Identification of English Language Learners (ELLs) in Wisconsin Jacqueline A. Iribarren, Ph.D. ESL/Bilingual & Title III Consultant

This Applies to: All students in grades K-12 who are eligible for Title III funding/services. Public schools, charter schools, private schools with public school assessment agreements.

Steps for the Identification of ELLs: General Procedure: Use of the Home Language Survey Screening of English language proficiency (W-APT) Assessment of English language proficiency (ACCESS) Determination of eligibility for Title III services Parental Notification & Offer of educational services

Remember Supplemental vs. Supplant: Title III Services are supplemental not supplant Please see the Supplement Not Supplant Provision of Title III:

Home Language Survey (HLS) Per Federal requirement, the HLS should serve to answer the following: Has the student been significantly exposed to another language other than English? As such, you can ask the following questions: Is your child’s native tongue a language other than English? Is the primary language used in your child’s home or environment a language other than English? Note: This document should be in a language & mode of communication appropriate for the parents

Home Language Survey (HLS) If the answer to either question is “YES”, the child is assessed to determine eligibility for Title III ELL services. Assessed means: Use of screener and/or the ACCESS. If on the screener the student is proficient, then no further assessment is warranted and the child is classified as Fully English Proficient (FEP). If on the screener the student scores less than proficient, then that student is formally assessed with the ACCESS test during the testing window. This student is then classified as an ELL student and is eligible for Title III services.

A Final word on the HLS…. (aka Jacqueline’s corner) Per OCR, we are just inquiring about a students’ significant exposure to another language. My recommendation is to keep it simple and short. There is no need to make these lengthy. As such, I recommend that you add a section onto your school’s registration form, label it “Home Language Survey Section”, and ask the two questions previously stated. This way, there is no need for an additional paper document and not to mention, over-burdening parents with lengthy questionnaires to fill out. Let’s maintain our practices both eco and parent friendly!

What about Assessment Accommodations for Students with Disabilities? Use of an accommodation is based on documentation in school record/IEP. Decision to be made on student-by-student basis.

Required Parental Notification and Timeliness of Identification: Parental and Timeliness of Communication is huge for Title III! The next section outlines required parental communication & timeliness of identification.

TITLE III − PARENTAL NOTIFICATION REQUIREMENTS (Section 3302) Note: The notification is distributed to parent(s) of participating LEP children, in an understandable and uniform format and, to the extent practicable, in a language the parents understand. 1. The school(s) have informed the parent(s) of a limited English proficient (LEP) student that their child has been identified for participation in a language instruction educational program within 30 days after the beginning of the school year (or, for students who arrive after the beginning of the school year, within two weeks of the child’s placement in a language instruction program). 2. The notification is distributed to parent(s) of participating LEP children, in an understandable and uniform format and, to the extent practicable, in a language the parents understand.

TITLE III − PARENTAL NOTIFICATION REQUIREMENTS (Section 3302) 3. Parents are informed about the child’s level of English proficiency, how such level was assessed, and the child’s academic level. 4. The method of instruction that will be used to serve the LEP child, including a description of other methods of instruction available and how those methods differ in content, instructional goals, and the use of English and a native language, if applicable are communicated to parents. 5. The parents are notified of how the program will meet the specific needs of the child in attaining English and meeting state standards. 6. Parents of participating LEP children are informed about the program’s exit requirements, the expected rate of transition into a classroom not tailored for LEP students, and, in the case of high school students, the expected rate of graduation.

TITLE III − PARENTAL NOTIFICATION REQUIREMENTS (Section 3302) 7. The school(s) informs parents of participating LEP children of how the instructional program will meet the objectives of an individualized education program of a child with a disability. 8. Written guidance on the rights that parents have to remove their child from a program upon their request, or to choose another program or method of instruction, if available, and how parents will be provided assistance in selecting the best program to serve their child is provided. 9. Separate Notification: Parents have been notified if their child’s school district has failed to make progress in meeting the state’s Annual Measurable Achievement Objectives (AMAOs) within 30 days after the failure occurs. 10. The district has implemented an effective means of outreach to parents of LEP children which includes information on how parents of LEP children can become involved in the education of their children and how they can participate in helping their children learn English, achieve at high levels in the core academic subjects and meet state standards.

Additional Resources: (Pay attention to the Bulletins) x.htmlhttp:// x.html

Thank you! Please feel free to contact me with any questions: Jacqueline A. Iribarren, Ph.D. Title III Consultant (608)