access for ells 2.0: frequently asked questions on

ACCESS for ELLs 2.0 Accommodations, Accessibility Tools, and Testing Administration Procedures FAQ

October 19, 2015 1

ACCESS for ELLs 2.0:

Frequently Asked Questions on Accommodations, Accessibility Tools, and

Test Administration Procedures

This document provides quick explanations of the information in the ACCESS for ELLs 2.0 Accessibility and Accommodation Guidelines (http://wida.us/accommodations/guidelines) and

ACCESS for ELLs 2.0 Accessibility and Accommodations Descriptions (http://wida.us/accommodations/descriptions).

This document will be updated periodically during 2015-‐16 Testing. Last Update October 19, 2015

Recommendations for finding your question and answer quickly: 1. Use the table of contents (next page) 2. Use the Find Command (Control + F in a PC or Command + F in a Mac) and

type in a key word in the Find Box to search within the document.


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Frequently Asked Questions

Contents ACCESS FOR ELLS 2.0 .................................................................................................................. 3

Overview ................................................................................................................................ 3

Selecting Accommodations .................................................................................................... 3

Accessibility Tools .................................................................................................................. 6

Test Administration Procedures ............................................................................................ 6

Administration ....................................................................................................................... 7

Communicating Accommodations to Test Administrators ................................................. 7

Accommodations Embedded within the Online Test Items ............................................... 7

Students who are blind or visually impaired ...................................................................... 9

Read-‐Aloud Accommodations .......................................................................................... 10

Tracking and Monitoring a Student’s Progress and Placement of Responses .................. 13

Directions ........................................................................................................................ 14

Extended Time ................................................................................................................. 14

Scribing Accommodations ................................................................................................ 14

Listening Domain ................................................................................................................. 16

Headsets vs. Script Reading ............................................................................................. 16

Lip-‐reading ....................................................................................................................... 16

Reading Domain .................................................................................................................. 16

Speaking Domain ................................................................................................................. 17

Writing Domain ................................................................................................................... 17

Assistive Technology ........................................................................................................ 17

Blank/scratch paper ......................................................................................................... 18

Graphic Organizers .......................................................................................................... 18


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ACCESS FOR ELLS 2.0

Overview How often will this FAQ document be updated?

This document will be updated periodically during 2015-‐16 Testing. At the end of the testing window, WIDA staff, in consultation with the WIDA Consortium state education agency staff who serve on the Accessibility, Accommodations, and Equity Subcommittee, will review and update all accessibility and accommodations resources.

Where do I submit my questions about accommodations and accessibility issues on the WIDA ACCESS for ELLs 2.0?

Please contact the WIDA Client Services Center at 866-‐276-‐7735 or [email protected].

How have allowable accommodations changed from ACCESS for ELLs to ACCESS for ELLs 2.0?

WIDA and member states have created ACCESS for ELLs 2.0 Accessibility and Accommodation Guidelines (http://wida.us/accommodations/guidelines) and ACCESS for ELLs 2.0 Accessibility and Accommodations Descriptions (http://wida.us/accommodations/descriptions) that apply to both online and paper-‐ based test administrations. Many previous accommodations have now been either built into test items or the online test platform or are offered as variations to standard test administration procedures. The new guidelines were released, along with additional support materials, in June 2015.

Do the new ACCESS for ELLs 2.0 Accessibility and Accommodations Guidelines and the Accessibility and Accommodation Descriptions apply to the Kindergarten ACCESS for ELLs and to the Alternate ACCESS for ELLs?

No, the Kindergarten ACCESS for ELLs and the Alternate ACCESS for ELLs will continue to use their existing accommodation guidelines for 2015-‐16. The new framework, guidelines, and descriptions being introduced with ACCESS for ELLs 2.0 will be integrated into the Kindergarten ACCESS for ELLs and to the Alternate ACCESS for ELLs in 2016-‐17 testing.

Selecting Accommodations What are the differences between an accommodation, an accessibility tool, and variations in standard test administration procedures?

