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ACCESS for ELLs

Missouri joined the World-Class Instructional Design and Assessment (WIDA) consortium in 2010 in response to both wanting to improve the ELL standards within the state and a to help provide better service and assessment to a growing ELL population. The WIDA Consortium is a non-profit group whose purpose is to promote educational success for ELLs. Through the development and delivery of standards, assessments, research and professional development, WIDA provides meaningful tools, training and information to educators working with ELLs, which are anchored in research-based practices for serving these diverse learners.

Missouri uses the WIDA-ACCESS Placement Test (W-APT) screener to measure the English language proficiency of students who have recently arrived in the U.S. or in a particular LEA. It can help to determine whether or not a child is in need of English language instructional services.

Upon enrollment, Missouri LEAs are required to give a home language survey or questions on an enrollment form. The questions are:

  • Is the student's native tongue a language other than English?
  • Is a language other than English spoken in the student's home or environment?

If the answer to either question is yes, or if an LEA feels that a child might have an English language learning need due to unreported exposure to another language, the LEA is required to screen the child using the W-APT screening assessment. LEAs have 30 calendar days from the beginning of the school year to administer the W-APT.

ACCESS for ELLs 2.0 is the English language proficiency assessment that Missouri  has selected to meet the requirement of No Child Left Behind to annually assess Missouri's students who are eligible for ELL (English Language Learner) services. ACCESS 2.0 will allow educators, students, and families to monitor students’ progress in acquiring academic English in the domains of speaking, listening, reading, and writing and will be aligned with the WIDA English Language Development (ELD) Standards. Results also are calculated to determine if the district has met the AMAOs (Annual Measurable Achievement Objectives).

In addition to the transition to ACCESS 2.0, Missouri will be offering the Alternate ACCESS for the first time. The Alternate ACCESS for ELLs, is an assessment of English language proficiency for students in grades 1 – 12 who are classified as English language learners (ELLs) and have significant cognitive disabilities (those who do or would qualify for MAP-A) that prevent their meaningful participation in the ACCESS for ELLs 2.0  assessment. The assessment is based on Alternate Model Performance Indicators (AMPIs), which provide expectations of what students should be able to process and produce at a given Alternate ELP level.

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Important Dates

Dates Event
January 11, 2016 to March 4, 2016 ELLs Assessment Window
January 9, 2017 to March 3, 2017 ELLs Assessment Window
January 8, 2018 to March 2, 2018 ELLs Assessment Window

ELL Assessment

Resources



Contact Information


Regarding Contact Phone E-Mail
Policy Questions Drew Linkon - DESE Assistant Director of Assessment 573-751-8285 [email protected]
http://dese.mo.gov/college-career-readiness/assessment/access-ells
Shawn Cockrum - DESE Director of MELL, Title III, Migrant 573-751-8280 [email protected]
http://dese.mo.gov/quality-schools/migrant-education-ell-immigrant-refugee
Landon Wood - DESE Director of ELL Curriculum 573-751-3926 [email protected]
Assessment Pre-Code Amanda Cash - DESE Data Specialist in Accountability Data 573-526-4886 [email protected]
http://dese.mo.gov/quality-schools/accountability-data
Administration Questions
W-APT
Standards
WIDA Logins
WIDA Client Services Help Desk 866-276-7735 [email protected]
http://www.wida.us
https://www.wida.us/membership/states/Missouri.aspx
Assessment Management System (AMS)
INSIGHT Testing Platform
TSM
Technical Support
Data Recognition Corp. (DRC) 855-787-9615 [email protected]
https://www.wida-ams.us

MELL

MELL Coverage MAP and Contact Information

For information on any of the following topics, please contact your regional Migrant and English Language Learner (MELL) instructional specialist.

