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New Jersey State Department of Education
Office of Title I

Approved English Language Proficiency Tests

ACCESS for ELLs®
WIDA Consortium
Wisconsin Center for Educational Research (WCER)
University of Wisconsin-Madison
1025 W. Johnson Street, MD #23
Madison, WI 53706, U.S.A.
Tel: 608-263-4216, Fax:608-263-3733
www.wida.us

WIDA-ACCESS Placement Test (W-APT)
WIDA Consortium
Wisconsin Center for Educational Research (WCER)
University of Wisconsin-Madison
1025 W. Johnson Street, MD #23
Madison, WI 53706, U.S.A.
Tel: 608-263-4216, Fax:608-263-3733
www.wida.us

WIDA MODEL Assessment for Kindergarten to Grade 12
WIDA Consortium
Wisconsin Center for Educational Research (WCER)
University of Wisconsin-Madison
1025 W. Johnson Street, MD #23
Madison, WI 53706, U.S.A.
Tel: 608-263-4216, Fax:608-263-3733
http://www.wida.us/assessment/MODEL/

Idea Proficiency Test
Ballard & Tighe Publishing Company
480 Atlas Street
Brea, California 92821
Phone: (800) 321-4332, Fax: (714) 255-9828
www.ballard-tighe.com

Regional Office
c/o Vita Evans
480 Atlas Street
Brea, California 92821
Phone: (800) 321-4332, Fax: (714) 255-9828
www.ballard-tighe.com

Language Assessment Scales and Language Assessment Scales Links
CTB/McGraw Hill
20 Ryan Ranch Road
Monterey, CA 93940
Phone: (800) 538-9547
FAX: (800) 282-0266
www.ctb.com

Regional Offices
c/o Russ Dusewicz
 
27 Hazelhurst Drive
Voorhees, NJ 08043
(856) 627-6877
FAX: (856) 627-1033
Russ_Dusewicz@ctb.com

MAC II Test of English Language Proficiency
Questar Assessment, Inc. (formerly Touchstone Applied Science Associates, Inc.)
4 Hardscrabble Heights
PO Box 382
Brewster, New York 10509
Phone: (845) 277-4900
(800) 800-2598 (Customer Service)
FAX: (845) 277-3548
www.QuestarAI.com   

Comprehensive English Language Learning Assessment (CELLA)
Accountability Works, Inc.
7315 Wisconsin Avenue
Suite 215 E
Behtesda, Maryland 20814
Phone: (301) 469-3443
FAX: (301) 469-3445
www.awschooltest.com 

Language Proficiency Test Standards for Determining Limited English Proficiency

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 LEP students and for determining readiness to exit from bilingual/ESL/ELS program services

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-ACCESS Placement Test (W-APT)

WIDA Consortium

The WIDA-ACCESS Placement Test (W-APT)™ is an adaptive test that can gauge students’ proficiency up to and beyond level 5 of the WIDA ELP Standards. Like ACCESS for ELLs ®, there are five grade level clusters (Kindergarten, 1-2, 3-5, 6-8, and 9-12). Unlike the ACCESS for ELLS ®, all scoring of the W-APT is completed on site by the test administrator. All sections of the test are scored as the test is administered. After completion of the Speaking, Listening, Reading and Writing, the Test Administrator will use the instructions on the scoring sheet to calculate the students’ overall Proficiency Level.

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   W-APT  proficiency level of 4.5 or higher is recommended for exiting a program if multiple criteria support the decision.

Kindergarten

The Kindergarten test is organized into parts (A through E), each progressively more difficult. If the student successfully completes a part (e.g., A) they move on to the next part. The score sheet indicates the criteria for successful completion and will indicate how far the student progresses in the adaptive administration.  For example to successfully complete part D of the Listening and Speaking exam, a student must answer at least 3 questions correctly in  Part A, 3 questions correctly in Part B, 3 questions correctly in Part C, and 4 questions correctly in Part D.

The W-APT may be used to help determine eligibility of a kindergarten student for language assistance or to help identify when a student is able to exit a language assistance program. Eligibility may be determined at any time during the school year. However, the Reading and Writing sections of the W-APT test are only appropriate during the second half of the Kindergarten year.

For example, eligibility for language assistance program services for a student tested in September is contingent on students NOT successfully completing any Parts A, B, and C of the Listening and Speaking Test. If a student is tested in February, the student will take the Listening and Speaking, Reading and Writing tests. If the student does not successfully complete the appropriate parts in any one of the three tests, the student is eligible for language assistance. Districts should consider other indicators in making their placement decision.

