The purpose of the Bilingual and ESL programs in the state of Wisconsin is to assist school districts serving students who are English language learners (ELLs) to become proficient in academic English and prepared for their continuing education and career readiness goals.
At the time of enrollment, all students are asked a series of questions by completing a Home
Language Survey (HLS). These questions are designed to determine if a student is exposed to languages other than English at home, as such exposure is one indication that they may not be proficient in English. The Home Language Survey is a tool which helps school determine which student should be screened for English Language Proficiency (ELP)) and possibly offered learner (EL) services within 30 days of enrollment.
An EL student is defined as:
A student -
(A) who is age 3 through 21;
(B) who is enrolled or preparing to enroll in an elementary school or secondary school;
(C) who was not born in the United States or whose native language is a language other than English; and who comes from an environment where a language other than English is dominant;
Steps to identifying, placing, and assessing English Language Learners:
1. Student identification as language minority upon enrollment using a Home Language Survey.
2. Assessment of English language Proficiency (ELP) using the screener WIDA MODEL.
3. Program placement determined using the screener results, ISP (Individual Student Plan)
established, parental permission and program options obtained and accommodations
4. Annual ELP assessment (ACCESS 2.0 for ELLS) to measure growth in English language
These steps are repeated until student is fully English proficient.
WIDA MODEL: for more information and website click here.
The District uses this screener for Grades K - 8.
The WIDA MODEL (Measure of Developing English Language) is a series of English language proficiency assessments for Kindergarten through Grade 12. MODEL can be used by educators as in identifying/placement assessment for newly enrolled ELL's as an interim progress monitoring assessments.
W-APT: for more information and website click here.
The District uses this screener for Grades 9 - 12.
W-APT stands for the WIDA-ACCESS Placement Test. Is is an English proficiency "screener" test given to incoming students who may be designated as English language learners. It assists educators with programmatic placement decisions such as identification and placement of ELLs. The W-APT is one component of WIDA's comprehensive assessment system. Each form of the test assesses the four language domains of Listening, Speaking, Reading, and Writing.
Purpose and Use
The W-APT was designed to be used as:
* One of several criteria to determine eligibility for language support services
* An indicator of a student's language proficiency level (1 through 6) on the WIDA continuum
* An aide to determining appropriate levels and amounts of instructional services
* A guide for tier placement on the ACCESS for ELLs annual assessment
Resources: ACCESS for ELLs
ACCESS 2.0 Assessment: for more information and website click here.
The District administers this assessment from December through February and all tests are online with the exception of Kindergarten and Alternative.
ACCESS for ELL's 2.0 is a secure large-scale English language proficiency assessment administered to Kindergarten through 12th grade students who have been identified as English language learners (ELL's). It is given annually in WIDA Consortium member states to monitor students' progress in acquiring academic English. ACCESS for ELL's 2.0 is only available to Consortium member states. ACCESS for ELL's is aligned with the WIDA English Language Development Standards and assesses each of the four language domains of Listening, Speaking, Reading, and Writing. The assessment is available in both paper-based and online formats for Grades 1-12, wile Kindergarten and Alternate ACCESS for ELLs are paper-based tests.
Purpose and Use of ACCESS for ELLs 2.0
* Helps students and families understand students' current level of English language proficiency
along the development continuum.
* Serves as one of multiple measures used to determine whether students are prepared to exit
English language support programs.
* Generates information that assists in determining whether ELLs have attained the language
proficiency needed to participate meaningfully in content are classrooms without program
* Provides teachers with information they can subsequently use to enhance instruction and
learning in programs for their English language learners.
* Provides districts with information that will help them evaluate the effectiveness of their
* Meets, and exceeds, federal requirements for the monitoring and reporting of ELLs' progress
toward English language proficiency.
ELP Coding in State Data Collections
EL = English Learner / ELP = English Language Proficiency / LEP = Limited English Proficient
| 1 = ELL /EL/LEP
|| Beginning Pre-production
| 2 = ELL/EL/LEP
|| Beginning Production
| 3 = ELL/EL/LEP
| 4 = ELL/EL/LEP
|| Advanced Intermediate
| 5 = ELL/EL/LEP
| 6 = Formerly ELL/EL/LEP
|| Now Fully English Proficient
| 7 = Fully English Proficient
|| Never ELL/EL/LEP
ACCESS for ELLs Information for Families Brochures:
The brochure answers common questions asked by families about the ACCESS for ELLs. It describes what scores will be provided and how they will be used.
Family Brochure in Spanish