  • W-APT Trainings
  • Title I-C and Title III funds
  • Professional development opportunities
  • ELL/Migrant identification
  • Building capacity in educational programs and strategies
  • Assistance to LEAs in enhancing English language proficiency and academic achievement of ELLs
  • Additional ELL topics
Region Name Contact Info
1 - Kansas City and Northwest Diane Mora 816-235-6157
[email protected]
1 - Kansas City and Northwest Sarah Knoll 816-235-8844
[email protected]
2 - Warrensburg and Central and North Central Becky Smith 800-762-4146
[email protected]
3 - St. Louis and Northeast Marlow Barton 314-692-1247
[email protected]
3 - St. Louis and Northeast Debra Cole 314-62-1238
[email protected]
4 - Springfield and Southwest Claudia Franks 417-836-4093
[email protected]
5 - Cape Girardeau and Southeast Jesse De Leon 573-986-6734
[email protected]

ACCESS for ELLs 2.0


In 2015-16, the WIDA Consortium will begin administration of the new, annual summative assessment, ACCESS for ELLs 2.0. A mostly online assessment, ACCESS 2.0 will replace the current paper-based version of ACCESS for ELLs for Grades 1-12.

Like ACCESS for ELLs, the new assessment will allow educators, students, and families to monitor students’ progress in acquiring academic English in the domains of speaking, listening, reading, and writing and will be aligned with the WIDA English Language Development (ELD) Standards.

As with ACCESS for ELLs, the tasks on the new summative assessment will attempt to replicate the kinds of communicative situations (and the language needed to be processed or produced within them) that might be encountered in different school contexts. Each assessment item and task will target at least one of the five WIDA ELD Standards:

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

ACCESS for ELLs 2.0 will continue to assess each of the four language domains of Listening, Speaking, Reading, and Writing separately.

Purpose and Use of ACCESS 2.0

  • Help students understand their current level of English language proficiency along the developmental continuum.
  • Serve as one of multiple measures used to determine those students prepared to exit English language support programs.
  • Provide teachers with information they can subsequently use to enhance instruction and learning in programs for their English language learners.
  • Provide districts with information that will help them evaluate the effectiveness of their ESL/bilingual programs.
  • Meet federal requirements, such as Annual Measureable Achievement Objectives 1 and 2, for the monitoring of ELLs progress toward English language proficiency.

Test Administrators

Beyond training, the only requirement to give the ACCESS 2.0 is that the test administrator must be a district employee that, at a minimum, meets the requirements of a paraprofessional under Title I. Substitute teachers may not give the W-APT unless they are under contract with the district.

Who Takes ACCESS 2.0

Students who meet the following guidelines are required to take the ACCESS assessment:

  • Those K-12 students that are identified for ESL services
  • Enrolled in a Missouri public school or charter school

Students who are designated in Core Data as the following DO take the ACCESS 2.0 assessment:

Code Name Default Code
Not Receiving Services LEP_NRC
Receiving Services LEP_RCV

Students who are designated in Core Data as the following DO NOT take the ACCESS assessment:

Code Name Default Code
Not LEP NLP
1 Year Monitoring MY1
2 Year Monitoring MY2

If the student transfers into the LEA after the state ACCESS for ELLs testing window has already begun, then the LEA is not required to test the student, but have the option to do so.

Changes to Clusters

Language and cognition develop quickly in younger children, broadening in depth and breadth as they mature. In order to better measure younger students' language development, ACCESS for ELLs 2.0 will include a separate test form for Grade 1. Grades 2-3 will form a new grade cluster, as will Grades 4-5. The two remaining test forms will assess the proficiency of middle school (Grades 6-8) and high school (Grades 9-12) English language learners. 

Clusters for ACCESS 2.0
K 1 2-3 4-5 6-8 9-12

Computer Based

The ACCESS for ELLs 2.0 Summative Assessment will be a mostly online test for grades 1-12. In addition to standardizing the test-taking experience for all students, it is expected that the multimedia and improved dynamism of a computer-delivered assessment will more readily engage students. By moving to computer delivery, ACCESS for ELLs 2.0 will benefit from the wide range of possibilities afforded by technology: from item presentation and capturing responses, to accessibility and scoring efficiency.

Some advantages of administering ACCESS for ELLs 2.0 online include:

  • Increased student engagement through a more dynamic testing experience
  • Built-in accommodations and accessibility features appropriate for a range of student needs
  • Simultaneous administration of multiple grades
  • Increased ease for test administrators, who will no longer need to administer and score the Speaking test one-on-one
  • Prior to taking the assessment, all students will have an opportunity to become familiar with the computer interface through video tutorials and practice test items.

