What is the ACCESS for ELLs assessment?

ACCESS for ELLs is the annual English language proficiency assessment developed by WIDA and used in most states. ACCESS stands for Assessing Comprehension and Communication in English State-to-State for English Language Learners. It measures proficiency in four language domains: listening, speaking, reading, and writing. Results are reported on a 1-6 scale corresponding to the WIDA Can-Do Descriptors. Most WIDA states administer ACCESS in January or February, with results returned in spring.

What do ACCESS composite scores mean?

The composite score on ACCESS is a weighted average of the four domain scores. The weight of each domain varies by grade level cluster. For K-2, the composite is weighted more heavily toward oral language (listening and speaking). For grades 3-12, the weighting shifts toward literacy (reading and writing). A composite score of 5.0 is the typical reclassification threshold in most WIDA states, though state cutoffs vary. A score below this threshold means the student continues to receive ELL services.

How do I explain to families that their child did not reach the reclassification score?

Frame the result as information, not a failure. 'Your child's score shows they have made progress in [areas] and are still developing in [areas]. A score below the reclassification threshold means we continue to provide ELL support to help your child reach full proficiency. Here is what we will focus on this coming year.' A matter-of-fact explanation with a clear next step is more useful than apologetics or minimization.

What do standard error of measurement and confidence intervals mean on ACCESS results?

ACCESS scores include a confidence interval that shows the range within which the student's true score likely falls. A score of 3.8 with a confidence interval of ±0.3 means the student's actual proficiency is likely between 3.5 and 4.1. This is important near reclassification thresholds: a student who scores 4.8 with a confidence interval that includes 5.0 may be ready for reclassification even though the point score does not reach the cutoff. Explain this in plain terms if it is relevant to a family's specific situation.

Can Daystage help communicate test results to large numbers of ELL families?

Yes. Daystage newsletters let ELL coordinators send a single well-organized bilingual newsletter explaining the test results context to all ELL families at once. While individual score reports go home separately, a newsletter that explains what scores mean and what next steps look like reaches every family with the contextual information they need to understand the individual report they receive.

ELL Test Results Newsletter

ACCESS test results arrive for ELL families in spring as a score report. For many families, especially those with limited formal education or who are new to US testing culture, the report is a collection of numbers without context. A newsletter that explains what the numbers mean, what they are used for, and what comes next turns a confusing document into useful information.

What the ACCESS Assessment Measures

ACCESS for ELLs measures English language proficiency across four domains: listening, speaking, reading, and writing. Each domain gets its own score on a 1-6 scale. A composite score is calculated from those four scores using a weighting formula that varies by grade band.

The assessment is not a test of intelligence or academic content knowledge. A student might score at Level 2 on ACCESS and simultaneously be above grade level in mathematics. The score tells you about English language development, not academic ability or potential.

What Each Score Level Means in Practice

Level 1 (Entering): the student is in the earliest stages of English acquisition. They communicate basic needs with support, understand familiar words, and are building foundational vocabulary.

Level 2 (Emerging): the student communicates in short phrases, understands simple directions, and reads familiar texts with significant support. Communication is functional in structured situations.

Level 3 (Developing): the student participates in basic classroom conversations, reads grade-level texts with support, and writes in connected sentences. Academic language is developing.

Level 4 (Expanding): the student engages with grade-level academic content with some language support, produces paragraphs in writing, and participates in discussions across subject areas.

Level 5 (Bridging): the student functions close to grade-level expectations across domains. Language support is still beneficial but less intensive. Reclassification may be approaching.

Level 6 (Reaching): near-native proficiency in academic contexts. The student functions at or near grade-level expectations with minimal language support.

Template: ACCESS Results Newsletter

"Hello, ELL families. You will be receiving your child's ACCESS for ELLs score report in the coming days. Here is how to understand what you receive.

The report includes scores in four areas: listening, speaking, reading, and writing. It also includes an overall composite score. All scores are on a 1-6 scale.

What scores mean for ELL services: students who score below [state threshold] continue to receive ELL support. Students who score at or above the threshold are eligible for reclassification as English proficient. Reclassification also requires [additional criteria your state uses].

If your child's score went up from last year: that is growth to celebrate. Language development takes time and every level gained represents real progress.

If your child's score stayed the same or did not meet expectations: this is information for planning, not a judgment. Please contact me if you want to discuss what the score means and what we will focus on next year.

I am available to review your child's individual report with you. Please contact me at [email] to schedule a time."

Talking to Your Child About Results

A newsletter section for families about how to discuss test results with their children prevents two common harmful responses: either dismissing the results as unimportant or attaching excessive weight to them. "When you receive the results, you might share them with your child as information about their progress. You can say: 'Your teacher shared that you are at Level [X] in English. That means [child-friendly description]. You have grown from [prior level] and we are proud of your effort.'"

That script gives families language that is honest, age-appropriate, and growth-focused without creating anxiety about a number.

What Families Can Do Over the Summer

A spring test results newsletter is an opportunity to give families summer reading and activity suggestions that support English language development over the break. Libraries, summer programs, community English language programs, and family conversation routines can all contribute to maintaining or accelerating progress. Include two to three specific, free suggestions that are accessible regardless of the family's economic situation.

ELL Test Results Newsletter: Understanding Language Proficiency