Accommodations are available only to ELLs with disabilities when listed in an approved IEP or 504 plan, and only when the student requires the accommodation(s) to participate in ACCESS for ELLs 2.0 meaningfully and appropriately. Provision of accommodations to students with disabilities is required by federal and state laws. However, many additional tools are now available to all ELLs, called accessibility tools. In


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addition, test administration procedures such as changes in the test setting or test group size are now available to all ELLs, at the discretion of Test Coordinators.

Do students need to have an IEP in order to take the paper-‐based test; can a Test Administrator or ESL teacher make that determination?

Each state will provide guidelines on situations in which paper-‐based testing would be allowed and on the process for making that determination.

Where might an IEP/Multidisciplinary Team document their accommodations decisions?

A one-‐page checklist of the 19 accommodations (shown to the right) is available for download at Test Preparation Resources page at https://www.wida.us/assessment/access20-‐prep.aspx. Be sure to make a team decision and refer the decision-‐making guidelines in the ACCESS for ELLs 2.0 Accessibility and Accommodation Guidelines (http://wida.us/accommodations/guidelines). WIDA is exploring the use of a spreadsheet option to supplement the Word option. (The spreadsheet could be use to upload a single student’s accommodations to the WIDA AMS.) This spreadsheet will be shown in the same place as the one-‐page checklist document is provided. (See above.)

Are accommodations offered with the online version of ACCESS for ELLs 2.0 different from those available with the paper version?

When viewing the Accommodations Tables in the ACCESS for ELLs Accessibility and Accommodations Descriptions document (available at http://wida.us/accommodations/descriptions), please note that Columns B & C -‐ as shown below -‐ show the applicability for the online and paper test. In the screenshot example shown below, the accommodation, “Interpreter signs test directions in American Sign Language,” is the same for online and paper administrations and is thus listed for both boxes. Those accommodations that are not applicable for the paper test will have an N/A in Column C.


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Who should make the decision about allowing a variation of a test administration procedure? (Can the Test Administrator make this decision?)

The supports listed as “test administration procedures” are available to any student, as needed, at the discretion of the Test Coordinator (or principal or designee), provided that all security conditions and staffing requirements are met.

Can the accommodations selected for the state content assessment be used on the ACCESS for ELLs 2.0?

In some cases, yes, they may be used. However, accommodations policies for ELP testing and content area testing are not identical, and are not interchangeable. The ELP tests and content area assessments in reading/language arts, mathematics, and science serve different purposes, and therefore, different accommodations may be allowed for each. For example, if the Listening section of ACCESS for ELLs 2.0 were presented in American Sign Language (ASL) to a deaf or hard-‐of-‐hearing student, the test would be measuring the student’s proficiency in comprehending ASL, not spoken English. Similarly, if the Reading test were read aloud, the construct of reading English on the ACCESS for ELLs 2.0 would become a test of a student’s ability to comprehend spoken, rather than written, English.

Does an alternative exist to taking the test on a to computer? Can a student with a disability who cannot use a computer take a paper-‐based ACCESS for ELLs 2.0?

Yes. Paper-‐based versions exist of the ACCESS for ELLs 2.0 for students who are unable to use a computer, and must be included in their IEP or 504 plan. The accommodations matrix in the ACCESS for ELLs 2.0 Descriptions document provides information on which


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accommodations are offered only on paper-‐based test administrations (e.g., a human read-‐aloud, large print test, and braille test are all examples of accommodations available only on hard-‐copy/print versions of the test).

Will there be provisions for visually impaired students?

Yes, any student (including those with visual impairments) will have access to accessibility tools such as the magnifier, line guide, color contrast, and color overlay. In addition, students with visual impairments may take a braille or larger print version of the test, and may respond using a braille notetaker or braille writer.

Accessibility Tools What are accessibility tools?

For ACCESS for ELLs 2.0, accessibility tools may either be embedded in the online test or provided to ELLs by Test Administrators for online or paper-‐based tests, and are available to all ELLs taking ACCESS for ELLs 2.0. Examples of accessibility tools include highlighter, line guide, magnifier, and color overlay. All accessibility tools are available to all ELLs during testing, and do not require specific designation prior to testing in order to be made available to the student.

