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English Learner Supports for The ACT

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Accommodations and supports are practices and procedures that provide equitable access to grade-level content. They are intended to reduce or eliminate the effects of a student’s disability or level of language acquisition; they do not reduce learning expectations. The accommodations or supports provided to a student must be consistent with classroom instruction, classroom assessments, and district and state assessments. It is important to note that while some accommodations or supports may be appropriate for instructional use, they may not be appropriate for use on a standardized assessment because of what the test is intending to measure. 
 
The following EL supports are available for a college reportable score by ACT:

These supports may be used in conjunction with any other ACT-approved accommodations. Schools apply for these supports using the Test Accessibility and Accommodations (TAA) system.

English learner supports for college reportable scores do not include:
  • Translated test questions
  • Translated verbal instructions and/or the use of an interpreter
  • Translated DVDs
  • Translated reader’s scripts
  • Printed translations for languages outside of the 12 that are offered
  • Use of an electronic translation device
General Resources
Information on criteria for eligibility
Information on requesting supports
Additional forms
  • Teacher Survey Form - A teacher at the examinee’s school may complete this form as supporting documentation to be uploaded in TAA. It asks for specific ways in which the examinee used accommodations in their class.
  • Exceptions Statement Form - Examinees who do not currently have an official accommodations plan, EL support plan, IEP, or 504 plan can submit the Exceptions Statement Form to support their request.

ELA Exemption for Recently Arrived ELs

From DPI ACT FAQs:

Q. What content areas are English language learners (ELLs) required to take under federal regulations?

A. ESEA requires that all students participate in statewide assessment to be used for accountability. Federal regulations provide some flexibility related to the assessment and accountability for recently arrived ELL students only (See 34 CFR § 200.6 (b) (4)).

Districts will need to first determine if the student has recently arrived in the United States before making assessment and accountability decisions. Recently arrived refers to a student that has attended a U.S. school for less than 12 months and has a language proficiency level of 1 or 2 as determined by ACCESS for ELLs®.

A recently arrived ELL may be exempt from one required administration of the state’s English Language Arts assessment. If the student does not participate in the ELA assessment, he or she must participate in ACCESS for ELLS. Recently arrived students must participate in all other content areas, with or without accommodations. Students in a school or district for less than a full academic year (FAY) are counted for test participation only; their assessment results are not factored into school or district report cards.

Q. How are recently arrived ELL students included in accountability calculations if they take the ELA exemption?

A. If the student does not participate in the ELA assessment, he or she must participate in ACCESS for ELLs®. Recently arrived students must participate in all other content areas, with or without accommodations. Students in district for less than a full academic year (FAY) are counted for test participation only; their assessment results are not factored into school or district report cards.