ACCESS for ELLs 2.0


Florida uses the Assessing Comprehension and Communication in English State-to-State for English Language Learners 2.0 (ACCESS for ELLs 2.0) assessments as a tool to measure English Language Learners (ELLs) proficiency in English; thus, ensuring the skills needed in school to achieve at high levels, academically. The ACCESS for ELLs 2.0 assessments have replaced the Comprehensive English Language Learning Assessment (CELLA) program, which was administered through Spring 2015. ACCESS for ELLs 2.0 is a large-scale test of English language proficiency based on the WIDA English Language Development (ELD) Standards that form the core of WIDA’s approach to instructing and assessing ELLs in Grades K–12.

The ACCESS for ELLs 2.0 assessments includes

  • ACCESS for ELLs 2.0, a paper-based assessment for Grades 1–12
  • Kindergarten ACCESS for ELLs, a paper-based assessment for Kindergarten
  • Alternate ACCESS for ELLs, a paper-based assessment for students in Grades 1–12 who have significant cognitive disabilities

ACCESS for ELLs 2.0 test forms are designed for ELLs in Grades K–12. For the 2015–2016 administration year, the test forms are divided into the following grade-level clusters: Kindergarten, 1, 2, 3, 4–5, 6–8, and 9–12. In addition, the test forms for Alternate ACCESS for ELLs are divided into the following grade-level clusters: 1–2, 3–5, 6–8, and 9–12.

Kindergarten students are administered all sections of the test, one-on-one with a teacher. Students in grades 1–12 take the Speaking section of the test one-on-one with a teacher; the Listening, Reading, and Writing sections may be administered in a group setting. Students in grades 1–12 who have significant cognitive disabilities are administered all sections of the test, one-on-one with a teacher.

ACCESS for ELLs 2.0 is a product of a collaborative effort by the multistate WIDA Consortium that is designed to provide:

  • Evidence of program accountability in accordance with Title III of No Child Left Behind (NCLB), which calls for schools and districts to meet state accountability objectives for increasing the English-language proficiency of English Language Learners.
  • Data useful for charting student progress over time and, for the newly arrived students, charting progress over the first year.
  • Information about the language proficiency levels of individual students that can be used in making decisions regarding placement into or exit from English for Speakers of Other Languages (ESOL) programs.
  • Diagnostically useful information about students’ strengths and weaknesses in English (with as much specificity as possible within the limitations of a large-scale standardized test).

For additional information regarding Florida’s administration of ACCESS for ELLs 2.0 assessments, please visit Florida's WIDA page