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Assessment Tools > ACCESS for ELLs > Guidelines for Accommodating ELLs with Disabilities

ACCESS for ELLs® Guidelines for Accommodating English Language Learners with Disabilities

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The following guidelines are divided into each of the four domains of the test - listening, reading, writing, and speaking - with indications of whether a particular accommodation is appropriate for the domain (Yes), inappropriate and therefore not recommended (No), or Not Applicable (N/A) because the "accommodation" is already incorporated into the test design (e.g. responding orally on the Speaking Test) or is irrelevant for the domain (e.g., use of a scribe for the Speaking Test which requires no writing).

Accommodation
Assessment Domains
Test Directions
Listening
Reading
Writing
Speaking
Test "directions" refers to all text in the Test Administrator's Script that is provided to explain logistics of the test, including all practice items. Directions include only what is scripted in the Test Administrator's Script. For Speaking and Listening, the directions end just before the test administrator reads "Part A."
Translation of directions into native language
Yes
Yes
Yes
Yes
Sign directions to students
Yes
Yes
Yes
Yes
Explanation of directions in English and/or native language
Yes
Yes
Yes
Yes
Repeat directions
Yes
Yes
Yes
Yes
Use directions that have been marked by teacher
Yes
Yes
Yes
N/A

 

Presentation Format
 Listening Reading Writing Speaking
"Test" refers to test items (including introductory text and graphic support), but not scripted test directions (defined above).
Translation of test into native language
No
No
No
No
Translation of test into sign language
No
No
No
No
Oral reading of test in English
No
No
Yes
No
Oral reading of test in native language
No
No
No
No
Use of bilingual dictionary
No
No
No
No
Use of highlighters* (yellow only) by student in test booklet text only; must not be used in answer area
Yes
Yes
Yes
N/A
Use of marker to maintain place
Yes
Yes
Yes
N/A
Large Print
Yes
Yes
Yes
Yes
Low vision aids or magnification device
Yes
Yes
Yes
Yes
Audio amplification device or noise buffer
Yes
Yes
Yes
Yes
Student reads questions or responses aloud to self
Yes
Yes
Yes
N/A
Student reads questions or responses aloud and records with tape recorder
No
Yes
No
No

* The use of highlighters may be available to all students in some states. Please contact your state educational agency if you have questions about the use of highlighters.

Setting Format
Listening
Reading
Writing
Speaking
Test may be administered...
By school personnel familiar to student
Yes
Yes
Yes
Yes
By special education personnel
Yes
Yes
Yes
Yes
By school personnel in non-school setting (e.g., home or hospital)
Yes
Yes
Yes
Yes
In a separate room
Yes
Yes
Yes
Yes
In a small group
Yes
Yes
Yes
Yes
With preferential seating
Yes
Yes
Yes
Yes
Individually
Yes
Yes
Yes
Yes
In study carrel
Yes
Yes
Yes
N/A
In space with special lighting
Yes
Yes
Yes
Yes
In space with special acoustics
Yes
Yes
Yes
Yes
With special furniture for student
Yes
Yes
Yes
Yes
With equipment or technology that the student uses for other tests and school work (e.g., pencils adapted in size or grip, slant board or wedge)
Yes
Yes
Yes
Yes


Timing/Scheduling
Listening
Reading
Writing
Speaking
Flexibility with timing of test is permitted for students who require extra time or have limited attention spans as documented on their IEPs.
More breaks as needed by student
Yes
Yes
Yes
Yes
Short-segment testing (refers to administration of very brief sections of the test at a time, such as three or four items related to a common theme)
Yes
Yes
Yes
Yes
Extend testing time within same school day
Yes
Yes
Yes
Yes
Extend testing sessions over multiple days
Yes
Yes
Yes
No


Response Format
Listening
Reading
Writing
Speaking
Certain devices or practices may be used to facilitate testing for students who have difficulty with bubbling or writing in the correct area of the test booklet.
Braille writers
N/A
N/A
No
N/A
Computer, word processor, or similar assistive device (spell check, grammar check, and dictionary/thesaurus must be turned off)
N/A
N/A
Yes
N/A
Tape recorders for recording student responses
N/A
N/A
No
N/A
Scribes: all student responses must be transcribed verbatim, including spelling, punctuation, and paragraph breaks
Yes
Yes
Yes
N/A
Responses in native language
No
No
No
No
Answer orally, point to answer
Yes
Yes
No
N/A

 

OtherTest Administration Considerations for All Students
Listening
Reading
Writing
Speaking
Certain practices can reduce testing anxiety for students. For example, test administrators may...
Provide verbal praise or tangible reinforcement to increase motivation
Yes
Yes
Yes
Yes
Administer practice test or examples before the administration date of the assessment
Yes
Yes
Yes
Yes


Other Accommodations Not Recommended by the WIDA Consortium at this Time (See below for more information)
Listening
Reading
Writing
Speaking
Braille edition of assessmen3
Possible
Possible
Possible
Possible
Signing questions or answers
No
No
No
No


Additional Information about Braille

If an IEP team determines that it is in the best interest of a student to make the test available in Braille, the following guidelines are recommended to ensure the integrity of the assessment:

  • The student must be Braille proficient so as not to confound English language proficiency with proficiency in Braille;
  • Braille graphics must be included as this is a graphic dependent test;
  • If the Braille graphics are also verbally described by the test administrator, such descriptions should be made in the student's native language so as not to confound with English language listening skills;
  • The student's responses should be transcribed verbatim, including spelling, punctuation, and paragraph breaks, by a school staff member into a regular ACCESS for ELLs® test booklet for scoring; and
  • The writing assessment should be transcribed verbatim into the test booklet.

While not recommended for the majority of blind students, in the rare instance that it is an appropriate test accommodation, please contact MetriTech, Inc. at 1-800-747-4868.

Additional Information about Deaf and Hard of Hearing Students

Deaf and hard of hearing students, including those for whom American Sign Language (ASL) is their first language, can generally participate in the Reading and Writing sections of the test with few or no accommodations necessary. Lip-reading with spoken responses for those students who possess these abilities may be possible for the Listening and Speaking parts of the test. IEP teams should make such determinations on a case-by-case basis. Translating the listening and speaking prompts into sign language is equivalent to translating into another spoken language, such as Spanish or Arabic, and therefore is prohibited as it changes the construct (i.e., assesses proficiency in a language other than English) and invalidates the test.

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