Contents
How to Use This Manual ..................................................................................................................... i
Critical Contact Information ............................................................................................................ i
Participation Decisions for WIDA Assessments ............................................................................. ii
Accessibility and Accommodations Overview ................................................................................... 1
The WIDA Accessibility and Accommodations Framework ........................................................... 1
Universal Design ......................................................................................................................... 2
Administrative Considerations ................................................................................................... 3
Test Timing and Scheduling ................................................................................................... 3
Test Environment ................................................................................................................... 3
Test Content Presentation ..................................................................................................... 4
Test Item Responses .............................................................................................................. 4
Universal Tools ........................................................................................................................... 5
Audio aids ............................................................................................................................... 5
Color adjustments .................................................................................................................. 6
Highlighters, colored pencils, or crayons .............................................................................. 6
Keyboard navigation .............................................................................................................. 6
Line guide or tracking tool ..................................................................................................... 6
Low-vision aids or magnification devices .............................................................................. 7
Scratch paper and sticky notes .............................................................................................. 7
Accommodations ....................................................................................................................... 8
Braille (BR) ............................................................................................................................ 10
Extended Speaking test response time (ES) ........................................................................ 11
Extended testing of a test domain over multiple days (EM) ............................................... 11
In-person human reader (IR) ............................................................................................... 12
Repeat in-person human reader (RP) .................................................................................. 13
Interpreter signs test directions in ASL (SD) ........................................................................ 14
Large print (LP) ..................................................................................................................... 14
Manual control of item audio (MC) ..................................................................................... 15
Repeat item audio (RA) ........................................................................................................ 16
Scribe (SR) ............................................................................................................................ 17
Recording device and transcription (RD) ............................................................................. 17
Test administered in a non-school setting (NS) .................................................................. 18
© 2022 Board of Regents of the University of Wisconsin System, on behalf of WIDA.
Comments on this document? Email documentat[email protected].
Last revised May 2022
Word processor or similar keyboarding device (WD) ......................................................... 19
Specific Circumstances ..................................................................................................................... 20
Significant Cognitive Disability ..................................................................................................... 20
Alternate ACCESS for ELLs Participation Decision Tree ........................................................... 21
Deafness or Hard of Hearing ........................................................................................................ 22
Blindness or Visual Impairment ................................................................................................... 22
Use of Augmentative Communication Devices ........................................................................... 23
Domain-Specific Testing Exemptions ........................................................................................... 23
Domain Exemption Decision Tree ........................................................................................... 24
Appendix A: Keyboard Navigation ................................................................................................... 25
Appendix B: Transcription ................................................................................................................ 26
Appendix C: Scribing ......................................................................................................................... 28
Appendix D: Checklists ..................................................................................................................... 30
Always follow state-specific accessibility and accommodation policies for English language proficiency tests.
State guidance may vary from the recommendations in this document.
i
How to Use This Manual
This manual guides you through the selection and provision of accessibility supports and
accommodations for ACCESS for ELLs and WIDA Screener testing. District and school administrative
staff, educators, support staff, and members of decision-making teams, including those responsible
for Individualized Education Programs (IEPs), 504 Plans, and support for students covered under Title
II of the Americans with Disabilities Act (ADA), should be familiar with this guidance and reference it
as they prepare for testing.
Critical Contact Information
When issues arise, refer to this manual, visit your member/state page of the WIDA website, and work
with your test coordinator as well as any designated student support staff. If you have questions after
consulting those resources, we’re here to help! WIDA Client Services Center staff are experts in
accessing WIDA materials and administering WIDA tests. Our technology and test processing partner,
Data Recognition Corporation (DRC), can address concerns about managing student data and test
materials.
Topic of Concern
Contact
• State-specific policies and procedures
• Scheduling and material logistics
• Test irregularities or potential security breaches
• State-specific accommodations policies
Your state education agency representative
Name:
Email:
Phone:
Website:
• WIDA Secure Portal and training courses
• Test administration procedures
• Accommodations and accessibility guidance
• Understanding score reports
WIDA Client Services Center
[email protected]
866-276-7735
• WIDA AMS and DRC INSIGHT
• Accessing score reports
• Test booklet labels
• Damaged test booklets
DRC Customer Service
[email protected]
855-787-9615
Use this document along with the test-specific test administrator manual, and always follow
your state-specific accessibility and accommodation policies for English language proficiency
testing. The recommendations in this document do not replace or amend state policy.
Always follow state-specific accessibility and accommodation policies for English language proficiency tests.
State guidance may vary from the recommendations in this document.
ii
Participation Decisions for WIDA Assessments
The WIDA test design process and allowed supports help ensure that WIDA assessments are
accessible to all students who need to take English language proficiency assessments, including those
with disabilities. See The WIDA Accessibility and Accommodations Framework
topic for detail on the
ways you can meet students’ diverse needs during testing.
For students with the most significant cognitive disabilities, WIDA has created Alternate ACCESS for
ELLs. See the Significant Cognitive Disability
section for details on the participation criteria for this
assessment.
Always follow state-specific accessibility and accommodation policies for English language proficiency tests.
State guidance may vary from the recommendations in this document.
1
Accessibility and Accommodations Overview
The testing process must always be both valid and reliable to ensure meaningful assessment of a
student’s academic English language proficiency (ELP). This is true for a standard test administration,
and it is also true for the individualized approach necessary to allow students with particular learning
challenges or disabilities to engage with the test.
To ensure the validity, reliability, and administration security of ACCESS for ELLs and WIDA Screener,
only the accessibility supports and accommodations identified in this document should be used during
test administration. The use of accessibility supports and accommodations not described in this
document can compromise the validity of the assessment and invalidate students’ results.
ELP assessments measure a different set of knowledge, skills, and abilities than content tests do. As a
result, some supports available to all students taking an ELP assessment might be considered
accommodations on a content test. For example, graphic support for reading passages and modeling
of appropriate responses are standard features of WIDA assessments but might not be typical of
content tests.
The opposite is also true: some supports that are typically available to English learners taking a
content test are not acceptable supports on an ELP assessment. For example, use of a bilingual
dictionary or the option to provide American Sign Language responses instead of verbal responses
might be typical for a language arts or science test, but these options would not produce valid results
in the context of an ELP assessment.
The following modifications would alter the set of knowledge, skills, and abilities ACCESS for ELLs
and WIDA Screener measure. While they might be useful for classroom instruction, they are never
allowed during test administration.
• Reading aloud items on the Reading domain test
• Providing oral or written translations of items into a language other than English
• Allowing responses in a language other than English
• Signing items, passages, or response options
• Allowing use of a bilingual word-to-word dictionary
The WIDA Accessibility and Accommodations Framework
WIDA’s approach to accessibility and accommodations prioritizes student engagement from the
beginning and ensures that all students can engage fully and appropriately with the test.
WIDA’s assessments are rooted in the understanding that:
• English language learners (ELLs) have diverse learning needs and styles.
• All ELLs are capable of making progress toward English language proficiency.
• To effectively collaborate on content-related, grade-appropriate tasks—in other words, to
fully participate in the academic classroom—ELLs must acquire discipline-specific language
practices so that they can interpret and produce context-appropriate language.
Always follow state-specific accessibility and accommodation policies for English language proficiency tests.
State guidance may vary from the recommendations in this document.
