Alternate ACCESS for ELLs
Alternate ACCESS for ELLs (Alternate ACCESS) is a large-print, paper-based test individually administered to students in Grades 1-12 who are identified as English language learners (ELLs) with significant cognitive disabilities. Alternate ACCESS is intended for ELLs with significant cognitive disabilities who participate, or who would be likely to participate, in their state's alternate content assessment(s).
Alternate ACCESS meets U.S. federal requirements under the Individuals with Disabilities Education Act of 2004 (IDEA) and the Every Student Succeeds Act (ESSA) for monitoring and reporting ELLs’ progress toward English language proficiency.
Key Points
Alternate ACCESS tests students' language in four domains: Listening, Reading, Speaking, Writing. Test scores can be used to inform instruction and monitor progress of ELLs in a school or district.
- It is intended for ELLs with the most significant cognitive disabilities.
- It is always paper-based and individually administered.
- All domains are scored by the Test Administrator.
- DRC processes scored tests for reporting.
Participation
In order to reliably assess the language proficiency of ELLs with disabilities, students’ IEP and 504 teams must determine whether the student should take one of the following, with or without accommodations:
- ACCESS for ELLs Paper
- ACCESS for ELLs Online
- Alternate ACCESS for ELLs
IEP teams should follow their state's specific alternate assessment participation criteria. For additional guidance, view the Alternate ACCESS for ELLs Participation Criteria Decision Tree.
Test Administration Times
Up to 20 minutes
Up to 20 minutes
Up to 20 minutes
Up to 20 minutes
80 minutes total test time
Resources for Educators
Get resources specific to your state
State-specific contact information and additional testing resources, including the ACCESS for ELLs Checklist, for WIDA Consortium members.