# data[].attributes.body
The Nj Gov has a webpage that briefly describes the identification process for MLs in the state of New Jersey. The first step is administering a Home Language Survey (HLS). The second step is to conduct a records review on all eligible students. Students are eligible based on the answers to the HLS. The final step is to administer an English language proficiency test to determine if students are eligible. It is important to note that all LEAs (Local Education Agencies) must follow these stems and that all students age 3-21 are included in the identification process.

# data[].attributes.attachment_link.readable_text
All students grade Kindergarten to 12 found eligible through Steps 1 and 2 must be administered a NJDOE approved ELP assessment, by a bilingual/ESL certified teacher.

If the student does not meet the NJDOE established cut score, the student is considered a multilingual learner and shall be offered entry into the LEA's language instruction educational program (LIEP).
For Preschool Student Entering Kindergarten
See Preschool Multilingual Learners.
For Kindergarten Students

The student is administered the ELP assessment (See NJ Approved ELP Assessments, NJDOE Approved ELP Assessments).

Yes, the student is a multilingual learner: Student's composite score is below a 4.5.

No, student is not a multilingual learner: Student's composite score is a 4.5 or above.

For Students in Grade 1 to Grade 12

The student is administered the ELP assessment (all four domains).

Yes, the student is a multilingual learner: Student's composite score is below a 4.5.

No, student is not a multilingual learner: Student's composite score is a 4.5 or above.

Each LEA shall maintain a roster of all students who are screened and students who are identified as multilingual. For record keeping, the roster should include the test name administered, the date of test administration, and overall composite score for all students who are screened.

# data[].attributes.attachment_link.keywords[]
identification of students as multilingual learners

# data[].attributes.attachment_link.title
Identification of Students as Multilingual Learners

# data[].attributes.attachment_link.description
Identification of Students as Multilingual Learners

# data[].attributes.body
WIDA is World-Class Instructional Design and Assessment and is a tool used for MLs. During the identification process, MLs take the Wida Screener, and it reviews areas of listening, reading, speaking, and writing. WIDA ACCESS is also used after the identification process is done. The WIDA Screener test is available for students grades K-12 and there are online versions and paper versions. NJ uses the WIDA screener because it follows Federal law and can be used past identification.

# data[].attributes.attachment_link.readable_text
The WIDA (World-Class Instructional Design and Assessment) assessments help teachers understand whether students have the language skills they need to fully participate in the classroom.

First, the WIDA Screener is administered to potential English language learner (ELL) students to determine if they may benefit from English language (EL) instructional support services. Student skills are reviewed in the areas of listening, reading, speaking, and writing. Further information on the WIDA Screener assessment can be found

The WIDA ACCESS is an English language test that helps determine ELL students' progress in listening, reading, speaking, and writing in English. Each student identified as an English language learner is expected to participate in this annual assessment. When a student demonstrates proficiency in all four areas (listening, reading, speaking, and writing), English language instructional support services are no longer needed. Further information on the WIDA ACCESS can be found

Help your student get ready for testing. The Test Demo, Sample Items and Test Practice will help you see what the test will be like for your students and will help your students become familiar with the format and technology of the test. The practice test can be taken as many times as needed. Please encourage your students to explore all the buttons and assistance available to help them to do their best on the WIDA ACCESS test.

# data[].attributes.attachment_link.title
WIDA Assessments for English Language Proficiency

# data[].attributes.attachment_link.description
WIDA Assessments The WIDA (World-Class Instructional Design and Assessment) assessments help teachers understand whether students have the language skills they need to fully participate in the clas...

# data[].attributes.body
The author, Ileana Najarro describes the importance of educators understanding the WIDA test and being able to use results to help their students. She describes that teachers should familiarize themselves with sample WIDA questions to use in instruction. Additionally, it is important for educators to recognize that there is a difference between academic use of English and social English. Students are tested on academic English, but it is important to help them develop social English as well.

# data[].attributes.attachment_link.readable_text
Schools are required to test the progress of their English learners each year to determine whether they still need language instruction services or can exit out of such programs. In close to 40 states, that test is known as the WIDA ACCESS test.

What is the WIDA ACCESS test used for?