To exit a language assistance program a student is expected to meet the criteria in all three test sections.  The following chart demonstrates the standards for program entry and exit in kindergarten

 

Eligibility for Language Assistance
Kindergarten

Exit Language Assistance

Test Section

Administered
Before January 1 of the School Year

Administered After January 1 of the School Year

Administered at the End of Kindergarten

Listening and Speaking

Does not successfully complete parts A, B, C, and D

Does not successfully complete parts A, B, C, and D
OR

Successfully complete parts A, B, C, and D
AND answer at least 3 questions  correctly in Part E
AND

Reading

 

Does not successfully complete parts A, B, and C
OR

Successfully complete parts A, B, C, and D
AND

Writing

 

Does not successfully complete parts A, B, and C

Successfully complete parts A, B, C, and D

WIDA MODEL

WIDA Consortium

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 ELLs 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 1-12The 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 ELL 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 limited English proficient students 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 5.0 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.

Language Assessment Scales (LAS)

CTB/McGraw Hill

Use the LAS Language Proficiency Index (LPI) to determine program placement.


LPI (RW/O)

Category

Description


1/2

LEPa

low-level R and W skills

1/3

 

mid-level (limited) L and S skills

1/4

LEPb

low-level R and W skills

1/5

 

high-level (proficient) L and S skills

2/2

LEPc

mid-level R and W skills

2/3

 

mid-level (limited) L and S skills

2/4

LEPd

mid-level R and W skills

2/5

 

high-level (proficient) L and S skills

3/2

LEPe

high-level R and W skills

3/3

 

mid-level (limited) L and S skills

3/4

FEP

high-level R and W skills

 

 

high-level (proficient) L and S skills


Standard
Any student that places below the FEP (Full-English Proficient) category and has at least one other indicator as per N.J.A.C. 6A15-1.3(c) is limited English proficient.
Other indicators include the following:

  • Reading level;
  • Previous academic performance;
  • Achievement on standardized tests in English; and
  • Teacher judgment.

Idea Proficiency Test (IPT)

Ballard and Tighe Publishers

Use the IPT designations to determine program placement.

  • Oral Tests

    - Non-English Speaker
    - Limited-English Speaker
    - Fluent-English Speaker

  • Reading Tests

    - Non-English Reader
    - Limited-English Reader
    - Competent-English Reader

  • Writing Tests

    - Non-English Writer
    - Limited-English Writer
    - Competent-English Writer

Standard

Any student who falls in the "limited" category or below, in any of the tests, oral, reading, or writing and has at least one other indicator as per N.J.A.C. 6A15 1.3(c) is limited English proficient.
Other indicators include the following:

  • Reading level;
  • Previous academic performance;
  • Achievement on standardized tests in English; and
  • Teacher judgment.

MACII Test of English Language Proficiency

Questar Assessment

Use the Standard Score Cut Points to determine program placement.  A student scoring below the cut point for the appropriate grade and time of year can be considered limited English proficient. 

Standard Score Cut Points*

Test Level

Grade

Fall

Spring

SEM**

Red

K

210

220

8

1

566

588

14

Blue

2

548

564

12

3

558

574

12

Orange

4

543

559

10

5

556

569

11

Ivory

6

545

557

10

7

551

562

10

8

555

567

10

Tan

9

549

560

10

10

558

570

11

11

568

583

11

12

580

593

11

*For grades 1-12, cut points are set for Total Battery scores. For grade K, cut points are set in terms of total Speaking and Listening scores.

**The standard error of measurement (SEM) of a test is a measure of reliability that represents the amount by which a score may vary due to errors of measurement. Thus, the larger the SEM, the greater the likelihood that a student might be misclassified. The SEM can be used to establish a band within which errors are most probable. For students whose scores fall within the band defined by the cut score plus or minus one SEM (e.g., 539 to 559 for Fall, 9th grade), additional data should be used to corroborate the placements.

Comprehensive English Language Learning Assessment (CELLA)

CELLA Proficiency Levels

A student scoring below English Proficient  and has at least one other indicator as per N.J.A.C. 6A15 1.3(c) is conisdered limited English proficient.

Listening and Speaking Proficiency Levels

Beginning students speak in English and understand spoken English that is below grade level and require continuous support.

Low Intermediate students speak in English and understand spoken English that is at or below grade level and require some support.

High Intermediate students, with minimal support, speak in English and understand spoken English that is at grade level.

English Proficient students speak in English and understand spoken English at grade level in a manner similar to non-ELL students.

Reading Proficiency Levels

Beginning students read below grade level text and require continuous support.

Low Intermediate students read at or below grade level text and require some support.

High Intermediate students read at grade level text with minimal support.

English Proficient students read at grade level text in a manner similar to non-ELLs.

Writing Proficiency Levels

Beginning students write below grade level and require continuous support.

Low Intermediate students write at or below grade level and require some support.

High Intermediate students write at grade level with minimal support.

English Proficient students write at grade level in a manner similar to non-ELLs.