Technology Requirements

There are two sets of technology requirements – one for the INSIGHT Platform and one for the Testing Site Manager (TSM). Additionally, please keep in mind that the ACCESS 2.0 assessment will require both headphones and a microphone. WIDA has created a headset specifications document. Please refer to the following documents for more information on the technology requirements for ACCESS 2.0.

INSIGHT and WIDA AMS

The online system consists of two parts: INSIGHT and WIDA AMS (Assessment Management System). INSIGHT is the testing platform for students to use. WIDA AMS is the test administration web site where those with access can, among other tasks:

  • Provide enrollment information
  • View and update student information prior to testing; including indicating the use of accommodations
  • Place students into test sessions and print test tickets.

Please note: The WIDA AMS should only be accessed using IE 7-9, Firefox 6 or higher or Safari 4 or higher. Using other web browsers may cause issues and conflicts with the site.

Testing Site Manager (TSM)

The test engine, Data Recognition Corporation (DRC)'s INSIGHT testing system, requires a Testing Site Manager (TSM) that helps manage and streamline the communication process between the test computers and the INSIGHT server. A TSM typically reduces bandwidth traffic for schools by about 50% when downloading test content. With a TSM, if the communication stalls because the Internet connection is congested, the testing computer sends its responses to the TSM cache. The TSM can be installed using an easy-to-use installation Wizard. This TSM does not communicate with other caching servers, so districts should plan to download this in addition to any system they already have.

Understanding INSIGHT System Bandwidth and Connectivity Requirements

In order to start a test, the INSIGHT system contacts DRC to login. After a successful login, INSIGHT downloads the test from the TSM. INSIGHT sends responses to DRC every time the page is changed or to the TSM if communication with DRC is lost. Because of the way the responses are sent, INSIGHT must maintain connectivity to the Internet or the TSM throughout the test. INSIGHT can be used on wireless networks but states and districts will need to be aware of overall Internet usage to ensure that testing is not affected.

Technology Readiness Checks

As outlined in the Technology User Guide, districts should plan to use two downloadable software programs to test their systems. The two downloads will be available for download in the new administrative portal, WIDA Assessment Management System (AMS).

System Readiness Check

The System Readiness Check is a software application that is designed to help troubleshoot any issues that might occur during INSIGHT installation or when INSIGHT is running. The application starts when INSIGHT is installed and runs anytime INSIGHT starts. It runs a series of tests that enable diagnosing and easily correcting most errors.

Load Simulation Tool

The Load Simulation Tool is a software application that simulates and tests both the load and route of the data from the testing workstation to the DRC servers to help ensure that everything is set up correctly for testing. Technology Coordinators can use this software tool to perform load simulations to help estimate the amount of time it will take to download tests and upload responses.

Computer vs. Paper/Pencil

Missouri began online testing in 2009 when the End-of-Course assessments first went online. Last spring, the MAP Grade-Level Assessments went online for the first time.

There are some states in the consortium who have not moved to online assessments. They may have some LEAs that are not prepared for online testing. In Missouri, all districts have the capabilities to complete online testing. Any language you may read during training that discusses districts choosing to give a paper/pencil assessment to all students due their district not being technologically prepared does not apply to districts in Missouri.

  • The Kindergarten assessment remains unchanged from previous years. Districts will continue to order and use the Kindergarten ACCESS kit.
  • In grades 1-3, the writing domain will only be available via paper/pencil. The other domains will default to computer based testing.
  • In grades 4-12, all domains will default to computer based testing.
Grade Speaking Listening Reading Writing
K Kindergarten Kit Kindergarten Kit Kindergarten Kit Kindergarten Kit
1 Computer Computer Computer Paper Only
2-3 Computer Computer Computer Paper Only
4-5 Computer Computer Computer Computer
6-8 Computer Computer Computer Computer
9-12 Computer Computer Computer Computer
Alternate Paper Only Paper Only Paper Only Paper Only

Please note, these are the default response options. The default option of computer can be changed to paper/pencil under certain circumstances.

Reasons why a student may move from computer based testing to paper/pencil:

  • It is an allowable accommodation for students with disabilities who have it in their IEP/504 plan.
  • For students who are brand new to the country who may not have had access to computers, the district may choose to give the test to the student via paper/pencil.

Unlike our other state assessments, if any portion of the assessment is given via Paper/Pencil, the district will not enter those student responses. Instead, those responses will be shipped back with all physical testing materials.