Test Administration Procedures In the ACCESS for ELLs Accessibility and Accommodations Descriptions document (available at http://wida.us/accommodations/descriptions there are several places in which certain test administration procedures and accommodations that “must be administered in a way that does not disturb or interfere with other test takers (e.g., individually or in a small group if multiple students).” Which test administration procedures might be used?

Per Test Coordinator approval, this might refer to any of the following Test Environment/Setting Test Administration Procedures:

Test administered: • By school personnel familiar to student (if trained and certified to administer

ACCESS for ELLs 2.0) • By school personnel other than student’s teacher, including special educator (if

trained and certified to administer ACCESS for ELLs 2.0) • Individually or in a small group (check state policy on size of group) • In a separate room • With preferential or adaptive seating • In study carrel • In a space with special lighting • In a space with special acoustics • With adaptive or specialized furniture or equipment


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• Using tools to minimize distractions or maintain focus (e.g., stress ball); for paper test administration only, use noise-‐-‐-‐reducing headphones or instrumental music played through an individual student’s headphones or ear buds

Administration

Communicating Accommodations to Test Administrators

How will we know which accommodations to provide to students on the day of the test?

Each school should designate knowledgeable staff to maintain a list of students requiring specific accommodations and provide this information to the Test Coordinator (in order to schedule test sessions appropriately), and to the Test Administrators administering the test with accommodations. Depending on the WIDA-‐member state, the list of selected accommodations may be uploaded to the student’s pre-‐ID file and printed out with the student’s test ticket, or selected in the WIDA Assessment Management System directly. (Only three accommodations that are embedded within the online test require pre-‐test designation to be activated; the remaining accommodations are delivered locally by Test Administrators.) A post-‐test survey is available for Test Administrators to record the accommodations provided to students during testing.

How is accommodation data submitted?

It is possible to submit accommodations data at multiple points in the process – e.g., with the Pre-‐ID file, as a separate upload in the WIDA AMS before the test, or by bubbling in the correct codes on the paper test form booklet.

Accommodations Embedded within the Online Test Items Will we be able to pause within the test for students with IEPs, for example, to provide extra time for reading?

Yes, the system will allow students to pause, as needed, and to take the test at their own pace.

Which accommodations are embedded within test items and not locally-‐delivered during the test session?

There are three accommodations provided as part of the online test itself:

• Manual control of test item audio: o Manual play of Listening, Writing, and Speaking test items where there are

audio prompts • Manual repeat of test item audio:

o Manual repeat of Listening, Writing, and Speaking test items where there


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are audio prompts • Extended Speaking Test Response time:

o Students are provided up to twice the regular testing time to complete the Speaking test

For Manual Control of Item Audio (MC), in the Descriptions document, it says pause (of item audio) is not an option. However, the pause feature is part of the test design. What language should be used for explaining that accommodation?

While there is no pause functionality built into the Manual Control of Item Audio (MC), there is a “Pause Test” button, which is part of the test design. However, the “Pause Test” button is only intended to be used in situations where the student cannot finish a test session (sickness, for example). Students are instructed in the test demo to only click this if the Test Administrator tells them to. When the test is unpaused, it starts the student at the beginning of the item they were working on when they stopped it. (This means that the audio will start from the beginning in Listening, Speaking, and Writing.) Test Administrators should student be aware that students who missed something in the Listening passage and will realize that if he/she clicks “Pause Test” and then restarts, he/she will get to listen to the passage again. We do NOT want to encourage this, which is why the instructions are to only press it if the TA tells them to, and we ask that Test Administrators to be vigilant in monitoring the session closely. We will be collecting statistics on how often this is clicked, so we could flag situations where students abuse this feature.

When can students provide a paper-‐based written response with the online test?

The Online Writing test is inherently paper for grades 1-‐3. However, as noted in the Accessibility and Accommodations Descriptions document, there is a test administration procedure that allows Test Coordinators to permit Grades 4-‐12 students to read the test prompt on screen and handwrite his or her response in a paper booklet based on the student’s inexperience, unfamiliarity, or discomfort with keyboarding. [Note: The student will still participate in the online test for other test domains of Listening, Reading, and Speaking]. Schools will need to ensure that a student label is placed onto the paper test booklet.

Are any of the online accommodations exclusive of one another, or cause another accessibility tool to be canceled?

