Language Proficiency Standards. Its intended purpose is to foster an understanding of how the assessment operates among educators, students, parents/guardians, and the general public.

Please note: The Grades 1-12 Sample Items are not in any way equivalent to a test form and should not be used for assessing students.

Test Development

Developed in partnership with the Center for Applied Linguistics (CAL) and as a collaborative effort of consortium member states, ACCESS for ELLs is a standards-based assessment. The WIDA ELP Standards express expectations for student performance at each level of the language development continuum and serve as the basis of the test's selected-response item and performance-based task specifications.

A new series of ACCESS for ELLs is published every year in order to allow for continuous refinement of the assessment. Approximately one-third of the test's items are refreshed annually, which means that many test items are administered for three years prior to their permanent retirement from the test. Performance-based tasks are refreshed more frequently, with several tasks being refreshed annually.

Strictly following its specifications, each selected-response item or performance-based task on ACCESS for ELLs is carefully developed, reviewed, piloted, and field tested to ensure that it allows students to demonstrate meeting the targeted model performance indicator at the targeted performance level from the standards, according to the process outlined below:

Test Development Cycle

Every year, WIDA offers educators in the Consortium the opportunity to take its Standards-based Test Item Writing and WIDA Teacher Collaboration graduate course. By relying on such a course to generate test items, ACCESS for ELLs is made relevant to students because the context for test items is drawn from what teachers across the Consortium teach on a daily basis.

Technical Reports

Test results are reviewed annually by WIDA's Technical Advisory Committee (TAC).

The ACCESS for ELLs Technical Reports address the validity and reliability of the assessment.

Toolkit PowerPoints

WIDA supports local trainers (facilitators, coordinators, or Test Administrators) by offering free use of its training materials related to ELP Standards, ACCESS for ELLs, and the W-APT. You may edit the PowerPoints, but do not post them publicly. To download the various PowerPoint presentations offered, please login with your ACCESS for ELLs personal training account.

Roles in ACCESS for ELLs Preparation

This section is divided into three parts according to the various roles individuals may have pertaining to ACCESS for ELLs test preparation. The State Test Coordinator, District Test Coordinator, and Test Administrator roles are defined below:

State Test Coordinator Preparation

The responsibilities of state test coordinators involve coordinating with WIDA and MetriTech, scheduling the testing window, enrolling test administrators in the online training course, providing face-to-face training (as needed), verifying the certification of test administrators, and arranging for reporting and dissemination of testing results.

District/School Test Coordinator Preparation

These individuals are responsible for receiving, securing, distributing, and returning test materials. They will arrange and schedule test sessions and generally oversee all aspects of test administration, in particular, making sure that test administration is performed by properly trained test administrators.

The following information and resources may be useful to district and school test coordinators as they prepare for ACCESS for ELLs administration:

Ordering Test Materials

The ACCESS for ELLs assessment is a state-mandated test that can only be administered on the dates your state has selected as its testing window. Please visit your state's page of this website to find the dates for your state's ordering and testing windows.

District test coordinators will be contacted by MetriTech, Inc., the ACCESS for ELLs printing distributing, scoring, and reporting vendor, shortly before the test ordering window opens.

• The information provided will include when and how to submit orders.
• Orders for test booklets and Pre-ID labels can be submitted online or by contacting MetriTech customer service at 1-800-747-4868.
• Online orders require a secure login provided by MetriTech. To order, enter the login at www.metritech.com/wida/login.aspx.
• Upon receiving test materials, test coordinators at the district and school level should verify that the correct number of booklets was received, and materials should be divided and delivered according to local practice.

Ordering Considerations

The total number of student test booklets needed for a district must be organized by school and specify the number of tests needed for each grade level cluster and tier. A 10% overage of student test booklets is automatically added to the order; do not order extra booklets. It is possible to order additional rush materials in the middle of the testing window if the overage runs out and new students arrive.

Assigning Students to Tiers

The Tier Placement Protocol assists test coordinators and teachers in determining the appropriate tier of ACCESS for ELLs (A, B, or C) for each student. Please review this document to become familiar with the appropriate test forms for students with varying English language proficiency levels. In summary,

• When in doubt, you should order a tier B test for a student unless you have compelling evidence that the student should be assessed on level 1 items (the least difficult--Tier A) or level 5 items (the most difficult--Tier C).
• Note that a student cannot score higher than 4.0 on a tier A test, and can score no higher than 5.0 on a tier B test in the domains of Reading and Listening.
• If you think a student is on the border between two tiers, order the higher of the two.

If a tiered booklet is incorrectly ordered for a student, test administrators are encouraged to use one of the extra booklets provided by MetriTech to test the student with a more appropriate tier booklet. Once the student has been administered any portion of ACCESS for ELLs, s/he must proceed to complete the entire test within the same tier.

Check out a WIDA blog pertaining to tier placement!

Pre-ID Labels

MetriTech will provide instructions to states or districts who decide to order Pre-ID labels that can be attached to test booklets instead of bubbling in student demographic information on every test booklet.

A blank data file template to fill out information for Pre-ID labels is provided after logging into the MetriTech website.

