Wisconsin

On this page you will find:

• Contact information
• Your state's test administration guidelines
• Important dates
• Professional development opportunities in your area
• Wisconsin's Entry and Exit Criteria for ELLs

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* Subject to change depending on when all test booklets are received by MetriTech.

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ELL Entry & Exit Criteria for Wisconsin

IDENTIFICATION OF STUDENTS AS ENGLISH LANGUAGE LEARNERS (ENTRY)

The identification and placement of limited-English proficient (LEP) students in programs for English language learners (ELLs) is based on the following required steps:

Step 1. Home Language Survey
The Home Language Survey (HLS) is a district-developed tool that should include the following minimum information:

• place of birth,
• first language acquired,
• language other than English spoken in the home,
• number of years of education outside the U.S., and
• the number of years of education in the U.S.

If there are indications that the student has been sufficiently exposed to a language other than English, then the student must be assessed for English language proficiency (ELP) level.

Step 2. Preliminary Evaluation Students who have recently arrived in the U.S. or in a particular school district who are potential ELLs must be evaluated to identify if need ELL services, and to assist in program placement if the preliminary ELP Level is 1-5. The WIDA-ACCESS Placement Test™, or "screener" is Wisconsin's recommended initial placement assessment.

Step 3. Assessment of English language proficiency
Per Titles I, Part A and III, Part A of the ESEA-No Child Left Behind Act of 2001, all ELP assessments must include four language domains:

• listening/understanding,
• speaking,
• reading, and
• writing.

The ELP assessments must also be tied to Wisconsin's ELP Standards.
Students who attain an ELP Level 1-5 are identified as ELL and must be assessed annually. Since 2005-06, all public school districts in Wisconsin must utilize the state-approved assessment of ELP, ACCESS for ELLs®.

CRITERIA FOR RECLASSIFICATION OF ENGLISH LANGUAGE LEARNER STUDENTS AS FULLY ENGLISH PROFICIENT (EXITING)

Students classified as English language learners (ELLs) will no longer be considered limited-English proficient when they have the language skills necessary to compete with mainstream English speakers in age and grade appropriate settings in all areas of language development without the use of adapted or modified English materials.

These ELL students will:
1. Understand and speak English in relation to the full range of demands of the classroom and the academic language needed to succeed;
2. Read and comprehend English as evidenced by successful classroom performance and average district score on standardized achievement tests;
3. Write English as evidenced by successful classroom performance and average district scores on standardized achievement tests; and
4. Meet or exceed district guidelines in their academic subjects.

In general, when the student scores a Level 6.0 composite score on the ACCESS for ELLs® the student is exited from the English language proficiency (ELP) program. However, the district may also consider reclassification of an ELL student as fully English proficient by applying the following criteria and evidence:

EVIDENCE OF ENGLISH PROFICIENCY
1. The student is in the fourth grade at a minimum.
2. The student has attained an English language proficiency (ELP) Level 5.
3. Two or more additional pieces of evidence of English language proficiency (ELP) must be evaluated and kept on file in the district.
4. Parents and teachers agree that the student has reached full English proficiency. Parents must be a part of the exit decision; other pertinent team members may include the bilingual and/or ESL teacher, the classroom teacher(s), and other relevant staff.
5. Districts must have a policy in place for reclassification of ELL students and re-entry into the ELP program if evidence indicates that reclassification was premature.

The following are examples of evidence that may be used to document that the student has become fully English proficient.

• District/school writing samples meet or exceed grade level expectations.
• Student scores a 5.5 or above on the Reading section of the ACCESS for ELLs®.
• Student scores are in the proficient or advanced categories on the Wisconsin Knowledge & Concepts Examinations (WKCE) without ELL accommodations in all assessed content areas.
• Student is achieving academically at their age appropriate grade level without the use of adapted or modified English materials.
• Other relevant evidence (e.g., excellent grades, class work, and performance on local assessments).

NOTE: Evidence collected for all criteria listed above should be kept on file in the district. The district is required to monitor the exiting student for two additional years. Districts must keep documentation (grade level, ELP composite score, plus two or more pieces of evidence) on file through-out the two-year monitoring period for an exited (formerly LEP) student.

IMPACT ON POLICY & FUNDING
Once reclassified as fully English proficient, the student will no longer:

• Be administered the ACCESS for ELLs®.
• Receive testing accommodations for ELLs on WKCE

Copies of this and other ESEA Information Updates can be found at dpi.wi.gov/esea/bulletins.html

Specific questions related to this bulletin should be directed to:
Jacqueline Iribarren, Ph.D.
Bilingual/ESL Consultant
Title III State Director
608-266-7292
jacqueline.iribarren@dpi.state.wi.us

or

Tolu Sanabria
Education Specialist, Title III, Bilingual/ESL Education
608-267-9235
tolu.sanabria@dpi.state.wi.us