2
With these considerations in mind, WIDA’s test development process incorporates universal design
principles that increase accessibility for all test takers. Universal design encourages the use of graphic
support, scaffolding, and thematic grouping of items to make it easier for all learners to engage with
test content and show what they can do.
Administrative considerations are always available to any student who might benefit from some
personalization of standard test procedures, such as a familiar test environment or an extra break.
Administrative considerations must be selected prior to the test and are provided by test
administrators, test coordinators, and other support staff.
Universal tools provide increased accessibility and can be used by any student at any time. These
supports often align with tools readily available in a typical school or home learning environment,
such as scratch paper, highlighters, or line guides.
Finally, for those who have an identified and documented disability, accommodations provide
targeted support. Accommodations are typically available only to students with Individual Education
Programs (IEPs) or 504 Plans.
Universal Design
The WIDA Accessibility and Accommodations Framework is built on a foundation of universal design
features that include test content presented in multiple modalities, item prompts with supportive
graphics, embedded scaffolding, and modeled responses to guide students’ language use. Variety in
the presentation of information as well as the opportunities students have to interact with test content
help minimize the factors that could prevent students from fully showing what they can do in terms of
the set of knowledge, skills, and abilities the test is designed to assess.
For example, in the ACCESS for ELLs Online Writing test, audio embedded in the test platform makes
a multimodal presentation of tasks the default format. Students both see and hear task instructions,
helping to ensure that students have a chance to demonstrate their writing skills and are not
disadvantaged solely by a still-developing ability to read or to listen.
Always follow state-specific accessibility and accommodation policies for English language proficiency tests.
State guidance may vary from the recommendations in this document.
3
Administrative Considerations
Individualized administration procedures give educators the flexibility they need to provide optimal
testing conditions. These considerations can be extended to any test taker and, in most cases, must be
facilitated by the test administrator. Critically, the administrative considerations described in this
document do not change what the test measures or the way scores are interpreted and used.
Test Timing and Scheduling
Note: The online testing platform will automatically log students out of the session after 30 minutes of
inactivity.
• Supervised Breaks. Any student may take a break at any point, as needed. These breaks might
be planned in advance based on student-specific needs, such as a tendency to quickly
become fatigued or anxious during testing. Whenever possible, keep the student in the testing
environment during breaks. Have the student pause the online test or close any open test
booklets before standing up, stretching, or walking around the room. If the student must leave
the testing environment, for example to go to the restroom, access medical equipment, or
take a sensory break, ensure the student is escorted and that interaction with other students is
minimized. This administrative consideration must not interfere with the testing experience of
any other student.
• Short Segments. In the rare circumstance that a student needs longer breaks than described
above, you can administer the test in multiple short administration sessions that are
predetermined and based on breaks in classroom instruction familiar to the student. Each
language domain test should be completed within one school day. WIDA recommends using
the paper-format test with this administration format. Test administrators must collect and
securely store all test materials between testing segments.
• Extended Testing Time. WIDA’s assessments are not timed tests. Timing guidance is provided
for scheduling and planning purposes and is not intended to be a strict limit. Typically, a
planned extended testing session is one and a half times the recommended testing time.
However, any student who is actively engaged in testing can continue working up to the end
of the school day. Note that for the Speaking test, extended speaking response time is an
available accommodation.
Test Environment
• Adaptive and Specialized Equipment or Furniture. Students who routinely use adaptive or
specialized furniture or equipment—such as special seating, weighted vests, fidget tools,
noise-reducing headphones, specialized lighting or acoustics, or adaptive keyboards— should
have access to this equipment during testing. If the student’s use of this equipment will be a
distraction to other students, arrange an individual test administration.
• Alternative Microphone. Students who are uncomfortable using a headset may use an
alternative, such as the microphone built into the testing device or an external microphone
that is connected to the testing device and compatible with the test platform. If the student’s
use of an alternative microphone setup will be a distraction to other students, arrange an
Always follow state-specific accessibility and accommodation policies for English language proficiency tests.
State guidance may vary from the recommendations in this document.
4
individual test administration. Test the technology set-up and provide students an opportunity
to practice prior to testing day.
• Familiar Test Administrator. The test can be administered by any person the student is
comfortable with, provided the individual is trained and certified to administer the test.
• Individual or Small Group Setting. Test students in any group size that makes them most
comfortable, that reflects their typical classroom environment, or that follows any group size
guidelines documented in an IEP or 504 Plan.
• Specific Seating. Seat students any place in the testing environment that helps them hear, see,
focus, or otherwise engage with the test. For example, students might do their best when
seated near or away from a window or vent, or near the test administrator. Seating
arrangements must ensure the student can access test materials, hear the test administrator
and any recorded audio, and be monitored.
Test Content Presentation
• Test Format. Depending on state testing policies, students may use either the online or paper
format of the test to address individual student needs. For example, you can give a student
the paper test even though students throughout the school or district typically test in the
online test platform. Keep in mind:
o A paper-based format is available for students taking the online test to handwrite
answers on the Writing test in grades 4-12. See the test-specific Test Administrator
Manual for details and check your state’s testing policies before offering this option.
o When students take Alternate ACCESS for ELLs, test administrators may adapt the
Listening, Reading, and Speaking Test Booklet to present item responses in a format
that meets individual student needs. See the Test Administrator Manual
for details.
• Redirection. Quietly, without disturbing other test takers, direct student’s attention to the test
when the student is demonstrating off-task behavior. Do not coach the student on test-taking
skills or offer guidance on how to respond to a question. You can redirect the student in
English or in the student’s home language.
• Encouragement. Quietly, without disturbing other test takers, offer verbal praise for on-task
behavior. For example, say “Good job!” after the student completes an item or a section of
the test. Offer encouragement regardless of the accuracy of a student’s answer.
Encouragement must not be tied to the student’s test performance.
• Read Aloud to Self. Students may read any part of the test aloud to themselves, with or
without the use of a device such as a whisper or fluency phone. If the student’s reading will be
a distraction to other students, arrange an individual test administration.
Test Item Responses
• Monitor Placement of Responses. Test administrators may monitor students as they test to
ensure that answers are marked in the correct location. For example, test administrators can
Always follow state-specific accessibility and accommodation policies for English language proficiency tests.
State guidance may vary from the recommendations in this document.
5
intervene to ensure students do not mistakenly select or change an answer while using
keyboard navigation in the online test platform, or to ensure students do not skip questions or
mistakenly mark the wrong location in a paper test booklet.
o Don’t confirm or correct students’ responses. Never provide or change a response
for a student.
o Don’t answer questions about content or language. Instead, remind students to do
their best.
Universal Tools
Universal tools are always available to all test takers. They are embedded in the online test platform
as digital features. Test administrators provide physical versions of universal tools to students taking
the paper test.
Help students determine when a tool is both appropriate and useful. Tools can reinforce a student’s
ability to demonstrate their language skills, but only if the student is comfortable using the tool. As
you prepare students for testing, help them make connections between the tools they use in the
classroom and the universal tools that will be available to them during testing. Give students
opportunities to practice using available tools on sample items or tasks similar to testing. Check out
the Preparing Students for ACCESS for ELLs Online
document for details on how you and your
students can practice using the embedded universal tools prior to testing day.