Offered both online and in a paper format, ACCESS tests students' proficiency in four domains: speaking, reading, listening, and writing in English. The questions are modeled along academic content they would see in regular classes. For instance, reading questions might be about a science topic. The test is checking for language use in academic contexts, not content knowledge nor social language.

Teachers who specialize in English-language instruction say their general education peers play a key role in prepping students to succeed on the ACCESS test. And researchers who study English-language acquisition agree.

This collaboration between general and specialized teachers is even more critical now, researchers say, because new analyses of national ACCESS scores show that average scores continue to trend down since the start of the COVID-19 pandemic.

For general education teachers to better support language acquisition for the English learners in their classrooms, it starts with familiarizing themselves with the test itself and what scores can tell them about their students' language needs.

"There is a gap between what general education teachers likely know about the WIDA test because they are unable to see it administered," said Missy Testerman, the 2024 National Teacher of the Year and a K-8 English-as-a-second-language teacher in Rogersville, Tenn. "I feel like it's a lot more rigorous than most people are aware of in terms of what our English-language learners are asked to do."

The WIDA ACCESS test covers language use in an academic context

The ACCESS test takes up to four hours to complete, though timing can vary, and is typically split across multiple days in one week.

The 36 states (as well as additional territories and federal agencies) that use the test are part of what's known as the WIDA consortium-which provides common standards as the measure of English language proficiency. The test builds from those standards in terms of levels of difficulty by grade level. It's also an adaptive test-in particular, the online test increases or decreases levels of difficulty (known as tiers) as the student progresses, said Mark Chapman, senior innovation researcher at WIDA. For the paper test, administrators set the difficulty level for each student.

States then individually set the scores students need to get across the four domains to demonstrate proficiency in English. Their scores determine if they remain in an English-learner program or if they can exit.

ACCESS is not a test students can study for. However, students who consistently use and are exposed to language in an academic context throughout the school day are better prepared for the test.

"It's really important to disentangle that everyday social language, that we know many students who were born in the United States and grew up in the United States ... tend to be highly proficient in," Chapman said. (Many English learners were born or grew up in the United States.)

"But that doesn't necessarily mean you can understand the language needed to describe a science experiment, or you have the language to talk through the solution to a math problem. Those are different types of language development, which we're trying to assess."

What is taking WIDA ACCESS like for students?

Both online and paper versions of the test incorporate several visuals that help keep students engaged throughout and serve as additional support for younger English learners and newcomer students still very new to the English language, said Fabiana MacMillan, WIDA's director of test development.

Students select answers from multiple-choice options, write or type out sentences and paragraphs, click and drag images, and even record themselves responding to prompts.

To loop general education colleagues into her work with English learners, Testerman in past years has taken sample questions and practice tests that are freely available on the WIDA website to general classrooms and led activities with the whole class.

"It's really very interesting because sometimes the general education teachers are shocked at how many of their [non-English-learner] students in the general education classroom have trouble with those tasks, particularly around the writing piece," Testerman said.

"I feel like in some cases, it's given my [English-learner] students more respect, because their teachers and their classmates see the types of things that they're having to do on the WIDA test," she added.

What can the results on WIDA ACCESS tests tell teachers about students?

At Volusia County public schools in Florida, Betsy Sotomayor, an English-for-speakers-of-other-languages resource teacher for the district, regularly meets with general education teachers to review ACCESS sample questions and students' scores and what they mean for their general classroom work.

For instance, a student may score low in the speaking portion of ACCESS but high in reading. The teacher can ask: Is that student getting enough time to practice speaking in academic contexts in the classroom?

Teachers then have a better sense of what language practice is needed in general classrooms, Sotomayor said.

"It's just the fear of the unknown. But then once [teachers] understand how valuable this assessment is, they're all in, they're really all in, and they really appreciate it," she said.

General education teachers can improve academic language use for all students

For all educators to better support English learners' language development, they first need the right mindset.

Just because an English learner's vocabulary may not be as expansive as others, or they write in phrases rather than sentences, doesn't mean they're not connecting with academic content, said Leslie Grimm, assistant director of educator learning, research, and practice at WIDA. They may just not be able to express their content knowledge in full in English yet.

"If you go into these contexts thinking 100 percent that you recognize, you affirm, and you respect where they are in their learning trajectory, and what they know and what they can do, I think that you'll set up a more rigorous classroom environment," Grimm said. "Because the reality is classroom environments have to be rigorous to meet any standards, whether it's English-language development standards or content standards."

