The Englewood Board of Education received an ACCESS assessment report on multilingual learners (MLLs) showing both increased participation and mixed proficiency results. Mercedes Yo presented the findings and next steps, and board members asked clarifying questions about grade‑level trends and newcomer counts.

The ACCESS test measures English‑language proficiency across speaking, listening, reading and writing; the district explained that the ACCESS scale runs from level 1 (entering) to level 6, and that the passing threshold is 4.5. The district noted that research typically projects 5–7 years for full academic language development even when conversational English develops sooner.

Key highlights provided from the Greco school example: over the three‑year window (2022–24) Greco showed growth that resulted in more students at level 3 (developing) in the ESL program; the district reported that the percentage of level‑3 students in the ESL program rose from 3% in 2022 to 10% in 2025. The presenter emphasized a concurrent influx of new MLL students and said that 2025 produced a more comprehensive dataset because the district enrolled more entering students.

The district summarized 2025 trends overall as a concentration at level 2 (emerging) across K–12, and flagged an increase in students whose parents declined services (noted on the report as "parent refusal"). The dual‑language program showed strong outcomes in 2025, with examples the presenter gave of bridging and reaching levels above expectations.

Planned next steps outlined on the record included: targeted small‑group language development, additional ESL periods on dualEnglish and bilingual teachers’ schedules, more systematic progress monitoring through PLCs and data walks, twice‑yearly one‑week intensive newcomer sessions (budget permitting), the expansion of Seal of Biliteracy opportunities at JDMS, and continued partnership discussions with Stockton University for sheltered instruction professional development.

Board members asked for an apples‑to‑apples growth analysis; the presenter said the district prepared a cohort growth analysis for students who tested in 2023–24 and again in 2024–25 and that the analysis shows a majority of students in many cohorts demonstrated growth (the presenter used sixth grade as an example: of 18 students moving into sixth grade, 13 (72%) showed growth, 2 (11%) maintained, and 3 (17%) regressed).

The presenter noted the district will provide follow‑up materials and that the superintendent and curriculum staff are coordinating professional development and targeted supports. Board members asked for year‑over‑year comparisons on graduation pathway and proficiency data, and the presenter offered to provide those comparisons in a later packet.

The board’s discussion distinguished data trends (reported), proposed directions (targeted supports and staffing/scheduling changes) and formal actions (none were taken during this presentation).