Audio aids
Audio aids include amplification devices, noise buffers, and white noise machines. These tools can be
provided by the school or by the student. These tools are generally appropriate only if the student
typically uses such devices during instruction or assessment, and they must be compatible with the
requirements of the test. For example, noise-reducing headphones must still allow the student to hear
test items that are read aloud by a test administrator or presented as recorded audio.
CONSIDERATIONS FOR ONLINE TESTING: If the headphones and headset required for testing are
not compatible with a personal audio amplification device, such as a hearing aid or cochlear implants,
test the student individually in a separate room and use the speakers in the testing device or external
speakers.
Universal tools do not need to be pre-selected in WIDA AMS, WIDA’s test management
platform. States and districts determine whether test administrators have WIDA AMS accounts.
Refer to the ACCESS for ELLs Checklist on your member/state page of the
WIDA website for
detailed information on your role and whether your responsibilities include using WIDA AMS.
Always follow state-specific accessibility and accommodation policies for English language proficiency tests.
State guidance may vary from the recommendations in this document.
6
Color adjustments
Students can use transparent color overlays to alter how they see the test content in a test booklet or
on a screen. These tools, provided by the school or by the student, can increase contrast or
otherwise allow students to better see the test content.
CONSIDERATIONS FOR ONLINE TESTING: A variety of defined color adjustment options are built
into the test platform and grouped into color contrast settings, which adjust all colors on the screen,
and color overlay settings, which change the background color.
Explore the settings yourself before introducing them to students. Let students practice using the
tools in advance so they are ready to make a selection and focus during testing. Keep in mind that
students might adjust settings throughout testing, depending on what is on the screen.
Highlighters, colored pencils, or crayons
Students can use a variety of tools to mark specific text.
CONSIDERATIONS FOR ONLINE TESTING: A highlighter tool is built into the test platform. Mouse
control is needed to use this tool.
CONSIDERATIONS FOR PAPER TESTING: Students can use any tool for highlighting, but responses
must be marked with a number 2 pencil only.
Keyboard navigation
Students can move from screen to screen and make selections in the online test platform using a
keyboard instead of a mouse. See Appendix A
for details.
CONSIDERATIONS FOR ONLINE TESTING: Keyboard navigation does not allow students to
manipulate interactive items or the built-in universal tools. Explore this option yourself before
introducing it to students.
Line guide or tracking tool
Students can use a variety of tools to guide their eyes while reading. Tracking tools used in the
classroom, such as note cards, bookmarks, or sentence highlighting strips, can be used during testing
as long as they do not contain text or notation in any language.
CONSIDERATIONS FOR ONLINE TESTING: A line guide tool is built into the test platform. Activate
the tool, and then drag the graphic that appears on the screen to move the line guide. Mouse control
is needed to use this tool.
Always follow state-specific accessibility and accommodation policies for English language proficiency tests.
State guidance may vary from the recommendations in this document.
7
CONSIDERATIONS FOR PAPER TESTING: Any line guide tool that adheres to the test booklet, such
as highlighting tape, must be removed before the test booklet is returned.
Low-vision aids or magnification devices
Students can interact with enlarged graphics and text to complete testing. Explore your options for
enlargement well in advance of testing to determine what works best for the student.
CONSIDERATIONS FOR ONLINE TESTING: A magnifier tool is built into the test platform. Students
must scroll to see all the content when the test is magnified, and they must return to the default size
to use other tools, such as the highlighter. A large monitor might display a big enough text size to
minimize the need for the magnifier tool.
Testing with an iPad?
Use the pinch-to-zoom feature as usual and select the magnifier tool to return
to the default display size.
CONSIDERATIONS FOR PAPER TESTING: Students can use a low-vision device with a regular or
large print test booklet. Answers recorded in a large print booklet must be transcribed.
Scratch paper and sticky notes
Students can make notes, draft text, or sketch diagrams as they test. This content is never scored.
Scratch paper can be any blank writing surface, including plain or color paper, grid paper, ruled
paper, braille paper, raised-line paper, or even a dry-erase board. Do not provide any graphic
organizers. Scratch paper can be used on any domain test, but WIDA recommends that students use
scratch paper only for the Writing test. Students can use any writing utensil on scratch paper, but
responses must always be marked with a number 2 pencil.
Used scratch paper is considered secure test material. Test administrators must collect used scratch
paper and completely erase dry-erase boards at the end of each domain test. Scratch paper must be
securely destroyed.
CONSIDERATIONS FOR ONLINE TESTING: A sticky notes tool is built into the test platform for the
Writing test. Activate the tool, and then click on the screen to create a small box in which to type
notes. Sticky notes can be closed and reopened, and they stay on the screen on which they’re
created as the student moves through the test. Sticky notes can be used instead of or in addition to
physical scratch paper.
Always follow state-specific accessibility and accommodation policies for English language proficiency tests.
State guidance may vary from the recommendations in this document.
8
Accommodations
Accommodations are changes to test materials or testing procedures. They do not change what the
test measures. Accommodations increase equitable access and help students overcome the effects of
a disability. In other words, they allow students to show their knowledge, skills, and abilities without
making the test easier. Accommodations do not affect validity or reliability, so they do not change
how you can interpret and use scores.
Accommodations on ACCESS assessments are intended only for students with disabilities as
documented in an IEP or 504 Plan. Accommodations decisions are made by a student’s
educational support team (IEP, 504, or Title II of the ADA). They should never be assigned
unilaterally by an individual educator outside of the IEP process. In very rare cases,
accommodations are assigned for students who do not have IEPs or 504 Plans. For example, an
accommodation could address a short-term barrier associated with an unforeseeable circumstance,
such as a student with a fractured hand who needs a scribe or a student recovering from illness or
injury who needs to test in a non-school location. Check with your state department of education
before assigning accommodations in these rare situations.
Select accommodations carefully. The goal is not to offer every student every possible support, but
rather to offer specific accommodations as necessary to ensure students can participate in testing
meaningfully and appropriately. Keep in mind that it may be appropriate to offer different
accommodations for different language domain tests. Assign accommodations based on a student’s
actual need as it relates to a particular domain, not simply due to the nature or type of disability.
Accommodations vary slightly on the online and paper formats of the assessments. Some students
with disabilities may need accommodations presented in an alternate format. For example, some
students may need to have accommodations delivered by a test administrator rather than the online
test platform. Keep in mind that it may be appropriate to provide an alternative format to these
students.
Consider these questions as you assign accommodations:
• Does the student use an accommodation regularly in the classroom? If not, consider
carefully whether an accommodation is truly needed for testing. Accommodations should not
be provided for the first time in a testing situation. Students should be given opportunities to
practice the accommodation prior to the assessment.
• Does the accommodation address the student’s need? Accommodations do not reduce
expectations or compensate for a lack of knowledge, skills, or prior instruction. The sole
purpose of an accommodation is to ensure that a disability does not prevent a demonstration
of English language proficiency. “More is better” is not the right approach. Providing
unnecessary accommodations can negatively impact student performance.
• Is the accommodation appropriate for ELP testing? Some accommodations that are typically
available to English learners taking a content test are not acceptable supports on an ELP
assessment. Student support teams must never offer an accommodation that would invalidate
the ELP assessment.
Always follow state-specific accessibility and accommodation policies for English language proficiency tests.
State guidance may vary from the recommendations in this document.
