Official Site of The State of New Jersey

Using Multiple Criteria for Program Entry and Exit

Districts must continue to use multiple indicators, as specified in code [N.J.A.C. 6A:15-1.3(c) and 6A:15-1.10(b)] to determine which students need English as a Second Language (ESL) and/or bilingual program support and which students can function independently in a monolingual English classroom. These indicators must be used for both identification of Multilingual Learners (MLs) and for determining readiness to exit from bilingual/ESL/ELS program service.

ACCESS for ELLs®

WIDA Consortium

ACCESS for ELLs® is the required language proficiency test that must be administered annually every spring.  ACCESS may be used as one indicator to exit students from a language assistance program.  The regulation mandating the use of multiple criteria for identifying and exiting students from language assistance programs services is still current. For students in grades 1 through 12, an ACCESS for ELLs™ proficiency level of 4.5 or higher is recommended for exiting a program if multiple criteria support the decision. For kindergarten students, an ACCESS for ELLs™ proficiency level of 4.5 or higher is recommended for exiting a program if multiple criteria support the decision.

WIDA MODEL

The WIDA MODEL (Measure of Developing English Language) is a series of English language proficiency assessments for Kindergarten through Grade 12. MODEL can be used by educators as an identification/placement assessment for newly enrolled MLs or as an interim progress monitoring assessment during the school year, or as one of multiple criteria to determine if students should be exited from a language assistance program.

Entry and Exit for the WIDA MODEL Test for Grades 1-12 The regulation mandating the use of multiple criteria for identifying and exiting students from language assistance programs services is still required. For students in grades 1 through 12, a   proficiency level of 4.5 or higher is recommended for exiting a program if multiple criteria support the decision.

Entry and Exit on WIDA MODEL for Kindergarten

The WIDA Model for Kindergarten has two main purposes:

• To identify students who may be candidates for ESL and/or bilingual services; and
• To determine the academic English language proficiency level of students new to a school or to the U.S. school system in order to decide appropriate levels and amounts of instructional services.

For either purpose, the WIDA Model should be considered one of several elements in the decision-making process regarding ML identification and placement in instructional services.

The Listening and Speaking components of the WIDA MODEL provide an Oral Proficiency score, which can be used to determine the level and extent of services appropriate for each student.  The results of the Reading and Writing (literacy) components provide diagnostic information that may be used as additional criteria to guide instruction and service delivery.

The WIDA MODEL for Kindergarten is one of New Jersey’s approved language proficiency tests for identifying students for language assistance programs.  This test is designed for children entering Kindergarten.  Prior to January 1 of the Kindergarten school year, Kindergarten students can be administered only the listening and speaking sections of the WIDA MODEL for Kindergarten.

N.J.A.C. 6A:15-1.3(c) mandates the use of multiple indicators for identifying and exiting English language learners from language assistance programs..  For students taking the Kindergarten MODEL test prior to January 1, the standard for the oral proficiency level score (listening and speaking sections only) is a 4.5 oral language proficiency level and at least one other indicator.

For students taking the Kindergarten MODEL after January 1, the standard is a 4.5 overall composite proficiency level and multiple indicators as per N.J.A.C.6A15:1.10(c).  This score is based on the student taking all parts (listening, speaking, reading, and writing) of the K MODEL.