Official Site of The State of New Jersey
Graduation Pathways for Multilingual Learners N.J.A.C 6A:15-1.11
Multilingual learners are the fast-growing student group in New Jersey. Increasing parity in graduation for this student group is significant to ensure all New Jersey students graduate ready to participate in a global society.
To demonstrate mastery of a standard, a student must be appropriately assessed to demonstrate how they meet or exceed a standard. N.J.A.C. 6A:8-5.1 provides an LEA with multiple pathways to assess a student’s mastery of a standard.
The LEA board of education shall establish a process for how multilingual learners in high school may meet the world language or ELA course graduation requirements, pursuant to N.J.A.C. 6A:8-5.1, by applying credits earned in an ESL course. The LEA board of education shall verify on a student’s record that the applicable ESL credits meet or exceed the NJSLS at the high school level (N.J.A.C. 6A:15-1.4(k)).
ESL is required for all multilingual learners in grades K-12. At the secondary level, ESL is key to support how multilingual learners access the NJSLS to reach graduation.
ELA curricula must be followed with modifications that consider and honor the ELD standards. To apply ESL credit toward ELA, the ESL coursework must be aligned to the ninth through twelfth grade NJSLS-ELA standards, corresponding to the grade level of the multilingual learner.
The NJSLS standard for World Language prepares a student to participate in a global society, in which people are speaking and interacting with others in various languages and cultures. This means the student can communicate using simple sentences to ask and answer questions, handle simple interactions related to everyday life, and talk about topics that are relevant to their lived experiences.
Multilingual Learners can meet the five-credit world language requirements for graduation in the following ways:
- Demonstrate a Novice High proficiency in all modes of communication in their primary language on an approved assessment (N.J.A.C. 6A:8-5.1(a)2ii(2)).
- Continue to grow their proficiency in their primary language in a course that is appropriate for their primary language proficiency.
- Acquire a world language beyond their primary language.
- In LIEPs where students are receiving a daily ESL class based on a student’s English language proficiency, this class may be used to fulfill the world languages graduation requirement if it integrates the NJSLS - world languages for their current grade level. If learning English for the first time in high school, the ESL class would have to integrate the Novice High NJSLS - world languages. If a multilingual learner has already begun learning English, the ESL class would have to integrate the NJSLS - world languages that is appropriate for their English proficiency level (ACTFL Intermediate Low proficiency or above).
LEAs implementing an LIEP with an ESL or high-intensity ESL component may use one or both ESL classes to meet the world language or ELA course requirements, if the ESL course addresses the ELD standards and the specific NJSLS. The chart below is for illustrative purposes only. For complete information, review N.J.A.C. 6A:15 and the NJSLS.
An LEA implementing an LIEP with one ESL period may apply ESL credits to only one content area standard.
| ESL Course | ESL Program Definition | NJSLS | Standard | Applying Credits (May only be applied in a push-in or co-teaching setting) | Teaching Endorsement |
|---|---|---|---|---|---|
| “Standard” ESL (1 period of ESL) | Period 1: second-language acquisition instruction, teaches the English language development standards, incorporates the cultural aspects of the students' experiences. | ELA | 2023 NJSLS-ELA (K-12) | Integrated English language development (ELD) standards based on grade-level ELA standards scaffolded by student’s English language proficiency level. | ESL or ELA with ESL |
| WL | 2020 NJSLS-WL | Integrated ELD standards based on grade-level bands for WL standards scaffolded by student’s English language proficiency level to meet the appropriate proficiency targets. | ESL or WL with ESL |
| ESL Course | ESL Program Definition | NJSLS | Standard | Applying Credits (May only be applied in a push-in or co-teaching setting) | Teaching Endorsement |
|---|---|---|---|---|---|
| Hi-Intensity ESL (2 periods of ESL) | Period 1: Standard ESL. | WL or ELA | 2020 NJSLS-WL | WL: Integrated ELD standards based on grade-level bands for WL standards scaffolded by student’s English language proficiency level to meet the appropriate WL proficiency targets. | ESL or WL with ESL or ESL or ELA with ESL |
| Period 2: tutorial or ESL reading class. | ELA (only) | 2023 NJSLS-ELA (K-12) | Integrated ELD standards based on grade-level ELA standards scaffolded by student’s English language proficiency level. | ESL or ELA with ESL |
Students new to the country enter New Jersey schools with academic credits earned from a country other than the U.S. It is important LEAs develop a clear transfer credit policy that successfully processes credits earned in their home country toward New Jersey graduation requirements. See Enrollment for Newcomers.
LEAs should work diligently to capture and assess students’ prior academic proficiency to help with grade and program placement as well as to identify appropriate program and support services.
Scenario 1: Newcomer Foreign Transcript A student is enrolled in an LEA. A dedicated counselor reviews all the student’s information, including transcripts from their foreign country. The counselor follows the LEA’s transfer credit policies, as well as references the NJDOE Enrollment for Newcomers resource.
Scenario 2: Student Course Credit A bilingual counselor reviews a student’s foreign transcript at the Welcome Center. The counselor notes any course the student has already demonstrated proficiency in that also meet the NJSLS. For example, on the foreign transcript, a course is annotated “Español técnica para profesionales”. After reading the description, you determine this course is equivalent to a third year Spanish World Language course. You assign credits for the World Language requirement.
Scenario 3: Graduation Plan A 17-year-old student with interrupted formal education enrolls at the high school. The bilingual school counselor meets with them to understand their post-high school goals and administer several formative assessments in the student’s primary language. The counselor recognizes that when the student is presented with information which is relevant to their experience, they excel with their responses. The counselor creates a graduation plan which includes: before school tutoring, which frees up after school for employment; Summer school classes which help them accelerate their learning; An optional community ESL group which meets at a local church that supports immigrants with basic needs.
LEAs have a captive cohort of students who are already prepared to enter a pathway to receive the New Jersey Seal of Biliteracy (N.J.A.C. 6A:5-5.3).
Considerations to Increase Equity in Attainment of the Seal of Biliteracy
- LEAs pay for assessments administered to participate in the Seal of Biliteracy.
- Create a bank of Department-approved locally made assessments for lower-incidence languages which are not offered by other language assessment vendors.
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The LEA board of education shall establish a process for how multilingual learners in high school may meet the world language or ELA course graduation requirements, pursuant to N.J.A.C. 6A:8-5.1, by applying credits earned in an ESL course. The LEA board of education shall verify on a student’s record that the applicable ESL credits meet or exceed the NJSLS at the high school level.
