Maine administers the annual English language proficiency assessment, ACCESS for ELLs (Assessing Comprehension and Communication in English State-to-State for English Language Learners) in grades K-12 to students who have been identified as multilingual learners (MLs). This assessment is administered in a computer-based format for grades 1-12, in paper-based format for kindergarten, and is also available in paper-based format as an accommodation, if indicated on the student's Individualized Education Plan.
* Please note, while the assessment name is ACCESS for ELLs, in Maine the term multilingual learners, or MLs, is used to describe bilingual and multilingual students who are in the process of learning English.
ACCESS for ELLs assesses each of the four language domains of listening, speaking, reading and writing. It also measures language proficiency within different content areas, including reading, math, and science. ESOL coordinators and service providers can use ACCESS data in triangulation with other data points to inform the development of local Lau Plans, establish multi-tiered systems of support, and allocate resources for services of multilingual learners (MLs)
Alternate ACCESS for ELLs
The Alternate ACCESS for ELLs (Assessing Comprehension and Communication in English State-to-State for English Language Learners) is Maine’s assessment of English language proficiency (ELP) assessment for students in grades 1-12 who are identified as English learners and have the most significant cognitive disabilities.
All students identified as multilingual learners must be assessed annually for ELP, including students who receive special education services. The Individuals with Disabilities Education Act also mandates that students with disabilities participate in statewide and district-wide assessment programs, including alternate assessments with appropriate accommodations, as documented in their Individualized Education Plan. For this reason, Maine uses the Alternate ACCESS for ELLs to meet federal accountability requirements and to provide educators with a measure sensitive to ELP growth of English learners with the most significant cognitive disabilities.
It is important to note that the decision for a student to participate in alternate assessments must be made utilizing state guidance resources (see below Resources for Educators: Alternate ACCESS for ELLs) and via the IEP Team process.
- Scoring and Report Resources
The Interpretive Guide for Score Reports is a comprehensive document explaining the types of scores reported for students in grades K-12 who take ACCESS for ELLs assessments.
- Report Accessibility
The ACCESS for ELLs: Understanding Your Student's Score resource is available in 13 languages. To request this resource in an alternative language, please reach out to your student's school.
Do you need access to your students ACCESS report in an alternate format? If so, please contact the assessment team with the specifics of your request.
- Resources for Educators ACCESS for ELLs
- Resources for Educators Alternate ACCESS for ELLs
- ACCESS for ELLs Technical Report 21-22
Resource containing information regarding the technical quality of the English language proficiency assessments
- Professional Learning & Assessment Resources
Jodi Bossio-Smith, Director of Assessment
Interim Alternate Assessment & WIDA Coordinator
When you subscribe to the above links, you will receive periodic information from our coordinators as information becomes available.