Per Federal requirements, students must be assessed in the four domains of Listening, Reading, Writing, and Speaking in ACCESS or Alternate ACCESS. A students with a disability which precludes assessment of a domain because no appropriate accommodations are available for the affected domain (e.g., non-verbal student who cannot take the speaking portion of the assessment) should be evaluated using the remaining domains. For example, if a 4^th grade student can only complete the reading and writing domains, then they must achieve a proficiency level of 4.5 or A3 and above in an alternate composite score comprised of the reading and writing domains to exclude them from identification as a multilingual learner.

Alternate composite scores can only be calculated for students who completed at least two domains. If a student can only complete one domain based on their documented accommodations, contact the Office of Supplemental Education Programs at ML@doe.nj.gov.

Read the process below to obtain an alternate composite score for a multilingual learner with a disability who was assessed with ACCESS or Alternate ACCESS.

Each of these statements must be true.

• A disability is documented in the student’s IEP or 504 plan.
• An accommodation documented on their IEP or 504 plan states the disability prevents the student from taking the specific domain(s).
• The domain for the ACCESS test session has been marked on the assessment management system (AMS): DNS (do not score) and SPD (special education).

Contact the Office of Supplemental Education via email at ML@doe.nj.gov. Provide the following information: 

• • Include subject line: Test Name (ACESS or Alternate ACCESS) – Less Than 4 Domains. 
  • Include in the body of the email, information requesting an alternate composite score calculation. Do not include any student personally identifying information via email. 

Documenting alternate composite scores

After the technical assistance, an encrypted email will be sent with the following information:

• The student’s last 4 SID numbers, the alternate composite score calculated, and one of the statements regarding readiness for exit from multilingual learner status.

1. 1. SID1234 = 4.6 – This student is ready for exit if the English Observation Form supports the ACCESS score.
   2. SID1234 = A1 – This student is not ready for exit, and must continue placement in a language instruction educational program (LIEP)

• Print and keep the email in the student’s academic record.
• Send notification letter to parent their child’s status (e.g., exit or continued placement).

WIDA’s Domain Exemption Decision Tree

The applicability of an exception must be decided on an individualized basis. An LEA may not adopt categorical rules for excluding multilingual leaners with certain disabilities from being assessed in certain domains of the English language proficiency assessment.

State and federal laws require all multilingual learners to participate in the annual ELP assessment. No disability exempts a student from this requirement. However, when all appropriate accommodations have been offered and the student’s disability remains a barrier to assessing a particular language domain, the student may be exempted from that individual domain test. Refer to the Test Coordinator Manual for details on marking a Do Not Score code to indicate that a student is not participating in a particular domain test.  

1. Does the student have a disability documented in an IEP or 504 Plan?  
   • If no, the student should participate in English language proficiency testing. Do not assign accommodations. 
   • If yes, go to question 2. 
2. Evaluate each domain separately. Is the student able to access the content in the language domain?  
   • If yes, the student should participate in English language proficiency testing, including testing in this language domain. Do not assign accommodations. 
   • If no, go to question 3. 
3. Will available accommodation allow the student to access the content in the language domain? 
   • If yes, the student should participate in English language proficiency testing, including testing in this language domain. Assign accommodations as appropriate. 
   • If no, the student qualifies for an exemption. 

For additional information please contact the NJDOE Office of Supplemental Education at ML@doe.nj.gov.

Q. A multilingual learner with a disability has been in a LIEP for over 5 years, can the LEA exit the student?
A. No. There is not a required timeframe for students to receive services.

Q. Can the LEA complete the English language observation form prior to receiving the ACCESS scores?
A. Yes. Staff may engage the student’s teachers to assess the multilingual learner’s readiness to exit.  A score of 4.5 or higher (or A3 or higher on the Alternate ACCESS) and the completed English language observation is necessary to exit a student from multilingual learner status.

Q. Can the LEA exit a student from multilingual learner status who scored a 4.3 on ACCESS, if the English language observation form supports the exit decision?
A. No. A multilingual learner must first score a 4.5 or higher.

Q. Can the LEA retest a multilingual learner who scored a 3.9 on ACCESS and academic performance supports a readiness to exit?
A. Yes. In NJ an LEA may exit a multilingual learner mid-year with the MODEL. The MODEL should be administered prior to the ACCESS testing window. Note, the current grade level for MODEL is administered to the multilingual learner.

Students who are exited must be monitored for the following two years to determine their academic progress in classes where English is used for instruction. Separately, LEAs must report data for each of the four years after students in grades K-12 are no longer identified as multilingual learners and no longer receive services under Title III and the Bilingual Education, Chapter 15.  For example, for school year (SY) 2023-2024, LEAs would report:

• Former 1 (F1): Students who exited multilingual learner status by the end of SY 2022-2023 (as first year of monitoring).
• F2: Students who exited multilingual learner status by the end of SY 2021-2022 (as second year of monitoring).
• F3: Students who exited multilingual learner status by the end of SY 2020-2021 (as third year of monitoring).
• F4: Students who exited multilingual learner status by the end of SY 2019-2020 (as fourth year of monitoring).