ACCESS 2.0 Certification Quiz

WIDA requires test administrators to complete the ACCESS for ELLs 2.0 Test Administration Quiz before administering the test. It is the district test coordinators responsibility to monitor whether test administrators have passed the quiz and are prepared to administer the assessment. District Test Coordinators can monitor their district educators’ training certification results via the WIDA website.

W-APT


For the 2015-16 school year, the W-APT will remain the same paper-based version accessible through the WIDA website. Information will be coming in the late spring/early summer regarding the updated online W-APT to be used beginning in the 2016-17 school year.

W-APT stands for the WIDA-ACCESS Placement Test. This assessment tool, known as a "screener," is used by educators to measure the English language proficiency of students who have recently arrived in the U.S. or in a particular LEA. It can help to determine whether or not a child is in need of English language instructional services.

W-APT 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

The W-APT was designed to be used as:

  • One piece of criteria to determine eligibility for language support services
  • An indicator of a student's language proficiency level (1 through 6) on the WIDA continuum
  • An aid to determining appropriate levels and amounts of instructional services

Home Language Survey

Upon enrollment, Missouri LEAs are required to give a home language survey or questions on an enrollment form. The questions are:

A) Is the student's native tongue a language other than English?
B) Is a language other than English spoken in the student's home or environment?

If the answer to either question is yes, or if an LEA feels that a child might have an English language learning need due to unreported exposure to another language, the LEA is required to screen the child using the W-APT screening assessment.

LEAs have 30 calendar days from the beginning of the school year to administer the W-APT. If a student moves in after the beginning of the school year, the LEA has 10 school days upon enrollment to administer the W-APT. LEAs may also choose to administer the W-APT during the Kindergarten roundup. If your LEA receives a new student from another LEA or state that is part of the consortium AND the student has a W-APT or ACCESS for ELLs score report, they will not need to be re-screened. Simply add their previous W-APT or ACCESS score report to the student cumulative folder.

Missouri LEAs may not provide screening services for private school students. Having access to the W-APT screener is paid for by the state and thus may not be used to provide direct services for private school students.

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

The W-APT is designed to be individually administered and adaptive, meaning that parts of the test may be discontinued as soon as the student reaches his or her performance "ceiling."


W-APT Training

In Missouri, any test administrator of the W-APT must have either attended a MELL W-APT training or have gone through training at the LEA given by someone who attended a MELL W-APT training. W-APT trainings are given in the fall.

Date Location Contact Information
8/5 Central RPDC – Warrensburg Becky Smith –  800-762-4146 – [email protected]
8/7 London Hall – Columbia Becky Smith – 800-762-4146 – [email protected]
8/11 STL RPDC – St. Louis Marlow Barton – 314-692-1247 – [email protected]
8/18 Union - Kirksville Becky Smith – 800-762-4146 – [email protected]
8/18 STL RPDC – St. Louis Marlow Barton – 314-692-1247 – [email protected]
8/20 KC RPDC – Kansas City Sarah Knoll –  816-235-8844 – [email protected]
8/21 London Hall – Columbia Becky Smith – 800-762-4146 – [email protected]
8/25 KC RPDC – Kansas City Sarah Knoll – 816-235-8844 – [email protected]
8/25 SE RPDC – Cape Girardeau Jesse De Leon – 573-986-6734 – [email protected]
8/26 Central RPDC – Warrensburg Becky Smith – 800-762-4146 – [email protected]
8/26 SW RPDC – Springfield Claudia Franks – 417-836-4093 – [email protected]
8/26 Fisher Delta Research Center - Portageville esse De Leon – 573-986-6734 – [email protected]
8/27 Troester Media Center – St. Joseph Sarah Knoll – 816-235-8844 – [email protected]
8/31 KC RPDC – Kansas City Sarah Knoll – 816-235-8844 – [email protected]
9/3 Mineral Area College – Park Hills Jesse De Leon – 573-986-6734 – [email protected]
9/9 Union - Kirksville Becky Smith – 800-762-4146 – [email protected]
9/11 SC RPDC - Rolla Jesse De Leon – 573-986-6734 – [email protected]
9/15 SW RPDC – Springfield Claudia Franks – 417-836-4093 – [email protected]

In addition to attending a live training or having been trained at the LEA by someone who attended a live training, administrators should read and become familiar with the W-APT Test Administration Manual and the Scored Student Writing Samples. The manual and writing samples can be found on the WIDA site at http://www.wida.us/assessment/w-apt/#prep once the user has logged in.

