English Language Proficiency Assessment


English Language Proficiency Assessment

The English Language Proficiency Assessment, ACCESS for ELLs 2.0, is administered to English Learners (ELs) in grades K through 12 annually. The assessment measures a student’s English language proficiency in the areas of listening, speaking, reading, writing, comprehension, oral, and literacy. English Language Proficiency Assessment results are used by the State and the local education systems to report information related to the English language proficiency targets, referred to in the Every Student Succeeds Act, Title III as Annual Measurable Achievement Objective (AMAO). AMAO I measures ELs’ progress in learning English; AMAO II measures the number of students who attain English proficiency during the school year.

Although it is not based on the English Language Proficiency Assessment, AMAO III measures the progress of the students in the English Learner subgroup toward School Progress on the AMO targets (student achievement and participation in reading and mathematics and graduation rate). To view the data, click on the School Progress link under Accountability.


English Language Proficiency Assessment

The English language proficiency assessment is administered to English learners (ELs) in grades K through 12 upon their entry into the school system (W-APT) and annually during a testing window in the second semester (ACCESS for ELLs 2.0®). The assessment measures a student's English language proficiency in the areas of listening/speaking (oral), reading/writing (literacy), and comprehension. English language proficiency is measured in six levels: entering, emerging, developing, expanding, bridging, and reaching.

The Alternate ACCESS for ELLs 2.0 is designed for ELs with significant cognitive disabilities. In order to receive the most descriptive information from the test, it is very important that only students who meet all three criteria below and who cannot participate in the ACCESS for ELLs 2.0®—even with the provision of accommodations—shall be considered for the Alternate ACCESS for ELLs 2.0.

Participation criteria:

  1. The student has been classified as an EL.
  2. The student has a significant cognitive disability and is eligible for special education services under IDEA.
  3. The student is in an alternate curriculum aligned with his or her state's academic standards, and is participating in the state's alternate accountability assessment.

The Alternate ACCESS for ELLs 2.0™; is available for the 1–2, 3–5, 6–8, and 9–12 grade clusters.

Annual Measurable Achievement Objectives (AMAOs)

Under the federal Every Student Succeeds Act (ESSA) for Title III, Language Instruction for English Learners and Immigrant Students, states must conduct an annual statewide assessment of English learners (ELs), and local school systems are required to meet AMAOs for ELs from kindergarten through 12th grade. These AMAOs include:

  • increases in the number or percentage of children making progress in learning English (AMAO I);
  • increases in the number or percentage of children attaining English proficiency by the end of each school year (AMAO II); and
  • making progress toward School Progress on the AMO targets: student achievement and participation in reading and mathematics and graduation rate (AMAO III).