The Pre-ID labels do not show all of the information that is embedded in the bar code on the label, but suppressed demographic information associated with each student is stored in the district's database at MetriTech. This information can be updated during the data correction window for your state.

If any errors are visible in the information that is printed on the label, please discard the label and bubble in all demographic information for the student. Changing a piece of information on the Pre-ID label will not change the information in the database when the test booklet is processed. The booklets are machine scanned and the machine only reads the bar code portion of the label.

Test Scheduling

The Listening, Reading, and Writing sections of ACCESS for ELLs can be group administered. The Speaking section is individually administered. WIDA recommends the following administration sessions:

• Listening and Reading can be scheduled together in one session lasting 75 minutes
• Writing should be scheduled in one session lasting 75 minutes
• Speaking takes approximately 15 minutes per student
• Note: the sessions can be scheduled in any order and can be done on separate days, but a single test section cannot be split into separate sessions.

In the Downloads & Products section (top right), you will find some planning tools to use when scheduling test sessions at each school and assigning students to those sessions.

• If planning test sessions at a particular school site, coordinators might find it helpful to use the Test Session Master Schedule to list all test sessions scheduled for that school. Remember, tests can only be administered to students in the same grade level cluster and tier in each session.
• Coordinators might find it helpful to use the Test Session Roster. This document contains a blank roster to assign students to each test session.

For additional tips from a district coordinator on how she handles test scheduling, visit our blogsite

Handling and Returning Materials

ACCESS for ELLs is a secure test. Test materials must be handled securely and carefully, and kept in locked storage when not in use.

MetriTech has prepared UPS Return Shipping Instructions and test booklet Return Packing Instructions for coordinators to use as they receive, distribute, collect, and return test materials (see Downloads & Products at top right). The following are specific guidelines for handling and returning materials:

• Use the same box(es) that you receive from MetriTech containing the test materials to return them.
• Return Shipping Instructions and ARS shipping labels will be included in the original shipment to the district.

Return instructions from the school to the district:

• After all test booklets, scripts, manuals, and auxiliary materials have been collected, use the Security Checklist provided to verify that all serial numbers assigned to your school have been collected.
• Test materials should first be divided into scorable and Unused/Non-scorable piles.
  • Scorable is for all test booklets that need to be scored.
  • Unused/Non-Scorable is for any unused test booklets, scripts, manuals, Kindergarten ancillary kits, and completed or partially completed test booklets that should NOT be scored.
• Scorable test booklets then need to be categorized by grade level cluster and tier. Each stack requires a separate School Header sheet to be placed on top. The School Header sheet should be filled out with the grade level cluster, tier, and total number of booklets for that stack.
• Unused and Non-scorable test booklets should be placed under the Unused and Non-Scorable Test Materials header sheet.

Return instructions from the district to MetriTech:

• After receiving all materials from each school, use the Packing List to verify that all materials have been returned.
• Verify that the information on the School Header sheets match the stack of booklets under each sheet.
• Scorable test booklets should be bagged up in increments of 25 (60 for Kindergarten test booklets). If ther are more than 25 test booklets for a school header sheet, complete a header sheet for the total number of test booklets and put it in the first bag. Pack the remaining books in subsequent bags, identify them with the school namd and make sure they are put under the first bag containing the header.
  • More than one header with tests booklets can go in a bag. For example, a header with 10 booklets, another header with 8 booklets, and a header with 6 booklets can all go in one bag.
  • More than one school's materials can go in a bag. For example, a header for School A with 19 test booklets and a header for School B with 4 test booklets can all go in one bag.
• Consolidate the Unused and Non-Scorable Test Materials piles from each school and package them up in the last box(es).
• Complete the District Shipping Form with the number of boxes being returned and place it on top of Box 1.
• Follow the return instructions packet to arrange a UPS pickup.

Training Materials for District/School Test Coordinators

Please see Sections 2 and 3 of the District and School Test Administration Manual for more coordination details.

Always review and follow all state and local testing and security policies.

The Training Toolkit contains a PowerPoint on ACCESS for ELLs Organization, Online Training, and Testing Logistics to train district or school test coordinators.

Test Administrator Preparation

Online and/or face-to-face training may be required by your state in order for you to become a test administrator (TA) for the first time. Some states also require annual training updates for certified TAs. Please view your state's page to review any requirements that may apply to you.

You can separately train on one, two, or three different areas of ACCESS for ELLs test administration:

• The group-administered components: Listening, Reading, and Writing
• The Speaking test component
• The Kindergarten test component

The choice of which areas to train in should be determined by the responsibilities you have been assigned for testing by your district or school coordinator. Upon completing this online training, you will be certified as a TA of all areas for which you have successfully completed a quiz with a score of 80% or higher.

The online training takes approximately two to four hours, depending on which areas you must complete. The online training may be completed in one sitting, or in as many sessions as necessary, ideally within one to two weeks of when you will be administering the test.

A personal account is required to access the training course on this website. Only educators in Consortium member states can create accounts to take the training. Please note that member states have different policies for who can take the training and how to access the Account Creator.