Beyond training, the only requirement to give the W-APT is that the test administrator must be a district employee that, at a minimum, meets the requirements of a paraprofessional under Title I. Substitute teachers may not give the W-APT unless they are under contract with the district.


Downloading the W-APT

To download the W-APT the user must be logged in and have the W-APT box checked on their account. District Test Coordinators can make the decision as to who has access to the W-APT. The W-APT test forms can be accessed from the download library on the right side of this page: http://www.wida.us/assessment/w-apt/.

Remember that the W-APT is a secure test. Individual test administrators must be trained in its administration and have agreed to maintain the security of test questions. Once tests are downloaded and printed, they are kept as secure as other state assessments, and are administered following standard procedures.


W-APT Administration

The W-APT is meant to be administered in an individual setting and therefore cannot be given in groups.

Please use the following chart to determine which form of W-APT should be used. For first semester students, WIDA recommends that students should NOT be screened at a grade level where they have yet to receive instruction.

For First Semester Students
Grade Level K 1 2 3 4 5 6 7 8 9 10 11 12
Test To Be Used K K 1-2 1-2 3-5 3-5 3-5 6-8 6-8 6-8 9-12 9-12 9-12

Because most 1st semester Kindergarten students cannot read or write you will screen them on the listening and speaking modalities only, using the Kindergarten W-APT. They will then be tested on all four modalities using the ACCESS for ELLs assessment.

For Second Semester Students
Grade Level K 1 2 3 4 5 6 7 8 9 10 11 12
Test To Be Used K 1-2 1-2 3-5 3-5 3-5 6-8 6-8 6-8 9-12 9-12 9-12 9-12

The W-APT for all grade levels except kindergarten is administered as follows:

  • The Speaking test is administered first, followed by the Listening, Reading, and Writing tests.
  • All components are adaptive, meaning the component in process is stopped when the test administrator reaches items with more complex material than the student is likely to successfully handle. Instructions for stopping a component are included in the test script.

W-APT Scoring

The W-APT is scored completely by the test administrator. No part of the W-APT is sent away for scoring.

  • When scoring the Speaking section of the W-APT test administrators determine whether a student's response approaches, meets, or exceeds expectations based on a given rubric.
  • Scoring for the Writing test is also based on a rubric. Scored writing samples are available to help raters get accustomed to using the rubric.
  • An answer key on the scoring sheet is provided for the multiple choice Listening and Reading items.
  • The W-APT scoring sheet guides test administrators in assigning an overall or composite English language proficiency level for all four components of the test.

The W-APT Score Calculator is a tool to save test administrators the time of manually converting raw scores and calculating the composite proficiency level (CPL) scores. It calculates Speaking, Reading, Writing and Listening proficiency scores, along with the CPL score and a grade-adjusted CPL score.  Unfortunately, it cannot be applied to Kindergarten scores at this time. Please note that scores are not saved in the calculator. Using the calculator will also generate a basic printable score report.

LEAs need to keep results in the students’ cumulative folder. Additionally, it is strongly recommended that LEAs share the results with the parents and teachers of the student. W-APT results should also be kept for monitoring purposes.

The scores from the W-APT are used to determine if a student meets the identification criteria of an ELL.


Eligibility For Services – 1st Semester Kindergarten

Because most first semester Kindergarten students cannot read and/or write, they are given the W-APT in only two modalities (listening and speaking). Based on the NCLB requirement to determine English proficiency based on all four domains, all Kindergarten students that are assessed with the Kindergarten W-APT during their first semester must be assessed with the ACCESS 2.0 during the state testing window.

  The student is ELIGIBLE for English Language services if they: The student is NOT REQUIRED to receive English Language services if they:
SCORE Have a combined score of 28 or lower on listening and speaking Have a combined score of 29 or higher on listening and speaking
OUTCOME Student should be identified as LEP_RCV in MOSIS and will take the ACCESS 2.0 assessment. Student should be identified as LEP_NRC in MOSIS and will take the ACCESS 2.0 assessment so that a determination based on all four modalities can be made.