Whether it's preparing English learners for state standardized tests or the ACCESS test, Grimm has one big piece of advice for all teachers: maximize the opportunities for students to engage across language modalities. (Speaking, writing, etc.)

English learners need opportunities to practice talking and writing in class. Grimm suggests setting up group activities that involve turn and talk where, given a topic, a student may say something and then another says something different, but they're building on that previous idea and expanding on it.

Students should also be given clear directions on what they are doing across modalities. For instance, if a student is asked to describe something that they're noticing in a science experiment and must write that down, what kind of language would they use? They may name what they are studying but then may use a pronoun to describe it later, rather than restate the name.

If at the end of a social studies unit students must engage in classroom debate, there are specific language features used when speaking in a debate that students should practice using throughout the unit.

Testerman said that promoting formal, language use in general classrooms is something that benefits all students, especially since language learning never stops as language itself evolves. For instance, the word zoom used to mean moving at a fast pace but is now more often used to refer to the virtual meeting platform and the verb of using said platform, she said.

But Testerman also recognizes how busy teachers are. It's why she advocates for district leaders to facilitate time for general classroom teachers to plan with English-as-a-second-language teachers so they can review language objectives and learning standards together and come up with a plan on how to best promote language development across the school day.

# data[].attributes.attachment_link.title
What All Teachers Should Know About WIDA's Test for English Learners

# data[].attributes.attachment_link.description
Researchers and specialists say general education teachers play a role in helping English learners' language development.

# data[].attributes.body
This is an article that describes the difference in HLS across states, and the problems associated with HLS as a way to identify MLs. This article describes that NJ uses questions that are different from the USDOE and that the HLS uses a tree format where if you answer yes to a question, you move to a different question. This means that NJ home language survey is more detailed than other states. However, the authors recognize that additional validation measures be taken with survey questions, and the survey needs reform or removal overall.

# data[].attributes.body
This fact sheet goes more into detail of the second and third step of the identification process. This step involves conducting a records review. After a HLS, a certified teacher determines whether a student has been attending a school as a non-ML for 3 or more years, if they have passed the NJ ELA and math test, and whether they have been exited from an EL program already. If a teacher finds any of these factors, a student does not have to be screened more. If a student is still considered a potential EL, then a screening test will be done.

# data[].attributes.body
After a WIDA Screener test or different WIDA test, an Individual Student report is generated which provides descriptions of each proficiency level. Scores are from 1-6, with 1 being considered beginner, and 6 being fully English Proficient. Students are assessed on listening, speaking, reading, writing, oral language, literacy, comprehension, and overall. Composite scores are created from 2 or more domains cores, and these are used to find an average score.

# data[].attributes.attachment_link.description
WIDA provides sample score reports, guides for understanding them, rubrics to connect results with instructional plans, and other resources to engage with families about what it all means. Every year, individual states set their own testing and score reporting timelines. Visit your member/state page to learn when students will test and when you can expect score reports.Please see WIDA Alternate ACCESS page for information on scores and scoring for that assessment.

# data[].attributes.headline
NJSBA Not Identifying Students Correctly

# data[].attributes.subject
NJSBA Not Identifying Students Correctly

# data[].attributes.body
In 2021, the US found that a NJ district failed to appropriately identify and assess potential ELL's which resulted in under-identification. This was problematic because it led to MLs not getting the proper supports and resources they need, and it was a submersion program in this school district. This demonstrates that the federal government has to hold states and districts accountable so students can be properly identified and given the resources they need.

# data[].attributes.attachment_link.title
Legally Speaking: Diversity, Inclusion and Elimination of Bias in New Jersey Schools – Part 3

# data[].attributes.attachment_link.description
What we can learn from recent school district settlement agreements.

# data[].attributes.body
The NJDOE lists steps for incorrectly identified MLs. First the local education agency will review the identification process, collect evidence, and consult with parents. Then the NJDOE will contact the LEA and determine if a student has been correctly identified. This could be for students who were identified as ML and does not fit the category, or for students who were not identified and fit the category. It is important for the identification process to be reformed so that this is not needed as much.

