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Wall Township reports ACCESS for ELLs results; district outlines training and resources for multilingual learners
Summary
Assistant Superintendent Jennifer McCann presented 2025 ACCESS for ELLs results: 73 students tested, scores reported for 66. District leaders described teacher training and new supplemental materials aimed at improving outcomes for multilingual learners.
Assistant Superintendent Jennifer McCann presented the district ACCESS for ELLs results for 2025 and described instructional steps the Wall Township Public School District will take to support multilingual learners.
McCann said the district tested 73 students and has received scores for 66 of them; two test records were omitted for incomplete sections and five students took an alternate assessment whose proficiency cut scores were not yet available. Of the 66 reported results, McCann said 41 students were general-education students, 24 were special-education students and one was a Section 504 student. She said 43 students improved their ACCESS score from the prior year, while 12 decreased, and six met the district criteria to exit services.
The presentation outlined the ACCESS assessment structure (listening, speaking, reading and writing), the district use of WIDA-aligned proficiency levels and the district decision to report results at the district level rather than by grade, due to small subgroup counts that could identify students. McCann said Wall had no students at the top proficiency levels for 2025.
To address needs identified by the results, McCann described ongoing and planned measures: continued professional development in Sheltered Instruction (offered through Stockton University), adoption of a supplemental K2-level resource called Hand2Mind, expanded secondary supports using the Robotel (ML) program, purchase of a supplemental reading-and-writing curriculum for grades 35, and continued use of the LinkIt platform to triangulate assessment data.
McCann said those steps are paired with collaboration between ESL teachers and general-education teachers to focus on the four ACCESS subsets and to monitor progress across grades K12. She identified transient enrollment as a challenge for the ML population and said the district will continue to monitor results as additional alternate-assessment cut scores are received.
The presentation did not propose immediate personnel changes; McCann framed the next steps as curriculum supports, training and data review to refine instruction.
Dr. McCanns remarks were followed by no formal board action at the meeting.
