Mission
WIDA State Alternate Assessment ResourcesStaff
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Alternate ACCESS for ELLs Principal Investigator and Program Director Phone: 608-262-4586
Dr. Albers is the Principal Investigator and Project Director on the US Department of Education Enhanced Assessment Grant to further develop the Alternate ACCESS for ELLs. Read more |
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Alternate ACCESS for ELLs™ Research Assistant
Dr. Racine-Gilles reviews Alternate ACCESS materials, conducts content reviews of Individualized Education Plans (IEPs) for ELLs with significant disabilities, and has developed a coding format for examining IEPs. Caroline is also an on-going lecturer in the Department of Educational Psychology and works as a school psychologist on the positive behavior support team for the Madison Metropolitan School District. Read more
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Alternate ACCESS for ELLs™ Program Manager Phone: 608-263-4258
Jessica Wohlferd serves as the principal communication channel between Alternate ACCESS for ELLs participating school districts, supporting researchers, and the WIDA development leadership team. She develops and maintains project plans, scope of work, and ensures the implementation of the Alternate ACCESS for ELLs project relative to timeliness, quality standards and budget. Read more |
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Graduate Assistant
Laurie Donnell is a first year Ph.D. student in the University of Wisconsin-Madison's School Psychology program. She is primarily involved with item development and maintains the participant databases for the Alternate ACCESS for ELLs project. Her research interests include early literacy, anxiety, and English language acquisition. |
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Graduate Assistant
Collette Fischer is a first year Ph.D. student in the University of Wisconsin-Madison's School Psychology program. She is primarily involved with item development and website maintenance for the Alternate ACCESS project. Her research interests include English language acquisition and early literacy. |
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Graduate Assistant Jacque Felt is a fourth year School Psychology doctoral student in the Department of Educational Psychology at the University of Wisconsin-Madison. She assists in development and revision of Alternate ACCESS Model Performance Indicators and assessment items, sample creation for the Alternate ACCESS evidence collection approach, and determining current state and district policies, standards, and practices relating to ELLs with significant disabilities. |
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Graduate Assistant
Melanie Fuhrmann is primarily involved with item development and AMPI revision for various grade levels. She is also working on the Test Administration Manual for the performance approach and is developing resources on test accommodations. Melanie is a second year doctoral student in Educational Psychology (School Psychology area) at the University of Wisconsin-Madison. She is interested in the English language acquisition process for English language learners, along with the role of language in emergent literacy. |
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Graduate Assistant
Laura Vollmer is a fourth year doctoral student in the School Psychology program at UW-Madison. She is interested in the impact of English language acquisition and culture on the cognitive, social, and emotional development of ELL students. She assists primarily with the development and revision of Alternate ACCESS Model Performance Indicators (AMPIs) and the creation of assessment items. |
