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Board hears presentation on ACCESS testing and multilingual supports
Summary
The Greater Egg Harbor Regional High School District heard a presentation on ACCESS English language proficiency testing and supports for multilingual learners, including teacher collaboration, professional development and timing for Title funding and potential state-level actions.
The Greater Egg Harbor Regional High School District board heard a presentation on ACCESS English language proficiency testing and the district's supports for multilingual learners during its meeting. An unidentified presenter described the ACCESS scoring framework, teacher collaboration strategies and funding considerations.
The presenter explained that ACCESS uses an overall scale and different scoring structures for each test, saying, "So there are 6 different levels for access." The presenter also referenced a district listing that included the figure "109" while offering context for enrollment and testing counts.
Board members and staff described multiple steps the district is taking to support multilingual students: ML teachers are being scheduled to work with classroom staff during professional development time, meet with students during "0 periods" and provide in-classroom modeling and summer supports. The presenters said the teachers and the union have worked together to make time available for these activities, and staff described the multilingual student population as fast-growing, requiring deeper planning in the next two to five years.
A board member asked about Title III funding; staff said federal funding cycles are on a different calendar (the presenter noted the federal budget cycle begins Oct. 1) and that timing for additional funds is uncertain. A presenter said Title I and other formula funds are in district allocations, while some other funds remain pending.
Speakers also described the wider state policy context. An unidentified speaker stated that New Jersey frequently files or joins lawsuits on similar educational-policy topics and that the state Department of Education and the attorney general's office are quick to engage when these issues reach the federal level.
On next steps, a presenter said the matter falls under regulatory code and may be put out for public comment by the state board as soon as its next meeting in August, and that the district will continue monitoring year-to-year aggregate data.
The presentation provided the board with program-level context and raised scheduling and funding questions that staff said will need follow-up; no formal board action on the presentation items was taken at this meeting.
