Exit & Reclassification

Reclassification & Exit Procedures

Exiting a student from Multilingual Learner (ML) status requires concrete evidence of English proficiency across multiple metrics. A standardized test score alone is never sufficient for reclassification. Both an assessment score and a formal observation are strictly required. There is no minimum or maximum number of years a student must remain in the ML program; exit decisions are driven entirely by data.

Exit Step 1: English Language Proficiency (ELP) Standard

To trigger the exit process, a student must first meet the minimum proficiency cut scores on a state-approved assessment.

• Standard Assessment: A score of 4.5 or higher on the ACCESS for ELLs or the WIDA MODEL.

• Alternate Assessment: A score of 3.0 or higher on the Alternate ACCESS (A3).

Mid-Year Exiting Procedures The WIDA MODEL may be used to exit a student mid-year between October 1 and the start of the annual ACCESS testing window.

Compliance Warning: A student exited mid-year using the WIDA MODEL is no longer classified as an ML and is therefore not eligible for ML accommodations on the NJSLA.

Exit Step 2: English Language Observation Form

This step is only permitted if the student has successfully met the criteria in Exit Step 1. The English Language Observation Form must be completed collaboratively. It must be led by a certified ESL or bilingual staff member and include at least one mainstream content teacher. Observations must take place in classrooms where English is the primary medium of instruction.

The observation evaluates the following domains, comparing the ML student to non-ML peers in similar settings with similar characteristics (e.g., grade level, educational background, or disabilities):

• Listening: Does the student follow along, respond appropriately to spontaneous questions, and ask for or provide clarification?

• Speaking: How does the student's output compare against what the teacher elicits and what non-ML peers produce?

• Achievement: Does the student demonstrate benchmark academic performance and English reading levels similar to non-ML peers?

Special Population: MLs with Disabilities (Alternate Composite)

For students with disabilities, if no appropriate testing accommodation exists for a specific language domain, the exit decision may be based on a composite of the domains that were assessed. The cut score remains 4.5.

You must strictly follow these procedural steps:

1. Convene: The Child Study Team (CST) and the teacher providing language instruction must meet.

2. Review the IEP: Review the student's developmental context, current accommodations, and IEP goals.

3. Determine Exemptions: Identify any exempt domains using WIDA's Accessibility and Accommodations Supplement.

4. Apply NJ Policy: Apply New Jersey’s "Less Than Four" policy. The WIDA Model 2 will assign the rounded average of the observed domains.

5. Observe & Document: Complete the English Language Observation Form.

6. Finalize: Document the exit determination formally in the CST meeting minutes and within the student's IEP.

The English Language Observation Form: Required Fields & Rubric

Note: You may only initiate this print form if Exit Step 1 is "Yes."

Required Administrative Data

You must fully complete all demographic fields: Student ID, Grade, Meeting Date, Certificated ESL/Bilingual Staff Name, Student State ID, and Student Birth Date.

Mandatory Attendance Rule: You must list the names, titles, and subjects of other staff in attendance. At least one ELA teacher and one Math teacher are strictly required to participate.

Evaluation Rubrics

1. Listening in the Classroom (Select all that apply)

• Listens and follows along.

• Responds to teacher questions.

• Interprets oral information to complete tasks.

• Responds to spontaneous questions appropriately.

• Asks for clarification if necessary.

• Provides clarification if necessary.

• Clears up misunderstandings by restating.

2. Speaking Comparison You must rate the student's speech (Observed student uses) against what the teacher prompts (Teachers elicit) and what peers produce (Non-MLs use).

• Rating Scale: Mostly Words-Phrases / A sentence / Connected sentences.

3. Language & Academic Expectations

• Uses language as expected for the task: All or most of the time / Some of the time / Rarely.

• Achieves at levels similar to non-ML peers: All or most of the time / Some of the time / Rarely.

Final Determination

You must select one of the following outcomes, sign, and date the form:

• Student is exited from ML status: (Requires a "Yes" on both Exit Step 1 and Exit Step 2).

• Student remains an ML: (Triggered by a "No" on either Exit Step 1 or Exit Step 2).

For the printable form, please scan the QR code