ACCESS Testing, Service Delivery & the District Program Plan

ACCESS Testing (annual administration)

1. Open ACCESS Testing in the sidebar. It opens on the current school year (July 1 rollover), so in the fall you are planning the coming winter window; the year picker also offers next school year. Record the state-set testing window (WIDA windows usually fall between December and April) and any coordinator notes; the page shows whether the window is open today.
2. Every active, non-exited student is listed with the assessment they will take (ACCESS, or Alternate ACCESS for students whose IEP team assigns it; the page defaults to whatever they took last time), a status (Planned, Tested, Absent, Make-up needed, Do Not Score, Invalidated, Not enrolled during window), the date tested, their approved test-day supports, and any IEP/504 domain exemptions.
3. Domain exemptions are IEP/504-team decisions: tick the exempt domain(s) so they are pre-registered and so the state's per-domain exit checks skip that domain when results arrive. When your district tracks support indicators in Melaa, only students with an IEP or 504 on file can be marked exempt.
4. Registration CSV lists every student with each approved test-day support (label, WIDA tier, IEP/504 basis) and their exemptions, in a shape you can map into WIDA AMS. Make-up list CSV lists everyone still to test. Melaa does not administer or score ACCESS.
5. Once the district's score file is uploaded, the Result column shows who has an ACCESS or Alternate ACCESS result on file for the year; the Still to test filter is the reconciliation list.
6. Test administrator training is recorded on each staff member's edit dialog (Staff page); the count of current administrators appears above the roster. This is documentation only.

WIDA: accommodations are decided by the IEP or 504 team, never by an individual educator, and should not be used for the first time on test day.

Service delivery (student profile)

1. Each student profile has a Service delivery card under the language plan. It shows the plan's minutes per week against the minutes delivered over the last 4 complete weeks, a 12-week bar chart (amber bars are weeks below 80% of plan; the dashed line is the plan), and every logged session with its date, time, minutes, setting, provider, attendance, and focus.
2. EL teachers log sessions for the students assigned to them in the teacher tool. You can log one here with "Log a session": date, optional start time, minutes, setting, grouping, service model, language domains, focus, an optional note, attendance (present, absent, or partial with the minutes attended), and "Mark session missed" with a reason. Admins may also name another provider.
3. Edit on a session changes or deletes it. Teachers can change only the sessions they logged, and only for 30 days; after that an administrator makes corrections. School admins can change sessions for students in their schools; district admins, any session.
4. "Log a weekly total instead" keeps the one-number-per-week log for districts that record service that way. A week that has any sessions counts the sessions only, so a weekly total for the same week is ignored (shown struck through) and minutes are never added twice.

Service records are written by your staff and are never sent to the AI assistant.

Adapted materials (student profile)

1. The Adapted materials card, under Service delivery on each student profile, lists the materials teachers generated for the student in the teacher tool and recorded as used: the title, the date used, who recorded it, when it was made, the language domains and level, any note, and whether a service session was logged with it. Items a teacher planned but has not confirmed yet show as planned.
2. The card shows "N adapted materials used this semester" (fall = July to December, spring = January to June). Click a title to open the material.
3. These are records of differentiated instruction (evidence that the language plan and accommodations are followed in class). They are never counted as service minutes; only service sessions are.
4. When you record a monitoring check-in, the form lists the adapted materials used with the student in the last 90 days as context for the teacher input.

Teachers create these records only by answering the prompt under a material they generated. No AI is involved, and the records are never sent to the AI assistant.

Service Delivery page (program view)

1. Service Delivery in the sidebar (under Program) lists every active student in your scope with minutes per week on their plan, minutes delivered against planned for the last 4 complete weeks and for the school year to date, the % of plan, missed and absent sessions, the last session date, and the providers.
2. Filter by school or provider, tick "Below 80% of plan only" to see who is short, or search by name. Students below 80% are highlighted and listed first.
3. Year to date starts the first week anyone in your district logged service this school year, so weeks before services began are not counted as missed.
4. Sessions CSV gives one row per student per session; Weekly summary CSV gives one row per student per week with planned and delivered minutes and whether the week came from sessions or a weekly total. Both follow the filters and are ready for an audit or Title III monitoring.
5. The daily deadline email includes a count of students under 80% of their planned minutes over the last 4 weeks (never names), when your district logs service in Melaa.

District Program Plan (LIEP)

1. Program Plan in the sidebar holds the district-level Language Instruction Educational Program plan by school year, with the sections state guidance recommends: identification, program model, services and staffing, access to core content, assessment and accommodations, reclassification and monitoring, family engagement, and program evaluation.
2. The plan reads as a document. Each section has an Edit button that opens that section in its own window; saving a section saves the plan. Approve once every section is written to record who signed off and when; Reopen to edit again. Print gives a clean copy for a board packet or a state review. In Colorado this district-level plan is the required one; the per-student ELD plan is an optional step.

Title III counts

1. Progress → Exports → Title III counts CSV gives the program-evaluation figures ESEA 3121(a) asks for: active ELs by level, students making progress toward proficiency, students who have attained proficiency, exits this year, former ELs by year after exit (four years), long-term ELs, parent opt-outs, and students assessed on Alternate ACCESS.
2. Each row carries its definition. Progress counts only pairs of years that can be compared (no ACCESS rescale between them); long-term uses the program entry date when recorded.