9
These accommodations are never allowed in WIDA ELP testing:
• Bilingual word-to-word dictionaries
• A test administrator reading aloud any part of the Reading test
• Providing test items in a language other than English
• Allowing responses in a language other than English
The team making accommodations decisions and planning testing for a student with documented
disabilities should be multidisciplinary and collaborative. It should include individuals with expertise in
second language acquisition. It is helpful to include those who understand how to differentiate
between limited English proficiency and a disability. Document testing arrangements, including
accommodations, in the student’s records.
All physical materials necessary for accommodation—such as braille materials, assistive technology,
or manipulatives—must be identified in advance. Student support teams must work closely with test
coordinators to ensure that all appropriate materials are ordered if necessary and available for
testing. Support teams must work closely with test administrators to ensure that all planned
accommodations are provided as intended.
Each allowed accommodation is listed on the following pages, and includes a description for how it is
administered in both the online and paper formats. When you document these accommodations for
testing, they are noted in the student score data file provided to state education agencies with the
codes shown in parentheses.
In the rare case that a student’s documented disability requires the use of an accommodation not
described in the following section, contact your state education agency with a unique
accommodations request.
Some online testing accommodations must be selected in WIDA AMS, WIDA’s test
management platform, prior to testing. States and districts determine who has a WIDA AMS
account. Talk to your Test Coordinator to learn whether your responsibilities include using
WIDA AMS.
Accommodations that must be pre-selected in WIDA AMS are marked with an arrow.
Some accommodation-related materials must be ordered prior to testing. States and districts
determine the process for special orders of test materials. Refer to the contact information
on your member/state page of the WIDA website
, and check with the appropriate individuals
before ordering materials.
Accommodations that must be ordered are marked with a shopping cart.
Always follow state-specific accessibility and accommodation policies for English language proficiency tests.
State guidance may vary from the recommendations in this document.
10
Braille (BR)
Materials must be ordered
Unified English Braille (UEB) is available on tests for grades 1–5. Both UEB with Nemeth and UEB
Math/Science are available on tests for grades 6–12. Specify UEB with Nemeth or UEB Math/Science,
as well as contracted or uncontracted braille, when you order materials. Confirm students are
proficient in the braille code selected prior to assigning this accommodation. WIDA recommends that
the results of the braille assessment be used with caution since braille proficiency may confound the
assessment of English language proficiency.
When providing this accommodation, WIDA recommends arranging an individual test administration.
Plan to extend the test session as needed based on the student’s braille proficiency and reading
speed. WIDA suggests planning twice the standard test administration session time for a braille
administration.
Each braille test kit contains an embossed test booklet, a test booklet for transcription, a test
administrator script, a speaking test booklet, sample items with a user guide, and a CD of audio files.
The embossed test booklet contains tactile graphics, labels, picture descriptions, and transcriber’s
notes. Translating picture descriptions into a student’s home language is appropriate, as doing so will
provide the student with same support available to sighted test takers. Note that WIDA does not
recommend use of the Speaking test with braille administrations, but the Speaking test booklet is
included in the kit, since state policies may vary.
Ideally, the test administrator providing this accommodation is proficient in braille. If allowed
under your state testing policies, this test administrator could be a special education teacher or a
teacher of the blind or visually impaired instead of an ELP educator. All test administrators must
complete the training in the WIDA Secure Portal.
Students may record answers on the embossed test booklet, on blank braille paper, or by using a
braille writing tool or braille notetaker. In the Listening and Reading tests, students may dictate as the
test administrator transcribes answers into the test booklet.
The student’s responses must be transcribed into the standard test booklet by an individual who is
proficient in the braille code selected. Return both booklets at the end of testing. Only the booklet
for transcription will be scanned and scored. See Appendix B
for transcription guidance.
This accommodation is available for:
ACCESS for ELLs Paper
In these domains:
Listening
Reading
Writing
Always follow state-specific accessibility and accommodation policies for English language proficiency tests.
State guidance may vary from the recommendations in this document.
11
Extended Speaking test response time (ES)
This option must be pre-selected
This accommodation provides additional time for cognitive processing or motor planning for
speaking. This accommodation may support students with cognitive, language processing, physical, or
communication disabilities who need additional processing time for spoken language.
When this accommodation is selected in WIDA AMS for an online-format test, the online test platform
allows twice the standard response time for each Speaking task.
When test administrators provide this accommodation for a pencil-and-paper-format test, they pause
the Listening and Speaking CD after the audio file plays to allow the student time to respond.
Extended testing of a test domain over multiple days (EM)
In the extremely rare situation that a single domain test administration must extend across multiple
days, seek the approval of a state assessment official to offer this accommodation.
This accommodation is available for:
ACCESS for ELLs Paper
ACCESS for ELLs Online
WIDA Screener Paper
WIDA Screener Online
In this domain:
Speaking
This accommodation is available for:
all tests, all
domains
Always follow state-specific accessibility and accommodation policies for English language proficiency tests.
State guidance may vary from the recommendations in this document.
12
In-person human reader (IR)
Materials must be ordered
This accommodation applies only to text. Test administrators read labels or captions but never
describe images. Answer choices may be read aloud only during the Listening domain tests.
This accommodation may support students with a documented need for an in-person human reader.
For example, this may include needs related to reading/print or focusing attention. The pencil-and-
paper test materials may be used to provide lip reading support.
• When test administrators provide this accommodation for an online-format test, they
supplement the pre-recorded audio by reading text answer choices and text labels in
graphics. Test administrators also read all text that appears on screen for the grades 4-12 Tier
B/C writing tasks. There is no additional script when providing this accommodation for the
online-format test.
• When test administrators provide this accommodation for WIDA Screener Paper, they read
from the appropriate recording script, available for free in the WIDA Store
. Test
administrators also read instructions, test items, text answer choices, and text labels in
graphics labels exactly as they appear in the test booklet.
• When test administrators provide this accommodation for ACCESS for ELLs Paper, they read
from the Human Reader Accommodation Script, which must be ordered specially in advance
of testing. The Human Reader Accommodation Script substitutes for the Listening and
Speaking CD, and is used instead of the Test Administrator Script for all domain tests. To
order this item, collect the information you have about the student for whom this
accommodation applies. Then contact DRC Customer Service and order this item during
your additional materials ordering window. For the Listening and Speaking tests, schedule
two test administrators for each test whenever possible. An extra test administrator allows
In these domains:
Always follow state-specific accessibility and accommodation policies for English language proficiency tests.
State guidance may vary from the recommendations in this document.
13
the adults to read the scripted dialogue between an example student and the primary test
administrator. For the Writing test, the test administrator reads all the text in the test booklet.
Providing this accommodation to one student must not interfere with the testing experience of any
other student. Whenever possible, provide this accommodation by arranging an individual test
administration or a small group session that includes only students who are receiving this
accommodation.
Repeat in-person human reader (RP)
Materials must be ordered
When test administrators provide this accommodation, they follow the guidelines for the In-Person
Human Reader accommodation and may repeat anything they read aloud. This accommodation
applies only to text. Test administrators read labels or captions but never describe images. During a
Listening domain test, test administrators can repeat their reading one time only.
This accommodation may support students with a documented need for an in-person human reader.
For example, this may include needs related to reading/print or focusing attention.
Providing this accommodation to one student must not interfere with the testing experience of any
other student. Whenever possible, provide this accommodation by arranging an individual test
administration or a small group session that includes only students who are receiving this
accommodation.
In these domains:
Always follow state-specific accessibility and accommodation policies for English language proficiency tests.
