The Identification Process of MLs in NJ by Mary Kilroy

NJ Gov Identification Procedures

kilroy37 — 2025-10-12 17:20:05 UTC

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.

What is WIDA Screener?

kilroy37 — 2025-10-12 17:43:36 UTC

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.

What educators should know about WIDA

kilroy37 — 2025-10-12 17:51:01 UTC

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.

Issues with HLS

kilroy37 — 2025-10-12 18:05:43 UTC

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.

Identification Fact Sheet

kilroy37 — 2025-10-12 18:11:19 UTC

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.

WIDA Scores and Proficiency Level

kilroy37 — 2025-10-12 18:17:01 UTC

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.

NJSBA Not Identifying Students Correctly

kilroy37 — 2025-10-13 19:14:19 UTC

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.

Incorrectly Identified Students

kilroy37 — 2025-10-13 19:17:09 UTC

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.

MLs with Disabilities

kilroy37 — 2025-10-13 19:21:14 UTC

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.

MLs in Gifted and Talented

kilroy37 — 2025-10-13 19:25:00 UTC

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.