No, the accommodations or accessibility tools are designed to work independently of each other. For example, the online accommodations, “manual control of start audio play of item” and “repeat item audio” are not automatically bundled together; each must be requested to be activated during the test.

Color contrast and color overlay seem almost the same. What’s the difference?


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Color contrast and color overlay provide students with different types of visual interaction with the test items. If needed, most students taking the online test will probably select color contrast rather than color overlay.

Color contrast allows student to select from a variety of background/text color combinations: white with black text, pink with green text, yellow with blue text, light grey with brown text, orange with blue text, dark grey with green text, light green with purple text, and dark green with red text.

Color overlay allows a student to change the background color that appears behind text, graphics, and response areas, similar to the “security” screens that some people put over their computer screen. Five colors are available: pink, yellow, blue, green, and orange.

Students who are blind or visually impaired What accommodations and accessibility tools will be available for blind or visually impaired individuals?

Accommodations: braille and large print paper tests will be available, and most of the accommodations used for the previous ACCESS for ELLs will be available (e.g., braille writer/braille notetaker). Additionally, read aloud and other accommodations are also available. Refer to ACCESS for ELLs 2.0 Accessibility and Accommodation Guidelines (http://wida.us/accommodations/guidelines) and ACCESS for ELLs 2.0 Accessibility and Accommodations Descriptions Ihttp://wida.us/accommodations/descriptions) for more information. Accessibility Tools: Magnification, line guide, color contrast, color overlay, and the ability to display the test on a large monitor will all be standard available features on the online assessment.

Should a student who has a vision impairment take the online test or the Large Print paper test?

Have the student practice taking the online sample items (available through the Test Preparation Resources page at https://www.wida.us/assessment/access20-‐prep.aspx) to see if the embedded magnification tools and a large screen computer are a better fit that a paper document which uses 18-‐point font.


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Read-‐Aloud Accommodations What are the text demands found in the different test domains of ACCESS for ELLs 2.0?

When making accommodations decisions, IEP teams should consider the default format in which test directions and test items will be presented on ACCESS for ELLs 2.0. (The ACCESS for ELLs 2.0 directions and items both provide greater accessibility supports for all ELLs.)

Table 1. Presentation Format of Each ACCESS for ELLs 2.0 Test (Before Accommodations)

Online Administration Paper-‐Based Administration Directions for All Four Domains

Available to all ELLs in text format, as well as embedded pre-‐recorded human voice audio

Available to all ELLs in text format

Listening Test Items

Scenario and items are delivered using embedded pre-‐recorded human voice audio, but the answer choices may either be text or text and graphics

Scenario and items are delivered as pre-‐ recorded human voice audio via CD, but the answer choices may either be text or text and graphics

Reading Test Items

Questions and passages are text-‐ based. Answer choices may either be text or text and graphics

Questions and passages are text-‐based. Answer choices may be text or text and graphics

Writing Test Items

Presented as text with human voice audio. Student will answer by writing either on paper or keyboarding.

Presented as text. Student will answer by writing either on paper or keyboarding.

Speaking Test Items

Presented as text with human voice audio, with modeled student responses. Answers will be provided by the student verbally.

Presented as text and as pre-‐recorded human voice audio via CD, with modeled student responses. Answers will be provided by the student verbally.

Which read aloud accommodations are allowed with the online and paper tests?

There are 3 types of read aloud accommodations (6 accommodations in all) offered with ACCESS for ELLs 2.0. It’s important to think about which type of read aloud the student will need: There’s no need to immediately select the human reader/paper only test version. (This accommodation is designed for students who need the most intensive support.)


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Description Available with the Online Test

Available with the Paper Test

Slow down item audio

• Manual control of item audio (MC) and repeat item audio (RA)

• Manual control of item audio (MC) and repeat item audio (RA)

Human Reader provides reading support with Listening answer choices

• Read aloud/repeat Listening test response options (e.g., answer choices only) (LH and RL, respectively

Read aloud/repeat Listening test response options (e.g., answer choices only) (LH and RL, respectively)

Human Reader offers intensive human reader support with Listening, Speaking, and Writing items (IH and RI)

• n/a • Read aloud/repeat test items by human reader (IH and RI, respectively)

Refer to the ACCESS for ELLs 2.0 Accessibility and Accommodations Descriptions Ihttp://wida.us/accommodations/descriptions) for more information on each accommodation and to the ACCESS for ELLs 2.0 Accessibility and Accommodation Guidelines (http://wida.us/accommodations/guidelines) and for Decision-‐Making Questions and Human Reader Guidelines.