State guidance may vary from the recommendations in this document.
14
Interpreter signs test directions in ASL (SD)
To provide this accommodation, arrange for an interpreter to sign test logistics, directions and
practice items into American Sign Language (ASL) or another signed system. ASL is a complete and
rich communication system that is a language other than English. Translation of actual test items is
not allowed. Consider offering this accommodation to new test takers who need the opportunity to
understand test logistics.
Large print (LP)
Materials must be ordered
Large print test materials are printed in 18-point font on 11x17 paper. Large print test kits must be
specially ordered, and they include everything required to administer the test. Student responses
recorded on large print materials must be transcribed verbatim into the scannable test booklets for
scoring. Return both booklets at the end of testing. Only the booklet for transcription will be scanned
and scored. See Appendix B for transcription guidance. Note that Alternate ACCESS for ELLs is
already considered large print.
This accommodation is available for:
all tests, all
domains
This accommodation is available for:
Kindergarten ACCESS for ELLs
ACCESS for ELLs Paper
In these domains:
Listening
Reading
Speaking
Writing
Always follow state-specific accessibility and accommodation policies for English language proficiency tests.
State guidance may vary from the recommendations in this document.
15
Manual control of item audio (MC)
This option must be pre-selected
This accommodation allows students to indicate when they are ready to hear recorded audio during
testing. This accommodation may support students who need additional time for language processing,
attention, or focus needs due to a disability.
• To provide this accommodation for an online test, select this option in WIDA AMS prior to
testing. Students will see, and must click, a Play button on every screen where audio would
otherwise play automatically. Once the student clicks Play, the audio cannot be paused,
stopped, or replayed.
• When test administrators provide this accommodation for a paper test, they ask students
whether they are ready to listen before playing any track of the Listening and Speaking CD.
Test administrators should practice prior to testing so they are comfortable with the
equipment they will use. Administration of this accommodation must not disturb or interfere
with other students.
This accommodation is available for:
ACCESS for ELLs Paper
ACCESS for ELLs Online
WIDA Screener Paper
WIDA Screener Online
In these domains:
Listening
Speaking
Writing
Always follow state-specific accessibility and accommodation policies for English language proficiency tests.
State guidance may vary from the recommendations in this document.
16
Repeat item audio (RA)
This option must be pre-selected
This accommodation allows students to hear recorded audio a second time. This accommodation may
support students who need repetition for language processing, attention, or focus needs due to a
disability.
• To provide this accommodation for an online test, select this option in WIDA AMS prior to
testing. Students will see, and must click, a Repeat button on every screen where audio can be
repeated. Once the student clicks Repeat, the audio cannot be paused or stopped. Students
can click the Repeat button to replay the audio one time in the Listening test. In the Speaking
and Writing tests, students can click the Repeat button to replay the audio as many times as
needed.
• When test administrators provide this accommodation for a paper test, they ask students
whether they are ready to listen to the audio of the Listening and Speaking CD. When
students indicate they are ready to hear the audio again, test administrators replay the track.
In a Listening test, test administrators replay the audio only one time. In a Speaking test, test
administrators repeat the process until the student is ready to move on. Test administrators
should practice prior to testing so they are comfortable with the equipment they will use.
Administration of this accommodation must not disturb or interfere with other students.
This accommodation is available for:
ACCESS for ELLs Paper
ACCESS for ELLs Online
WIDA Screener Paper
WIDA Screener Online
In these domains:
Listening
Speaking
Writing
Always follow state-specific accessibility and accommodation policies for English language proficiency tests.
State guidance may vary from the recommendations in this document.
17
Scribe (SR)
To provide this accommodation, a test administrator or another designated individual responds in the
online test platform or in a test booklet as directed by a student. For example, a student might
provide verbal dictation of a Writing response, which the scribe types or writes. A student might
indicate a response to a multiple-choice question using a speech-to-text device, using a picture or
word board, by pointing, or with eye gaze, and the scribe selects or marks the option indicated.
Consider offering this accommodation to students who routinely rely on dictation or scribing for
written compositions during classroom instruction. In rare cases, a scribe accommodation might be an
appropriate response to a temporary disability, such as a broken arm or hand.
An individual test administration must be used to provide this accommodation. When students are
new to the process of scribing, practice prior to testing is especially important.
Responses must be scribed verbatim at the time of testing. See Appendix C for Scribe Guidance.
Recording device and transcription (RD)
This accommodation may support students with writing processing issues by separating the process of
responding from the process of writing. When using this accommodation, the student responds to test
tasks by speaking into a recording device. As soon as possible after completing the test, the student
transcribes the responses into the test platform or a test booklet. Check state policy for timeframe
expectations.
• If response and transcription are completed in the same testing session, the student may edit
the responses as they transcribe.
This accommodation is available for:
all tests
In these domains:
Listening
Reading
Writing
This accommodation is available for:
all tests
In this domain:
Writing
Always follow state-specific accessibility and accommodation policies for English language proficiency tests.
State guidance may vary from the recommendations in this document.
18
• If response and transcription are completed in separate testing sessions, the student must
transcribe the responses verbatim. Test administrators must closely monitor student
transcriptions to ensure fidelity to the original answer.
To provide this accommodation, arrange for the student to bring a familiar recording device to the
testing session. Students must be comfortable with using the device of their choice, and they must
be familiar with the transcription process. Always arrange an individual test administration to
provide this accommodation.
Recording devices must be stored securely in a locked location between testing sessions. After
transcription is complete, all content must be deleted from the recording device.
Test administered in a non-school setting (NS)
In the extremely rare situation that an enrolled student is unable to attend school due to
hospitalization or another extended absence during the testing window, the test may be administered
in a non-school setting. This may require approval from a state official. This accommodation must
follow all security requirements and be provided by school personnel who are trained test
administrators.
For online test administration, a designated technology coordinator must configure a school-owned
laptop by installing all software necessary for online testing. Whenever feasible, test the configuration
and connectivity in the planned testing environment prior to testing.
This accommodation is available for:
all tests, all
domains
Always follow state-specific accessibility and accommodation policies for English language proficiency tests.
State guidance may vary from the recommendations in this document.
19
Word processor or similar keyboarding device (WD)
This accommodation is appropriate for students who have a documented need to use a specific,
standalone word processor or other keyboarding device that is not compatible with the online test
platform or the testing device.
This accommodation is not necessary for students whose use of a specialty keyboard, adaptive
mouse, or any other piece of equipment allows them to interact with the online test platform or paper
test materials. Use of adaptive or specialized furniture or equipment is an administrative consideration
that can be extended to any student.
To provide this accommodation, arrange for the student to bring their device to the testing session.
For a Writing test, the test administrator must confirm that any spelling or grammar checking function
is turned off, that any dictionary or thesaurus features are disabled, and that the device is not
connected to the internet.
Student responses recorded on the device must be transcribed into the online test platform or a
test booklet as soon as possible after each domain test is complete. See Appendix B for
transcription guidance.
Whenever possible, print the student’s responses for transcription and then delete all content from
the device. If printing is not an option, the keyboarding device must be stored securely in a locked
location until transcription is complete and all content has been deleted. After transcription,
securely destroy any printed original responses that have been transcribed.
This accommodation is available for:
all tests
In these domains:
Listening
Reading
Writing
Always follow state-specific accessibility and accommodation policies for English language proficiency tests.