# data[].attributes.attachment_link.readable_text
Scenario 1:

Q. A transfer student from another WIDA state was screened for identification and received a 4.2 composite score. At the time, the LEA had not received any school records from the prior school. After the 30-day period, the LEA received the school records and realized the student had been exited from a LIEP three years prior. Does the student still need to continue as a multilingual learner?

A. If the LEA had received the student's school records in a timely manner, the records review would have indicated the student was already exited from a LIEP and the student would not have been screened for identification. At this time, if the school staff observe the student may not need services (as evidenced by data), schedule a meeting with the parent. If the parent determines their child should continue in the program, the student should continue as a multilingual learner. If the parent agrees, the student should not have been identified, follow the steps in the LEA and NJDOE Responsibility tabs above.

Scenario 2:​

Q. The parent completed the home language survey and indicated English. No further steps were taken as part of the multi-step identification process. A teacher notices the student speaks a creolized English and recommends the student is administered an ELP assessment for identification. Can this be done?

A. While the home language survey was completed correctly, and staff correctly followed procedural steps, it is important to ensure that if a student speaks a form of English which is different enough from English in the U.S., then the student may require language supports. An LEA can have a meeting with a parent to discuss possible language support needs. If the parent wants their child screened, the LEA may do so by following the steps in the LEA and NJDOE Responsibility tabs above. If the parent does not want their child screened, the LEA shall continue to support the student through instructional adaptations (N.J.A.C. 6A:8-3.1).

Scenario 3:

Q. A student with a disability was identified as a multilingual learner four years ago. The LEA feels language is not the issue and the student was incorrectly identified as a multilingual learner. Can the student be exited?

A. Once the student is identified as a multilingual learner, the student cannot be exited unless the student demonstrates proficiency in one of the approved ELP tests. If the LEA feels the student was incorrectly identified, the LEA may follow the steps in the LEA and NJDOE Responsibility tabs above. Note, a student shall continue to receive both services until otherwise determined.

Scenario 4:

Q. A student is not identified as a multilingual learner, but a teacher considers the student may be. Can I administer the ELP assessment for identification?

A. The LEA should investigate whether the multi-step process was completed correctly. The LEA may contact the parent and confirm whether the HLS is correct. If the parent indicates the HLS was answered correctly, the student should not be screened. If the parent indicates, the HLS was completed incorrectly, the LEA may follow the steps under the LEA Responsibility tab .

Scenario 5:​

Q. A student is new to the LEA. The home language survey suggests no language other than English is spoken at home. The identification process is complete. The LEA later in the same school year receives school records from the prior school and a review of the student's educational history shows prior ACCESS tests scores. Do I screen the student for identification?

A. This discrepancy should be investigated. Communicate with the parents if a possible error occurred with the HLS. As part of the records review, check prior school records and record observations from current teachers. If the records review indicate Step 3, administer ELP assessment should have been completed, follow the steps in the LEA and NJDOE Responsibility tabs above.

Scenario 6:

Q. A student is identified as a multilingual learner this school year. A teacher observes the student's English language proficiency is not an issue. Instead, the teacher considers a learning disability may have impacted the student's ELP assessment screening score. Can I exit the student?

A. Once the student is identified as a multilingual learner, the student cannot be exited unless the student demonstrates proficiency in one of the approved ELP tests. However, if the original identification was an error, the LEA may follow the steps in the LEA and NJDOE Responsibility tabs above. Note, a student shall receive both services, if needed. It is illegal to prioritize one program or service over another.

# data[].attributes.body
This PDF focuses on students who are identified as a ML and a student with a disability. Sometimes students who are identified as MLs have a harder time being identified and getting services for a disability because people struggle to differentiate between language acquisition struggles or a disability. It is also important to recognize a student who speaks a LOTE may be identified as disabled rather than an ML. It is important to identify students correctly so they can receive resources for both needs, not just one or the other.

# data[].attributes.body
The Glassboro Public School District wrote a statement on identifying MLs as Gifted and Talented. The district uses WIDA scores from ELL identification and other factors to determine eligibility for the program, but this still blocks MLs from getting into Gifted and Talented Programs. A ML might be struggling with language acquisition, but they are gifted and talented in another subject or their home language. It is important to use other sources besides WIDA identification test scores to characterize a student as GT.

# data[].attributes.attachment_link.description
If the problem continues, contact the site owner.