Eligibility For Services – 2nd Semester Kindergarten/1st Semester 1st Grade

Those students who are either a 2nd semester Kindergarten student or a 1st semester 1st grade student will be screened using the Kindergarten W-APT.

  The student is ELIGIBLE for English Language services if they: The student is NOT REQUIRED to receive English Language services if they:
SCORE

Have a combined score of 28 or lower on listening and speaking
OR
Have a score of 10 or lower on reading
OR
Have a score of 11 or lower on writing

Have a combined score of 29 or higher on listening and speaking
AND
Have a score of 11 or higher on reading
AND
Have a score of 12 or higher on writing

OUTCOME Student should be identified as LEP_RCV in MOSIS and will take the ACCESS 2.0 assessment. Student should be identified as NLP in MOSIS.

Eligibility For Services – 2nd Semester 1st Grade through 12th Grade

  The student is ELIGIBLE for English Language services if they: The student is NOT REQUIRED to receive English Language services if they:
SCORE

Have a composite proficiency level score lower than 5.0

Have a composite proficiency level score of 5.0 or higher

OUTCOME Student should be identified as LEP_RCV in MOSIS and will take the ACCESS 2.0 assessment. Student should be identified as NLP in MOSIS.

For questions about starting English Language services, please contact your local MELL Instructional specialist.


Parent/Legal Guardian Notification

Parents should be notified about the screening test results and placement decisions no later than 30 days after the beginning of the school year or within 10 days if the student enrolls in the school district during the school year. Such notifications shall be provided in English and in a language that the parents can understand, to the maximum extent practicable.

Notifications should include:

  • Eligibility for ELD services
  • Student’s level of proficiency and how it was assessed
  • Method of delivery of instruction for ELD
  • How program will help the child learn English and meet age appropriate academic achievement standards for grade promotion and graduation
  • Specific requirements for exiting the program
  • Information pertaining to parental rights that includes written guidance detailing:
    • The right that parents have to have the child immediately removed from Title III supplemental programs upon their request
    • Assisting parents in selecting among various programs or methods of instruction, if more than one program or method is offered
  • Notification of services must be sent to parents on an annual basis

Note that this is a notification of the students’ ELP level and how the district will meet the student’s ELD needs, not a consent for the child to receive services. Parents have the right to choose whether or not their child receives Title III Supplemental ELD services.

Kindergarten ACCESS


The test is an individually-administered, adaptive assessment designed to take an average of 45 minutes per student. It is based on the WIDA English Language Proficiency Standards that form the core of the WIDA Consortium's approach to instructing and assessing English language learners.

The Kindergarten ACCESS assessment is:

  • 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 Test Administrator
  • High-interest stories
  • Engaging color graphics
  • Improved item types using manipulatives (cards, an Activity Board, and a Storybook)
  • Thematic integration of the language domains (Listening, Speaking, Writing, Reading)

Kindergarten Certification Quiz

WIDA requires test administrators to complete the Kindergarten ACCESS Test Administration Quiz before administering the test. It is the district test coordinators responsibility to monitor whether test administrators have passed the quiz and are prepared to administer the assessment. District Test Coordinators can monitor their district educators’ training certification results via the WIDA website.

Kindergarten ACCESS for ELLs Test Administration FAQ

Can the Kindergarten test be administered in two sessions instead of one?

The Kindergarten ACCESS for ELLs test may be administered over two sessions, but the break must occur between the narrative (A-C) and expository (D-F) sections of the test, and the break may not last more than two consecutive school days. If the student needs additional stretch breaks you may provide time for that, however, many students in this age group take time to "warm up" to a particular activity, so test scores could actually be lowered for some students by dividing up the administration sessions with additional breaks extending longer than a stretch or bathroom break.

In situations when the testing session absolutely must be interrupted (for example, by lunch or a fire drill), it is permissible to stop administration and resume at a later time. WIDA emphasizes that this should only occur in cases of emergency or extreme inconvenience, and the testing session should be resumed as quickly as possible.

How do I determine when to stop in the Listening/Speaking section?

Please follow the criteria for advancement and stop only if the student meets BOTH criteria for stopping. If a student does not meet both criteria for stopping, even though his or her response may have been deficient in one of the two areas (Listening or Speaking), both parts must be administered at the next level.