Which read aloud accommodations should a school decision-‐making team choose for a student with an IEP in which reading support is noted?

With the read aloud, the school team might provide support for students with mild print disabilities by selecting the two media support accommodations and the two Listening test response options (and read the response options from the screen or test booklet)**

• Manual control of item audio (MC) • Repeat item audio (RA) • Read aloud Listening test response options by human reader (LH) • Repeat Listening test item response options by human reader (RL)

**Here, human reader support is included for Listening only for these students due to the fact that Listening is a selected response test but Speaking and Writing supply


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support for constructed response items produced by the student. We want to ensure the item responses in the Listening do not measure the student's reading ability. From there, if students need intensive support for their print disabilities and/or need attentional support/redirection while taking the test (which would involve have a reader being in the room and reading all Listening, Speaking and Writing items, the school team should select the two human reader accommodations (and order the test scripts from DRC):

• Read aloud Listening test response options by human reader (LH) • Repeat Listening test item response options by human reader (RL) • Read aloud test items by human reader (IH) • Repeat test items by human reader (RI)

Can test questions be repeated on ACCESS for ELLS 2.0?

Refer to the table below or to the ACCESS for ELLs 2.0 Accessibility and Accommodations Descriptions http://wida.us/accommodations/descriptions) for more information: Listening Test – Item May be Repeated One Time

Allowed on Speaking and Writing Tests – Item May be Repeated Multiple Times

• Repeat item audio (RA) • Repeat Listening test item response

options (RL) • Repeat test items by human reader

(RI)

• Repeat item audio (RA) • [Note: RL is not applicable in

Speaking and Writing] • Repeat test items by human reader

(RI)

Would you explain how to administer the accommodations read aloud/repeat test items by human reader (IH and RI, respectively)? (These two accommodations are only allowed with a paper version of the test.)

Read aloud test items by human reader (IH) and Repeat test items by human reader (RI), would be administered with the paper test in the following ways: Read aloud test items by human reader (IH):

• Paper test administration only o Reading the dialogue in the Listening and Speaking recording scripts may require

two trained Test Administrators to deliver this accommodation since it involves modeled dialogue between a sample student and the Test Administrator. Note: For the Listening and Speaking tests, a ‘recording’ script can be ordered on a case-‐by-‐case basis from DRC.


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o For Writing, this accommodation is only applicable for students in grades 4-‐12 who are taking either the Tier B or C forms. [For Grades 1-‐3 (all tiers) and for Grades 4-‐12 (Tier A only), the Writing test prompts are read aloud as part of the test design and are available for all students. Therefore, this is not considered an accommodation for these students]

§ To deliver this accommodation, the Test Administrator would look over the student's shoulder and reread the text (including the labels on the graphics) on the page aloud

Repeat test items by human reader (RI):

• Paper test administration only o Repeating the dialogue in the Listening and Speaking recording scripts may

require two trained Test Administrators to deliver this accommodation since it involves modeled dialogue between a sample student and the Test Administrator. Note: For the Listening and Speaking tests, a ‘recording’ script can be ordered on a case-‐by-‐case basis from DRC.

o For Writing, this accommodation is only applicable for students in grades 4-‐12 who are taking either the Tier B or C forms. [For Grades 1-‐3 (all tiers) and for Grades 4-‐12 (Tier A only), the Writing test prompts are read aloud as part of the test design and are available for all students. Therefore, this is not considered an accommodation for these students]

• To deliver this accommodation, the Test Administrator would look over the student's shoulder and reread aloud the text (including the labels on the graphics) on the page

On the paper test, if a student has the read aloud or repeat accommodations (IH and RI), can the Test Administrator read all text in the booklet, including labels or captions for a test item?

