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Annual Assessment- ACCESS 2.0 for ELs

Annual Assessment- ACCESS 2.0 for ELs

ACCESS 2.0 for ELS is an English language assessment that measures English language proficiency.  ACCESS for ELs identifies the English Language Proficiency (ELP) levels (1- Entering to 6- Reaching).  The results inform schools of the students' abilities in listening, speaking, reading and writing English. 

 

ACCESS 2.0 test for ELs covers social and instructional language and language of Language Arts, Mathematics, Science and Social Studies.  Test forms are divided into five grade-level clusters: Kindergarten, Grade 1, Grades 2-3, Grades 4-5, Grades 6-8 and Grades 9-12.  The ACCESS 2.0 for ELs scores are used in the following manner:

  • Decisions regarding English skill level and to determine whether the student can exit the program.
  • Assist instructors to better support the students in regard to language proficiency.
  • For more information, please visit www.cde.state.co.us/assessment/ela-transition_faq.

In Colorado, EL student take ACCESS mid-year (typically in the end of January to beginning of February).  Once results are reported to schools in last spring, parents are then notified in writing of their child's results.

 

By Colorado law, every student is expected to take the state assessments, so ELs present a unique challenge for schools that are held accountable for their performance while they are in the process of learning English.  The only exceptions are newly arrived non-English proficient (NEP) or limited English proficient (LEP) students who have been enrolled in a United States school for less than one year are exempt from the English Language Arts PARCC/ CMASS state assessment.

 

What testing accommodations can be given to ELs?

In the general education classroom, accommodations are designed to support access to instructional or assessment content.  The accommodations provided to a student may be the same for classroom instruction, classroom assessments, district assessments and state assessments.  Accommodations for ELs are intended to :

  • reduce the linguistic load necessary to access the content of the curriculum or assessment;
  • provide scaffolding that helps students overcome social cultural barriers that prevent them from accessing the content of the test; and 
  • allow Els to move efficiently use linguistic resources to access curriculum or the content of the assessment.

What testing modifications can be given to ELs?

  • prioritizing lesson content (e.g., fewer objectives, shorter units or lessons, fewer pages or problems);
  • reducing assignments and assessments
  • revising assignments or assessments (e.g. crossing out half of the response choices on a multiple choice test so that a student only has to pick from two options instead of four); or 
  • giving s student support on assignments and tests.