Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Multilingual Learners topic
No spam. Unsubscribe anytime.
Metuchen reports 100% ACCESS participation; about 17% of multilingual learners exited ESL
Summary
Supervisor Lindsey Omar told the board the district achieved 100% ACCESS participation in spring 2025; roughly 17% of multilingual learners scored 4.5+ (exit threshold) and district supports include push-in co-teaching, pull-out instruction, a High Impact Tutoring Grant and STAR Academy.
Metuchen, N.J. — Lindsey Omar, the district’s supervisor for elementary instruction, multilingual learning and instructional technology, presented spring 2025 ACCESS results to the Metuchen Board of Education on Aug. 12, reporting full participation and progress toward proficiency among multilingual learners.
"This year, we've had a 100% participation rate in the ACCESS testing," Omar said, adding that full participation allowed the district to show where students are performing across the four language domains.
Omar described the distribution of composite ACCESS scores for 2025: roughly one-quarter of multilingual learners scored in the 3 range and about 30% were in the 4 range, with nearly 17% achieving a 4.5 or higher and therefore exiting the ESL program. She explained that students exit when they reach the 4.5 benchmark and that the district uses multiple pathways to ensure graduation readiness, including additional administrations of assessments and a portfolio pathway.
To support multilingual learners, Omar outlined program models used across schools: push-in co-teaching at Moss and Campbell, pull-out services at Edgar and the high school, sheltered English instruction for K–5, double-block ESL for students scoring below 2.5 at Edgar, and a second high-intensity period for Spanish-speaking students in grades 6–12 tied to the district’s bilingual waiver where a language group has 20+ students.
Omar also highlighted resources and initiatives designed to accelerate language growth: a High Impact Tutoring Grant, the district’s STAR Academy (summer accelerated reading support and family sessions), multilingual profiles for students, and a newly formed multilingual parent advisory committee. To improve family engagement, the district uses technology (Google Translate, Pocketalk) and translates emails into families’ home languages.
Board members asked whether parents waive services (Omar said four or five students had been waived this year) and what supports exist after students exit (Omar said she would follow up with additional details). Omar estimated students typically spend about five years in ESL, with a range of about five to seven years given student mobility.
Omar closed by noting continued professional development for staff to implement WIDA standards and sheltered instruction strategies.