Yes, on the paper test, if the student has the IH and RI accommodations (defined above), the Test Administrator may read the labels on item graphics.

Tracking and Monitoring a Student’s Progress and Placement of Responses Can a Test Administrator ensure that a student is on the correct page? Can the Test Administrator assist a student in finding the question or answer space on the online assessment?

Yes. A Test Administrator may verbally redirect student’s attention to test, in English or in student’s native language, and monitor the correct placement of responses, either onscreen or in the test booklet. A Test Administrator may NOT prompt a student regarding the correctness or completeness of his or her response.


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Directions I am a Test Coordinator and have to make arrangements to get the interpreter in the room to read directions in the student’s native language. What do you do if there is a student who is at such an early level of English language development that, at the time of testing, will need to receive directions in their native language? (We want to be sure that the student’s participation in the test is not impacted with his/her familiarity with how the test works.)

A student, who after hearing the directions in English, will still need a clarification in his/her native language, may receive the test administration procedure, clarification of test directions in native language (per Test Coordinator approval).

Can test directions be repeated on ACCESS for ELLS 2.0?

Repetition of the test directions by the Test Administrator is permitted as a variation of a test administration procedure (per Test Coordinator approval).

Extended Time Does the test, or individual test questions, have time limits? How does extended time work?

Recommended time limits for the Listening, Reading, and Writing portions of ACCESS for ELLs 2.0 have been provided to support the scheduling of test administrations. the use of time-‐and-‐a-‐half (i.e., 50 percent additional time) is allowed for all students beyond the recommended time. Students with disabilities are permitted to take each subdomain test over the course of a single school day, if the need for extended time has been documented in the IEP.

Scribing Accommodations What requirements must be met in order for a student to receive a scribe accommodation?

The need for a scribe must be documented in an IEP/504 plan, and the accommodation must be used by the student during routine classroom instruction and assessment.

What should the scribe do during the test, and how should they do it?

A scribe must be a certified Test Administrator. He or she will either write the student’s dictated responses in the paper test booklet, or enter the responses in the online assessment, at the time of testing. Students receiving the scribe accommodation may respond to test items orally, by gesturing/pointing, or by using an assistive technology


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device or software (e.g., speech-‐to-‐text, picture/symbol communication system, etc.). All responses must be entered by the scribe exactly as dictated by the student, who is allowed to edit what the scribe has written. Specific guidelines are provided in the Guidelines for Using the Scribed Response Accommodation available at http://wida.us/accommodations/guidelines.

How should a scribe enter responses during an online test administration?

The new Guidelines for Using Accommodations and Accessibility Tools for ACCESS for ELLs 2.0 contain detailed guidance for using the scribed response accommodation, including acceptable and non-‐acceptable practices. Please refer to the guidelines document for this guidance.

What is the difference between “scribing” and “transcribing”?

See Table 2 below for a general description and examples of the difference between “scribing” and “transcribing.” Table 2. Response Accommodations Available for ACCESS for ELLs 2.0

Type of Support Selected Response Accommodations Allowed for Both Online and Paper-‐Based Test Administrations (Unless Noted)

Responses scribed for the student during testing

• Responses scribed by Test Administrator as responses are dictated or indicated (SR) Student may either: o Dictate responses orally, or Gesture or point to correct responses

Device used by student to respond to test questions (Test Administrator must transcribe responses after testing is completed)

• Word processor or similar keyboarding device to respond to test items (WD) • Student responds orally using external augmentative

and alternative communication device or software, such as a speech-‐to-‐text device (AC)

• Student responds using a recording device, which is played back and transcribed, either by student or Test Administrator (RD)

Braille or large print test (Test Administrator must transcribe responses after testing is completed)

• Student either responds verbally, and responses are scribed; or • Student responds using a braille writer or braille

notetaker (BW), and responses are transcribed


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Refer to the ACCESS for ELLs 2.0 Accessibility and Accommodations Descriptions http://wida.us/accommodations/descriptions) for information on each accommodation.

Listening Domain

Headsets vs. Script Reading For the online test administration, can teachers still read from a script as an accommodation, or do all students need to use headsets to listen to the audio test items?