What do I mark for tasks B2, B3, B4, & B5 and E4 & E5 if these items are not administered?

If these tasks are not administered because student did not meet the criteria for advancement in B1 or E1-E3, DO NOT mark a score for Tasks B2-B5 or E4 & E5. Assigning a score of 0 indicates that the section was administered, so please do not mark any score for these tasks if they are not administered. Instead, simply check "Stopped here" on the last item administered, and leave the rest blank.

Why is there a difference between what is written in the Speaking "Expect boxes" in the Script and what I see in the Speaking Rubric? Which should I use for scoring?

In the Test Administrator Script for Kindergarten, WIDA introduced the "expect box" to the Speaking portion of the test. The expect boxes contain a short summary of the full task-level expectations contained in the Speaking Rubric. The contents of the expect box are meant to serve as a quick reminder of the language the task requires the student to produce in order to meet the task-level expectations contained in the full Speaking Rubric. The test administrator must use his or her internalized understanding of the descriptions in the full Speaking Rubric as the complete guide for making scoring decisions. 

That said, test administrators may notice a slight difference between what is written in the expect box and what appears under Linguistic Complexity in the Speaking Rubric. The expect boxes reflect reasonable expectations based on the developmental characteristics of Kindergartners, who may not always speak in full sentences even when fully proficient in English. Therefore, the expect boxes serve as a useful distillation of the Speaking Rubric yet incorporate some slightly adapted expectations in the area of Linguistic Complexity resulting from expert awareness of Kindergartners' development in the domain of speaking. For example, where the Speaking Rubric calls for the students to produce sentences at Level 3, the expect box requires only phrases in response to a Level 3 test item. The expect boxes and Speaking Rubric together provide a holistic picture of how students are expected to speak at each level of language proficiency during the PreK/Kindergarten grade years, and both should be utilized in scoring the Kindergarten Speaking test.

Alternate ACCESS


In addition to the transition to ACCESS 2.0, Missouri will be offering the Alternate ACCESS for the first time.

The Alternate ACCESS for ELLs, is an assessment of English language proficiency for students in grades 1 – 12 who are classified as English language learners (ELLs) and have significant cognitive disabilities (those who do or would qualify for MAP-A) that prevent their meaningful participation in the ACCESS for ELLs 2.0 assessment. The assessment is based on Alternate Model Performance Indicators (AMPIs), which provide expectations of what students should be able to process and produce at a given Alternate ELP level.

The Alternate ACCESS for ELLs provides students with additional opportunities to demonstrate their English language proficiency through scripted cues in the Listening and Readings Sections and auxiliary questions in the Speaking Section. It also includes modeled tasks in the Writing Section to allow students to observe the test administrator perform the task before trying it. Other unique features of the test include simplified language, repetition of questions, increased graphic support, larger testing materials, and graphics.

The Alternate ACCESS for ELLs is an individually administered paper and pencil test. All sections of the assessment are scored locally by the test administrator.

Test Materials

Alternate ACCESS can be ordered along with ACCESS for ELLs 2.0 test materials from WIDA AMS. Prior to ordering, Test Coordinators must complete the Test Materials Ordering and Additional Material Ordering training modules available via WIDA AMS.

Test Scheduling    

The Alternate ACCESS for ELLs assessment is individually administered for all four sections (Listening, Reading, Writing, and Speaking) of the test. WIDA recommends that each test section be administered in a separate testing session.

The different test sections can be administered on different days, with no minimum or maximum break between administrations, as long as the entire assessment is administered within your district’s allotted testing window. Each section of the test is estimated to take approximately 20 minutes. Please see the Test Administration Manual for additional details on scheduling the test.

Test Administrator Preparation

Test administration training and certification is crucial for successful administration of Alternate ACCESS for ELLs, and the answers to many frequently asked questions about test administration can be found in the training.

Alternate ACCESS Certification Quiz

WIDA requires test administrators to complete the ACCESS for ELLs 2.0 Test Administration Quiz before administering the test. It is the district test coordinators responsibility to monitor whether test administrators have passed the quiz and are prepared to administer the assessment. District Test Coordinators can monitor their district educators’ training certification results via the WIDA website.