If a language other than English is spoken at home, the HASD will work to provide translation and interpretation support for families.  We know that children will succeed when their parents are involved and knowledgeable about their education.  Please contact your school office for translation and interpretation support.

Identification and Placement Information

In Wisconsin, each school board shall identify potential ELL students within the school district as part of the enrollment process using a home language survey and the state approved English proficiency assessment (PI 13.07).

The HOME LANGUAGE SURVEY (HLS) is a required document as the first step in the ELL identification process in Wisconsin. The HLS must be completed for each student at the time of registration. Per the state statute (s.115.96 (1), Wis. Stats.), the school board shall identify students meeting any of the following criteria:

1. Students who communicate in a language other than English.
2. Students whose families use a language other than English.
3. Students who use a language other than English in daily non−school surroundings.

Students who do use a language other than English are then evaluated to determine if the students are in need of additional language support.

If it is determined that a student qualifies for language support, parents are notified, and an appropriate plan for instruction and support is put into place. 

Assessing English Language Learners

The Wisconsin DPI’s EL Policy Handbook states:

Under the ESEA, all students who have EL status must be annually assessed for English language proficiency using a state-defined ELP assessment. The State of Wisconsin has chosen WIDA’s ACCESS for ELLs as this assessment. The annual ELP assessment window runs from December to February.

The ACCESS test monitors students' progress in acquiring academic English in the content areas of Language Arts, Math, Science, and Social Studies. 

ACCESS for ELLs scores are summative scores used to meet Wisconsin’s federal and state reporting requirements, and to provide a standardized measure of English proficiency. Districts can use annual ELP scores to track student progress in obtaining full English proficiency, and to make reclassification decisions.

Scores are available in late spring, both in paper form and electronically. Score reports and parental letters are available in many languages to help communicate to parents what the results mean.                                                 

WIDA describes six English language proficiency levels, which are derived from the proficiency level scores.     

In most situations, unless otherwise specified, ELP refers to the Overall Composite proficiency level.

Once testing is complete, reports are sent out to teachers and parents.

Exit and Reclassification

Students remain in the ELL program until they reach proficiency in academic English.  The amount of time varies by individual. Although spoken English is acquired socially in 1-3 years, a period of 5-7 years is required, on average, for English Language Learners to approach grade level norms in academic aspects of English.  If the child is not literate (able to read and write) in the home language, it may take up to ten years to approach grade level norms. (Collier, 1987; Klesmer, 1994; Cummins, 1981a). 

Exit Measures

Students are exited from ELL services if they receive an overall proficiency score of 4.5- 5.0 or higher on the ACCESS for ELs 2.0 assessment.

Communication of Exit Criteria and Procedures

When a student has achieved proficiency and is ready to be exited from the ELL program, parents will be notified via written communication (translation available as needed) from the ELL teacher. Additionally, classroom teachers and Special Education teachers (as applicable) are notified by the ELL teacher that the student will be exited from the program. Students will continue to be monitored for 2 years by the ELL teacher to ensure continued growth.