For a student who requires a read-‐aloud accommodation from an in-‐person human reader, he or she must take the entire test in paper-‐based format. This should be stipulated in the IEP.

Lip-‐reading How do you administer the Listening assessment to a student who lip-‐reads?

The IEP team should designate the student for a paper-‐based test administration, and the accommodation of a read aloud by an in-‐person human reader. Schools should order the oral reading script with their test materials. The student should be tested separately, or with others in the same grade-‐cluster and tier who will receive the same accommodation.

Reading Domain Can the student receive the read-‐aloud accommodation on the Reading test, if this is included in his/her IEP?

No, the reading aloud of test items on the Reading test in not permitted. If the Reading test were read aloud, the test results would be invalidated, since it is a test of a student’s ability to read English, not comprehend spoken English. (See IDEA, 34 CFR §§300.160(b)(2)(i) and (ii).)

What is the difference between an ELP assessment and a content area assessment?

1. ELP Assessments are not the same as content assessments. (They are not junior ELA assessments.) You shouldn’t select accommodations that violate the ELP construct. See also Question 1 (Is the accommodation allowable for ACCESS for ELLs 2.0 ELP testing?) in the Decision-‐Making Guidelines on pp. 7-‐8 in the ACCESS for ELLs 2.0 Accessibility and Accommodation Guidelines (http://wida.us/accommodations/guidelines.

Here’s a brief overview of the differences between the two assessments:

English Language Proficiency Assessments Content Area Assessments


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English Language Proficiency Assessments Content Area Assessments

Assesses English language proficiency (i.e., academic language of content areas)

Assesses ELA (Literacy) and Mathematics (i.e., subject matter knowledge and skills)

Emphasis on vocabulary, grammar, mechanics, usage

Emphasis on application of knowledge, concepts, skills

Student is asked to locate answers within the text

Student may be asked to analyze, interpret, infer from text

Speaking Domain

Assistive Technology Augmentative Communication System How do I know the student’s assistive technology device will work with the test?

Schools must confirm the functionality of assistive technology devices and software prior to testing by conducting a simulation using the ACCESS for ELLs 2.0 Practice Tests.

If a student uses an augmentative alternate communication (AAC) device or speech-‐ generating device as an accommodation, can he or she use this device for the speaking portion of the WIDA ACCESS?

Use of speech-‐generating or picture-‐to-‐speech device would violate the speaking construct of the ELP assessment, which focuses on the student’s ability to vocalize sound.

Is the certification process for assistive technology devices currently being used by other consortia parallel to the one being used by WIDA?

Yes, WIDA certification requirements for assistive technology devices are consistent with those used by the other consortia. Schools must confirm the functionality of the devices and software within their technology environment prior to ACCESS 2.0 online testing by conducting a simulation using the ACCESS for ELLs 2.0 Practice Tests.

Writing Domain

Assistive Technology How do I know the student’s assistive technology device will work with the test?

Schools must confirm the functionality of assistive technology devices and software prior to testing by conducting a simulation using the ACCESS for ELLs 2.0 Practice Tests.


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If a student taking the paper-‐based test has an accommodation to respond to test questions using a word processor, how do the student’s test responses get transmitted for scoring?

If the student requires this accommodation, then he or she must be given a word processor or similar keyboarding device to respond to test items, and the responses must be transcribed verbatim into the student’s test booklet by the Test Administrator once the student has completed the test.

Blank/scratch paper Can scratch paper be provided to students for organizational writing tasks?

For grades 1-‐3, planning space will be provided in the test booklet. For grades 4 and higher, scratch paper may be used. The scratch paper will not be scored and, based on state policy, must either be dispensed with by the school after the test administration or submitted with the test.

Should scratch paper be provided by schools for students taking the online test administration? For example, could a student taking the listening attempt to dictate or take notes?

Yes, scratch/blank paper is allowed for all students taking either the online or paper-‐ based test administration (for all domains). Some states have a specific blank or scratch paper document that must be used. (Check your state policy.)

Graphic Organizers Can students use blank graphic organizers during the writing test if they have that accommodation in their IEP?

No. Students may recreate their own graphic organizer on the scratch paper provided, but they may not use pre-‐printed organizer.

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