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If you are looking for ACCESS checklists or Identification and Placement Guidance documents, please visit your member page from the Members/States dropdown.

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Test Administrators and District Test Coordinators can find role-specific resources in the following portals:

WIDA Secure Portal

International School Consortium Secure Portal

Technology Coordinators can find role-specific resources in the following portal:

WIDA AMS

ACCESS for ELLs Parent Letters

This letter, available in many languages, contains general information about ACCESS for ELLs and is meant to accompany ACCESS for ELLs score reports as an explanation for parents and guardians. It is provided in an editable format to allow districts and schools to include additional information regarding test administration dates and state policy.

 

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Access for ELLs Series 503 Annual Technical Report, 2021-2022 (Online, redacted version)

ACCESS for ELLs Online technical reports provide evidence for validity and reliability of ACCESS for ELLs Online and support intended uses, interpretations, and decision made with the test. This is the redacted report for the 2021-2022 administration of ACCESS for ELLs Online without item information.

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ACCESS Online Accommodations Checklist

A checklist for tracking the accommodations a student receives on ACCESS for ELLs Online.

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Annual Technical Report for ACCESS for ELLs Online ELP Test, Series 502, 2020-21 (Redacted)

ACCESS for ELLs Technical Reports provide evidence for the validity and reliability of ACCESS for ELLs and support the intended uses, interpretations and decisions made with the test.

This is the redacted report for the 2020-21 administration of ACCESS for ELLs Online.

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Examining English Learner Testing, Proficiency and Growth: Before and Throughout the COVID-19 Pandemic

This report examines English learners’ (EL) testing, proficiency and growth in the academic years of 2018–19, 2019–20 and 2020–21, using population-level data from ACCESS for ELLs Online, administered across the WIDA Consortium to students identified as ELs. The objective of the report is to shed light on the impact of the COVID-19 pandemic on ELs’ educational outcomes.

October 2021 
Authors: Narek Sahakyan, H. Gary Cook

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Examining Growth at the Intersection of IEP and (Long-Term) EL Status

Motivated by findings of a 2018 WIDA report pointing to large overlap between ELs with Individualized Education Program (IEP) designations and those ELs who could be identified as LTELs, this study further focuses on these dual-identified students. Grouping ELs by ever-IEP (i.e., being assigned an IEP at any point in the longitudinal record) and never-IEP status, we compare these two subgroups’ English language growth trajectories across time. Our findings show consistent trends of differential growth and reclassification rates for these two subgroups.

Published November 2021 
Authors: Narek Sahakyan, Glenn Poole

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Investigating K-12 English Learners' Use of Universal Tools Embedded in Online Language Assessments

This study examined how English learners in Grades 1-12, with and without disabilities, used online accessibility features during an ELP assessment. These accessibility features are designed to provide the necessary support for the general EL population, including ELs with disabilities.

Published March 2019 
Authors: Ahyoung Alicia Kim, Meltem Yumsek, Mark Chapman, H. Gary Cook

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Performance of Technology-Enhanced Items in Grades 1–12 English Language Proficiency Assessments

Technology-enhanced items (TEIs) are innovative, computer-delivered test items that are more authentic and interactive than traditional multiple-choice items (MCIs). This study examines the performance of grades 1–12 English learners on TEIs compared to MCIs on the reading domain of ACCESS for ELLs Online.

Published December 2020 
Authors: Ahyoung Alicia Kim, Rurik L. Tywoniw, Mark Chapman

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Using ACCESS for ELLs to Promote Beneficial Outcomes for English Learners

This video provides a breakdown of the role school/district-level educators, state-level administrators and WIDA play in using or developing ACCESS test scores, interpreting scores and making decisions based on scores to best serve English learners. Share this video with colleagues so that everyone who supports English learners understands what it takes to get positive and intended outcomes for their students. Resource Details

Using ACCESS for ELLs to Promote Beneficial Outcomes for English Learners

This flyer provides a breakdown of the role school/district-level educators, state-level administrators and WIDA play in using or developing ACCESS Online and Paper test scores, interpreting scores and making decisions based on scores to best serve English learners. Plus, there’s a checklist outlining the positive and intended outcomes of using ACCESS Online and Paper scores, so you’ll always know what it takes to ensure your students have the supports they need.

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