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ACCESS for ELLs, or the Assessing Comprehension and Communication in English State-to-State for English Language Learners test, is a state and federally mandated English language proficiency assessment administered to identified English Learner (EL) students in Kindergarten through grade 12. The assessment helps LCPS monitor the progress of ELs' English language development throughout the school year and from one year to the next. Students with a significant cognitive disability may take the Alternate ACCESS for ELLs, which has been modified in difficulty and provides a number of student supports. Students with vision or hearing impairments who are unable to access test items may take the ELP Checklist.

Test items assess skills in four different subtests -Speaking, Listening, Reading and Writing. The online test is adaptive; maintaining the grade-level cluster but moving students between tiers (difficulty levels) as they answer questions correctly or incorrectly to find their highest performance level. Kindergarten tests are administered individually and remain paper tests, as does the Writing portion of the assessment for students in grades 1-3.

More information can be obtained by visiting the Virginia Department of Education's website or the LCPS English Learner home page.   

• ACCESS for ELLs: Understanding Your Child's Scores

• Alternate ACCESS for ELLs: Understanding Your Child's Scores

When will I receive my child's scores?
ACCESS for ELLs and Alternate ACCESS for ELLs Student Reports will be loaded into LCPS's ParentVue near the end of each school year. If you are not able to access your child's report, please contact the school directly to request a copy.

What assessment supports are provided?
WIDA created the ACCESS for ELLs and Alternate ACCESS for ELLs using the Universal Design for Learning to try and address all students' accommodation needs. Students with an IEP or 504 Plan are eligible for additional accommodations, as documented in their IEP or 504. Note that WIDA Consortium does not permit any student to have the Reading subtest of the test read to them or allow for an audio accommodation as they feel it invalidates the test.