State guidance may vary from the recommendations in this document.
20
Specific Circumstances
The scenarios below are a few examples of specific circumstances that require special consideration
as you plan for testing.
Significant Cognitive Disability
State education agencies determine the criteria for identifying students with the most significant
cognitive disabilities. An ELL who is identified with significant cognitive disabilities and who is unable
to take ACCESS for ELLs, even with accommodations, can be considered for participation in Alternate
ACCESS for ELLs. This assessment is designed for ELLs who participate, or would be likely to
participate, in a state’s alternate content assessments. Student support teams should consider
carefully whether ACCESS for ELLs or Alternate ACCESS for ELLs would best allow a student to
demonstrate developing English language skills.
Always follow state-specific accessibility and accommodation policies for English language proficiency tests.
State guidance may vary from the recommendations in this document.
21
Alternate ACCESS for ELLs Participation Decision Tree
Always follow state-specific accessibility and accommodation policies for English language proficiency tests.
State guidance may vary from the recommendations in this document.
22
Deafness or Hard of Hearing
Consider carefully how an ELL identified as deaf or hard of hearing can participate in testing. The
options available in this scenario depend on local testing policies and the student’s unique needs.
For example, students who are deaf or hard of hearing, including those who primarily use American
Sign Language (ASL) for communication, may participate in Reading and Writing tests with few or no
accommodations. The In-Person Human Reader accommodation might be appropriate during the
Listening test for students who use speech reading as part of their communication system.
Students who are deaf or hard of hearing are not required to take an assessment’s pencil-and-paper
delivered mode, but WIDA recommends it for several reasons. There are more opportunities for
speech reading on the pencil-and-paper delivered assessment, especially on the Listening test. It is
easier to provide test directions in manually coded English. ACCESS for ELLs Paper also eliminates
the need to submit an incomplete domain or override tier placement.
Keep in mind that mixed-mode testing is not allowed. While some students handwrite Writing
responses as part of a standard administration of ACCESS for ELLs Online, you cannot have a student
take the paper format of one domain and the online format of a different domain. Determine in
advance which test delivery mode will be most practical to administer and best allow the student to
demonstrate English language skills.
Your state testing policies may allow for some form of manually coded English to provide access to
the Listening and Speaking domains for ELLs who are deaf, including cued speech, finger spelling
(Rochester Method), Visible English, Seeing Essential English (SEE I), Signing Exact English (SEE II), or
Signed English. Work with your state education agency to determine which, if any, manual language
supports are allowed for ELLs who are deaf or hard of hearing.
Blindness or Visual Impairment
ELLs with low vision can often participate fully in online testing, using a large display and the
magnification tool built into the test platform. If the IEP team determines the pencil-and-paper test is
a better option for the student, assistive technologies such as a CCTV or document camera can
enlarge the test content beyond the standard sized booklet. A large print format is also available.
Keep in mind that mixed-mode testing is not allowed. While some students handwrite Writing
responses as part of a standard administration of ACCESS for ELLs Online, you cannot have a student
take the paper format of one domain and the online format of a different domain. Determine in
advance which test delivery mode will be most practical to administer and best allow the student to
demonstrate English language skills.
Students proficient in braille can participate in the Listening, Reading, and Writing test in braille
format. WIDA does not offer a braille Speaking test and does not recommend administering this
language domain at this time. See the braille accommodation description for detail.
Always follow state-specific accessibility and accommodation policies for English language proficiency tests.
State guidance may vary from the recommendations in this document.
23
Use of Augmentative Communication Devices
An augmentative/alternative communication (AAC) device is considered the voice of a student who is
unable to produce functional speech. Use of an AAC during testing should be consistent with the
student’s day-to-day instruction and communication methods and is not considered an
accommodation.
It is rare for individual sounds to be programmed into AAC devices, so test administrators must be
prepared to accept non-standard responses from students using these tools. For example, if a test
item asks a student to produce the isolated phoneme /g/, the student would simply indicate the
correct letter instead of producing the sound. Additionally, available vocabulary might impact the
student’s ability to respond to specific test items. For example, if a student is asked to identify an
apple but does not have the word “apple” available in the device, the student could offer the more
generic word “fruit,” point to indicate an answer choice, or use another response method.
Never provide a page on the AAC device specifically for ELP testing. This action would invalidate
the student’s scores, as the student’s responses would not reflect their day-to-day academic English
language skills. This accommodation should always be provided by a test administrator who is familiar
with the student’s classroom communication and use of the AAC device.
Domain-Specific Testing Exemptions
State and federal laws require all ELLs to participate in annual ELP assessment. No disability
exempts a student from this requirement. However, when all appropriate accommodations have been
offered and the student’s disability remains a barrier to assessing a particular language domain, the
student may be exempted from that individual domain test. Contact your state education agency prior
to making a domain exemption. Refer to the Test Coordinator Manual for details on marking a Do Not
Score code to indicate that a student is not participating in a particular domain test.
Always follow state-specific accessibility and accommodation policies for English language proficiency tests.
State guidance may vary from the recommendations in this document.
24
Domain Exemption Decision Tree
Always follow state-specific accessibility and accommodation policies for English language proficiency tests.
State guidance may vary from the recommendations in this document.
25
Appendix A: Keyboard Navigation
Keyboard navigation of the DRC INSIGHT test platform works with a Windows, Mac, or Linux
operating system and is available for touchscreens and devices such as iPads and Chromebooks.
Keyboard navigation does not allow a user to manipulate interactive test items or built-in tools.
Keystroke
Function
Enter/return Selects Sign In button when username and password are entered.
Tab
Transfers the focus, indicated by a red box, from one button to another.
Tab order: Options, Pause Test, Help, Highlighter, Magnifier, Line Guide, Next
Shift + Tab
Transfers the focus, indicated by a red box, from one button to another in the
opposite direction of Tab.
Enter/return/
space bar
Activates or deactivates the tool or function that is in focus.
Ctrl + Tab
Switches between multiple active windows on the screen. For example, if the
color overlay window and the help window are open, use Ctrl + Tab to switch
between them.
Esc Closes the magnifier tool, help window, and options menu.
Alt + X Selects the Exit button when the test is paused.
Arrows
Transfers the focus from one option to another within a list of choices, such as
multiple-choice options, tabs within the help window, or color tools in the
options menu.
Alt + P Selects the Pause Test button.
Alt + B Selects the Back button.
Alt + N Selects the Next button.
Alt + O Selects the Options button.
Ctrl + A Selects all the text in a Writing response window.
Ctrl + X Cuts the selected text in a Writing response window.
Ctrl + C Copies the selected text in a Writing response window.
Ctrl + V
Pastes the previously copied or cut text at the cursor location in a Writing
response window.
Ctrl + U Underlines the selected text in a Writing response window.
Always follow state-specific accessibility and accommodation policies for English language proficiency tests.
State guidance may vary from the recommendations in this document.
26
Appendix B: Transcription
Student responses must be transcribed into a standard test booklet in a variety of situations, such as
when a student provides responses in a non-standard format, or a test booklet is soiled.
Transcribers must:
Be trained by a representative of the state or local education agency
Sign the WIDA Secure Portal Non-Disclosure and User Agreement
Be proficient in written English
Be able to decode the student’s handwriting
In addition, braille transcribers must be proficient in the braille code used by the student. Ideally, all
transcribers are familiar with the student’s handwriting and have experience transcribing for the
student outside of the testing context.
