The English language proficiency assessment (ELPA) is administered to English learners (ELs) in grades K through 12 upon their entry into the school system (W-APT) and annually during a testing window in the second semester (ACCESS for ELLs). The assessment measures a student's English language proficiency in the areas of listening, speaking, reading, writing, and literacy. ELPA results are reported in six proficiency levels: entering, emerging, developing, expanding, bridging, and reaching.
The Alternate ACCESS for ELLs is designed for ELs with significant cognitive disabilities. In order to receive the most descriptive information from the test, it is very important that only students who meet all three criteria below and who cannot participate in the ACCESS for ELLs—even with the provision of accommodations—shall be considered for the Alternate ACCESS for ELLs.
The Alternate ACCESS for ELLs is available for the 1–2, 3–5, 6–8, and 9–12 grade clusters.
English Learner Exit Criteria: ACCESS for ELLs and Alternate ACCESS for ELLs
Maryland exempts "recently arrived" ELs from one administration of its reading assessment during the first year of enrollment in U.S. schools per Federal law.
Both Federal and State laws require the inclusion of all students, including ELs in large scale assessments and equal access to grade-level Content Standards. Teachers ensure that students work toward grade-level Content Standards by using a range of instructional strategies based on the varied strengths and needs of students. Providing accommodations during instruction and assessments may also promote equal access to grade-level content. The State does not prohibit native language instruction. The State does not require a waiver or parental permission for students to receive instruction in their native language. Please see the Maryland Assessment, Accessibility, & Accommodations Policy Manual and COMAR regulations.
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