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Entry and Exit Criteria on W-APT

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 current. For students in grades 1 through 12, a  W-APT  proficiency level of 4.5 is the standard for determining the need for language assistance services.  Students who score below this standard and have at least one other indicator, are students identified as limited English proficiency (N.J.A.C.6A:15-1.3(c).

Kindergarten

The Kindergarten W-APT 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 (B). The score sheet indicates the criteria for successful completion and indicates 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 and Kindergarten MODEL may be used to help determine eligibility of a kindergarten student for language assistance services. 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.

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 also consider other indicators in making their placement decision, such as the student’s reading level in English, previous academic performance, and the input of teaching staff members responsible for the educational program for the limited English proficient student.

For ineligibility for 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 eligibility and ineligibility in kindergarten

 

Eligibility for Language Assistance
Kindergarten

Not Eligible for 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 completes 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 completes parts A, B, C, and D
AND

Writing

 

Does not successfully complete parts A, B, and C

Successfully completes parts A, B, C, and D

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, such as the student’s reading level in English, previous academic performance, and the input of teaching staff members responsible for the educational program for the limited English proficient student  when identifying and exiting limited English proficient students from language assistance programsFor 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.