• Transcribe student responses verbatim as soon as possible after testing. Ensure all test
content stored on recording or word processing devices is deleted after transcription.
• At least two individuals must be present during the transcription process. At least one of the
individuals must be a certified test administrator. One of the individuals transcribes the student
responses, and the other individual observes to confirm the accuracy of the transcription.
• Place a Pre-ID label or District/School label on the transcribed booklet and complete the
student demographic information in number 2 pencil. Return the booklet with the rest of your
test materials.
• Prepare any test booklet that contains student responses but should not be scored for return:
o On the front cover, write “Transcribed. Do not score.”
o Place a Do Not Process label on the booklet, as shown in Figure 1 on the next page.
o Return both the transcribed booklet and the nonscorable booklet.
• Document the security barcode of any soiled booklet in WIDA AMS. Refer to the
Test
Coordinator Manual for detail on this process. Securely destroy the soiled booklet.
Always follow state-specific accessibility and accommodation policies for English language proficiency tests.
State guidance may vary from the recommendations in this document.
27
Figure 1
Preparing a student response booklet that should not be scored
Always follow state-specific accessibility and accommodation policies for English language proficiency tests.
State guidance may vary from the recommendations in this document.
28
Appendix C: Scribing
Scribing is the act of recording responses on behalf of a student. This process happens during test
administration, while the student is present.
Responses are scribed into the online test platform or a standard test booklet when a student
receives this accommodation. When a scribe is used, the student may respond to test items orally,
with gestures or pointing, by eye-gazing, or using an AAC device. Scribing takes place as the student
dictates or produces responses, and responses are entered verbatim. All scribing must be
administered individually and completed within the testing session. This includes any changes the
student makes to the dictated response.
In most cases, students receiving the scribe accommodation should be receiving this service regularly
in a classroom setting. In rare cases, a scribe accommodation might be an appropriate response to a
temporary disability, such as a broken arm or hand. If a student is new to the process of scribing
during a test, practice prior to testing is especially important.
Scribes must:
Complete all training required by the state or local education agency
Sign the WIDA Secure Portal Non-Disclosure and User Agreement
Be proficient in the English language
Be able to produce legible written or typed text
Ideally, individuals providing the Scribe accommodation will have experience scribing for the student
outside of the testing context. Training should provide scribes the opportunity to practice and receive
immediate direct feedback on their scribing practices.
A student using a scribe must be given the same opportunities to interact with the test. At the
student’s request, scribes manipulate universal tools such as the notepad, line guide, or color contrast
setting. Scribes provide the same opportunity the student’s peers have to process test items and plan
responses, which may include writing outlines, plans, or drafts.
• At the student’s request, scribes read a dictated response and the student dictates edits. Scribes
make changes exactly as dictated by the student, even if a change is incorrect. Scribes must not
cue the student to errors when reading the dictated response aloud.
• Students verbally instruct scribes, during or after initial dictation, to capitalize letters and include
punctuation. For example, a student might say, “Capital S, she only paints with bold colors,
semicolon, she does not like pastels, period.” Or a student might say, “Could you read that last
sentence back to me? Ok. Capitalize the first letter of the sentence and add a semicolon between
‘colors’ and ‘she.’”
• The student must spell key words relevant to the content and non-English words the first time
used. Scribes may remind students to spell these words. For example, scribes might ask, “How do
you spell ‘pastels’?” or “How do you spell ‘niño’?” Scribes continue to use the provided spelling
throughout the response and do not need to ask for spellings of grade-appropriate high
frequency words like “the” or “and.”
Always follow state-specific accessibility and accommodation policies for English language proficiency tests.
State guidance may vary from the recommendations in this document.
29
• Scribes may ask students to slow down or repeat a response. Scribes should not record
vocalizations such as “um” or “ahh” that accompany a spoken response.
• Scribes may ask, “Are you finished?” or “Is there anything you want to add or delete?” Scribes
must not coach students, influence responses, or suggest that students review responses.
• Scribes may answer procedural questions, such as, “Do I have to fill the entire space?” Scribes
must not confirm answers, prompt students to fix mistakes, or answer content questions, such as
“What does that word mean?”
Always follow state-specific accessibility and accommodation policies for English language proficiency tests.
State guidance may vary from the recommendations in this document.
30
Appendix D: Checklists
On the following pages you can find accommodations checklists for WIDA assessments.
Accommodations: Kindergarten ACCESS for ELLs
Completed by:
Student:
District/School:
Date:
Student ID:
Grade:
Team Members:
Accommodations:
1. Extended testing of a test domain over multiple days (EM).
Provide written request and
evidence of need to state education agency.
Listening Speaking
Reading
Writing
2. Interpreter signs directions in ASL (SD).
Sign administration instructions, test directions, and
practice items. Do not sign scored items.
Listening Speaking
Reading
Writing
3. Large print (LP).
Order materials in advance.
Listening Speaking
Reading
Writing
4. Scribe (SR).
A trained adult records student responses during testing.
Listening Speaking
(not available)
Reading
Writing
5. Recording device and transcription (RD).
Clear device after transcription.
Listening
(not available)
Speaking
(not available)
Reading
(not available)
Writing
6. Test administered in a non-school setting (NS).
Provide written request and evidence of
need to state education agency.
Listening Speaking
Reading
Writing
7. Word processor or similar keyboarding device (WD).
Clear device after verbatim
transcription.
Listening Speaking
(not available)
Reading
Writing
Accommodations: ACCESS for ELLs Paper
Completed by:
Student:
District/School:
Date:
Student ID:
Grade:
Team Members:
Accommodations:
1. Braille (BR).
Grades 1-12; order materials in advance.
Listening Speaking
(not available)
Reading
Writing
2. Extended Speaking test response time (ES)
Listening
(not available)
Speaking
Reading
(not available)
Writing
(not available)
3. Extended testing of a test domain over multiple days (EM).
Provide written request and
evidence of need to state education agency.
Listening Speaking
Reading
Writing
4. In-person human reader (IR).
Read item text, graphics labels, and answer choices exactly
as they appear.
Listening Speaking
Reading
(not available)
Writing
5. Repeat in-person human reader (RP).
Read item text, graphics labels, and answer
choices exactly as they appear and repeat once at student request.
Listening Speaking
Reading
(not available)
Writing
6. Interpreter signs directions in ASL (SD).
Sign administration instructions, test directions, and
practice items. Do not sign scored items.
Listening Speaking
Reading
Writing
7. Large print (LP).
Order materials in advance.
Listening Speaking
Reading
Writing
Accommodations: ACCESS for ELLs Paper
(continued)
Student:
8. Manual control of item audio (MC)
Listening Speaking
Reading
(not available)
Writing
9. Repeat item audio (RA)
Listening Speaking
Reading
(not available)
Writing
10. Scribe (SR).
A trained adult records student responses during testing.
Listening Speaking
(not available)
Reading
Writing
11. Recording device and transcription (RD).
Clear device after transcription.
Listening
(not available)
Speaking
(not available)
Reading
(not available)
Writing
12. Test administered in a non-school setting (NS).
Provide written request and evidence of
need to state education agency.
Listening Speaking
Reading
Writing
13. Word processor or similar keyboarding device (WD).
Clear device after verbatim
transcription.
