District cannot publish alternate ACCESS results for ELs with small cohorts; outlines supports
Loading...
Summary
The district's director for early childhood and ESL said fewer than 10 multilingual learners took the alternate ACCESS assessment, so results were withheld to preserve confidentiality; staff described individual score reports and training plans to support English learners.
Jamie Malanelli Bragg, director of early childhood, K–5 literacy and ESL, told the board the district could not share aggregate alternate ACCESS results for 2025 because fewer than 10 students took the alternate assessment, which prevents public reporting to protect confidentiality.
Bragg described the alternate ACCESS as a paper-based, large-print, individually administered assessment for multilingual learners with the most significant cognitive disabilities and said the test meets federal IDEA and ESSA monitoring requirements. “Because we had under 10 students that tested, I have no results to share with you today to maintain confidentiality,” she said.
She added that students who took the assessment received individual score reports and that those reports are sent home with a cover letter in families’ first languages. The district plans ongoing interventions and professional development: monthly ESL PLC data analysis, cross-department collaboration, sheltered instruction training for 30 elementary staff this year and plans to expand training districtwide in subsequent years.
Bragg said the current testing window is open from Feb. 2 to March 27 and promised to return to the board with summary results after the access/alternate-access window closes and reporting rules permit disclosure.