For general instructions on how to create accounts in the online training course, please download the General Instructions on Creating Training Accounts document (see Downloads & Products at top right).

What's new with ACCESS for ELLs this year?

Find out at WIDA's blogsite

Training Reminder

Test administration training and certification is crucial for successful administration of ACCESS for ELLs, and answers to many frequently asked questions about test administration are answered in the training. Please see the Test Administrator section of the Preparation tab for more information on training requirements.

State and District Test Coordinators are responsible for ensuring prior to administration of ACCESS for ELLs that all test administrators have been adequately trained and have passed the applicable online quizzes.

District Test Coordinators can monitor their district educators' training certification results in the online course by clicking on "My Quizzes", followed by the "District View" tab. If you are a District Test Coordinator and do not see this tab in the training course, please call the WIDA Help Desk at 1-866-276-7735 or email help@wida.us to request it.

 

Test Administration

Grades 1-12 Listening, Reading, and Writing

• Listening and Reading sections consist of multiple choice questions
• Writing section prompts the student for a constructed response
• Can be administered in groups of up to 22 students
• Separate test forms for each grade level cluster and tier; students from different clusters or tiers must be separated into different sessions
• Scored by WIDA's partner, MetriTech, not by the local Test Administrator (TA)

Grades 1-12 Speaking

• Individually administered
• Not tiered; all students in the same grade level cluster take the same test
• Adaptive, meaning items are presented until the student reaches his/her performance "ceiling"
• Scored locally by the TA; each item must be scored before moving on to the next

Kindergarten

• Individually administered
• Not tiered; all students take the same test
• All domains (Speaking, Listening, Reading, Writing) are tested twice, once within the expository section and once within the narrative section
• Speaking and Listening are presented together, alternating between a listening task followed by a speaking task
• All sections are adaptive, meaning items are presented until the student reaches his/her performance "ceiling"
• Scored locally by the TA

Accommodations for Students with Disabilities

The WIDA Consortium encourages the participation of all English language learners in the ACCESS for ELLs testing program and feels that it is an appropriate assessment for all but the most severely disabled. The ACCESS for ELLs has "built in" certain standard features of the test that might lessen the need for accommodations. For example, the thematic orientation of the test and the reliance on graphic support are features that should lend themselves to enhanced comprehension, not only for ELLs in general, but for many students with special needs. However, certain testing accommodations may be appropriate for some students.

Testing accommodations are changes in the way a student is given a test or asked to respond to test questions. They are meant to offset the challenges caused by a disability without changing what the test measures. Testing accommodations strive to provide students with disabilities an equal opportunity to demonstrate their English language proficiency. While decisions about which accommodations are allowable ultimately fall on your state educational agency, WIDA provides guidelines for appropriate accommodations for English Language Learners with disabilities.

ACCESS for ELLs scores can be used to:

• Monitor student progress on an annual basis
• Establish when ELLs have attained English language proficiency according to state criteria
• Inform classroom instruction and assessment
• Aid in programmatic decision-making

Your state has determined when score reports will be sent to your district. To find your state's window for shipment of score reports, please visit your state's page of this website.

Scores and Proficiency Levels

Student results are reported in three ways: as raw scores, scale scores, and English language proficiency (ELP) levels.

Scores are reported for each of the four language domains and in several composites as follows:

• Listening
• Speaking
• Reading
• Writing
• Oral Language (Listening 50%, Speaking 50%)
• Literacy (Reading 50%, Writing 50%)
• Comprehension (Listening 30%, Reading 70%)
• Overall (Listening 15%, Speaking 15%, Reading 35%, Writing 35%)

Score Reports

Five different ACCESS for ELLs score reports are provided to districts:

• Parent/Guardian Report
• Teacher Report
• Student Roster Report
• School Frequency Report
• District Frequency Report

Interpretive Guide to Score Reports

For detailed information on how to interpret and apply ACCESS for ELLs scores and proficiency levels, download the Interpretive Guide for Score Reports (see top right).

Part 1 of the Interpretive Guide describes the types of scores generated by ACCESS for ELLs assessment and provides cut score tables for each grade level.

Part 2 describes each score report and offers information on the meaning and use of data in the reports.

Within the Training Toolkit, a PowerPoint on Score Interpretation is available for local trainers looking to expand awareness about how to interpret ACCESS for ELLs test results.

Translations of Letters and Score Reports

Translations of the Parent/Guardian Report and Sample Letters to Accompany the Parent/Guardian Report (available under Downloads & Products at top right) are provided to make ACCESS for ELLs testing information and results more accessible to students' family members. Translated reports should accompany (not replace) the official report in English.

Note: If you have not installed a particular language's font on your computer, the Word file may be translated by your software into Latin characters and a variety of symbols. You may be able to find free downloads of many fonts on the Internet. However, we have provided the PDF file in case you do not have the correct fonts in your word processing program.

Share with the Consortium! All sample letters, translated letters, and Parent/Guardian Report translations were provided by consortium member school districts and generously shared for the benefit of the whole Consortium. If you translate letters or reports into additional languages, other districts and states could probably benefit from your work. Please send new translations to info@wida.us.