Listening Speaking
(not available)
Reading
Writing
Accommodations: ACCESS for ELLs Online
Completed by:
Student:
District/School:
Date:
Student ID:
Grade:
Team Members:
Accommodations:
1. Extended Speaking test response time (ES).
Pre-select in WIDA AMS.
Listening
(not available)
Speaking
Reading
(not available)
Writing
(not available)
2. Extended testing of a test domain over multiple days (EM).
Provide written request and
evidence of need to state education agency.
Listening Speaking
Reading
Writing
3. In-person human reader (IR).
Read item text, graphics labels, and answer choices exactly
as they appear.
Listening Speaking
Reading
(not available)
Writing
4. Repeat in-person human reader (RP).
Read item text, graphics labels, and answer
choices exactly as they appear and repeat once at student request.
Listening Speaking
Reading
(not available)
Writing
5. Interpreter signs directions in ASL (SD).
Sign administration instructions, test directions, and
practice items. Do not sign scored items.
Listening Speaking
Reading
Writing
6. Manual control of item audio (MC).
Pre-select in WIDA AMS.
Listening Speaking
Reading
(not available)
Writing
7. Repeat item audio (RA).
Pre-select in WIDA AMS
.
Listening Speaking
Reading
(not available)
Writing
Accommodations: ACCESS for ELLs Online
(continued)
Student:
8. Scribe (SR).
A trained adult records student responses during testing
.
Listening Speaking
(not available)
Reading
Writing
9. Recording device and transcription (RD).
Clear device after transcription
.
Listening
(not available)
Speaking
(not available)
Reading
(not available)
Writing
10. Test administered in a non-school setting (NS).
Provide written request and evidence of
need to state education agency
.
Listening Speaking
Reading
Writing
11. Word processor or similar keyboarding device (WD).
Clear device after verbatim
transcription
.
Listening Speaking
(not available)
Reading
Writing
Accommodations: Alternate ACCESS for ELLs
Completed by:
Student:
District/School:
Date:
Student ID:
Grade:
Team Members:
Accommodations:
1. Extended testing of a test domain over multiple days (EM).
Provide written request and
evidence of need to state education agency.
Listening Speaking
Reading
Writing
2. Interpreter signs directions in ASL (SD).
Sign administration instructions, test directions, and
practice items. Do not sign scored items.
Listening Speaking
Reading
Writing
3. Scribe (SR).
A trained adult records student responses during testing.
Listening Speaking
(not available)
Reading
Writing
4. Recording device and transcription (RD).
Clear device after transcription.
Listening
(not available)
Speaking
(not available)
Reading
(not available)
Writing
5. Test administered in a non-school setting (NS).
Provide written request and evidence of
need to state education agency.
Listening Speaking
Reading
Writing
6. Word processor or similar keyboarding device (WD).
Clear device after verbatim
transcription.
Listening Speaking
(not available)
Reading
Writing
Accommodations: WIDA Screener for Kindergarten
Completed by:
Student:
District/School:
Date:
Student ID:
Grade:
Team Members:
Accommodations:
1. Extended testing of a test domain over multiple days (EM).
Provide written request and
evidence of need to state education agency.
Listening Speaking
Reading
Writing
2. Interpreter signs directions in ASL (SD).
Sign administration instructions, test directions, and
practice items. Do not sign scored items.
Listening Speaking
Reading
Writing
3. Scribe (SR).
A trained adult records student responses during testing.
Listening Speaking
(not available)
Reading
Writing
4. Recording device and transcription (RD).
Clear device after transcription.
Listening
(not available)
Speaking
(not available)
Reading
(not available)
Writing
5. Test administered in a non-school setting (NS).
Provide written request and evidence of
need to state education agency.
Listening Speaking
Reading
Writing
6. Word processor or similar keyboarding device (WD).
Clear device after verbatim
transcription.
Listening Speaking
(not available)
Reading
Writing
Accommodations: WIDA Screener Paper
Completed by:
Student:
District/School:
Date:
Student ID:
Grade:
Team Members:
Accommodations:
1. Extended Speaking test response time (ES)
Listening
(not available)
Speaking
Reading
(not available)
Writing
(not available)
2. Extended testing of a test domain over multiple days (EM).
Provide written request and
evidence of need to state education agency.
Listening Speaking
Reading
Writing
3. In-person human reader (IR).
Read item text, graphics labels, and answer choices exactly
as they appear.
Listening Speaking
Reading
(not available)
Writing
4. Repeat in-person human reader (RP).
Read item text, graphics labels, and answer
choices exactly as they appear and repeat once at student request.
Listening Speaking
Reading
(not available)
Writing
5. Interpreter signs directions in ASL (SD).
Sign administration instructions, test directions, and
practice items. Do not sign scored items.
Listening Speaking
Reading
Writing
6. Manual control of item audio (MC).
Included in test design.
Listening Speaking
Reading
(not available)
Writing
7. Repeat item audio (RA).
Included in test design
.
Listening Speaking
Reading
(not available)
Writing
Accommodations: WIDA Screener Paper
(continued)
Student:
8. Scribe (SR).
A trained adult records student responses during testing
.
Listening Speaking
(not available)
Reading
Writing
9. Recording device and transcription (RD).
Clear device after transcription
.
Listening
(not available)
Speaking
(not available)
Reading
(not available)
Writing
10. Test administered in a non-school setting (NS).
Provide written request and evidence of
need to state education agency
.
Listening Speaking
Reading
Writing
11. Word processor or similar keyboarding device (WD).
Clear device after verbatim
transcription
.
Listening Speaking
(not available)
Reading
Writing
Accommodations: WIDA Screener Online
Completed by:
Student:
District/School:
Date:
Student ID:
Grade:
Team Members:
Accommodations:
1. Extended Speaking test response time (ES).
Pre-select in WIDA AMS.
Listening
(not available)
Speaking
Reading
(not available)
Writing
(not available)
2. Extended testing of a test domain over multiple days (EM).
Provide written request and
evidence of need to state education agency.
Listening Speaking
Reading
Writing
3. In-person human reader (IR).
Read item text, graphics labels, and answer choices exactly
as they appear.
Listening Speaking
Reading
(not available)
Writing
4. Repeat in-person human reader (RP).
Read item text, graphics labels, and answer
choices exactly as they appear and repeat once at student request.
Listening Speaking
Reading
(not available)
Writing
5. Interpreter signs directions in ASL (SD).
Sign administration instructions, test directions, and
practice items. Do not sign scored items.
Listening Speaking
Reading
Writing
6. Manual control of item audio (MC).
Pre-select in WIDA AMS.
Listening Speaking
Reading
(not available)
Writing
7. Repeat item audio (RA).
Pre-select in WIDA AMS
.
Listening Speaking
Reading
(not available)
Writing
Accommodations: WIDA Screener Online
(continued)
Student:
8. Scribe (SR).
A trained adult records student responses during testing
.
Listening Speaking
(not available)
Reading
Writing
9. Recording device and transcription (RD).
Clear device after transcription
.
Listening
(not available)
Speaking
(not available)
Reading
(not available)
Writing
10. Test administered in a non-school setting (NS).
Provide written request and evidence of
need to state education agency
.
Listening Speaking
Reading
Writing
11. Word processor or similar keyboarding device (WD).
Clear device after verbatim
transcription
.
Listening Speaking
(not available)
Reading
Writing