English Language Proficiency Collection and Reporting

2003-04 and Beyond

English language proficiency classifications are defined in PI 13.08 Wis. Admin Code. English language proficiency classifications must be determined by DPI approved instruments and rubrics. Students with English language proficiency classifications of 1-5 are considered Limited English Proficient (LEP) as defined in the No Child Left Behind Act of 2001 Title IX sec. 9101(25) (scroll down to "Limited English Proficient"). Students with limited English proficiency are also called English Language Learners (ELL).

Use the number codes 1-7 to indicate "English language proficiency" classification as provided below. See http://dpi.wi.gov/ell/pdf/elp-levels.pdf for more complete descriptions of the seven English language proficiency classifications.

1 = ELL/LEP Beginning Preproduction. (WIDA label: Entering)
2 = ELL/LEP Beginning Production. (WIDA label: Beginning)
3 = ELL/LEP Intermediate. (WIDA label: Developing)
4 = ELL/LEP Advanced Intermediate. (WIDA label: Expanding)
5 = ELL/LEP Advanced. (WIDA label: Bridging)
6 = Formerly ELL/LEP, now fully English proficient
7 = Fully English proficient, never ELL/LEP

USES: English Language Proficiency codes will be used for disaggregated reporting and accountability purposes including ESEA Report Card, Adequate Yearly Progress, and Title III Annual Measurable Achievement Objectives. They are also used as a measure of the acquisition of English language proficiency and to determine the appropriate participation in WSAS.

ANSWERS TO QUESTIONS ABOUT ENGLISH LANGUAGE PROFICIENCY CODES

Districts are expected to identify potential ELLs as part of the enrollment process using a home language survey. See PI 13.06 Identification of ELP Pupils and ESEA Bulletin No. 7.01 Identification of Students as English Language Learners (Entry). The Bulletin summarizes the process, provides a link to information on what to include in parental notification, and provides DPI contact information.
Neither NCLB nor state law requires assessment or services for ELLs at grade levels earlier than Kindergarten (KG). If students at earlier grades are assessed, then their English Language Proficiency codes should reflect the results of the assessment used. Students who are not assessed cannot be counted as ELL/LEP (codes 1-5).
In the absence of a more complete assessment, districts are encouraged to assess potential ELL pre-kindergarten students using an informal English language inventory. Performance levels in the WIDA ELP Standards Book can be used as a guide. Results of the inventory can be used to estimate a student's English language proficiency code. Use ELP 7 for pre-kindergarten students who are not assessed or who are determined to be higher than ELP 5.
English Language proficiency codes should be determined as of a specific date based on the most current data available. For ISES count date records, that date is the count date. For ISES year end records, that date is the exit date from the school or the end of the school term whichever occurs first.
Any new student in grade KG-12 who is identified as ELL is expected to be assessed shortly after his/her enrollment date to determine the appropriate ELP code using a DPI-approved assessment instrument. ACCESS for ELLs™ is the approved annual assessment instrument. If recent ACCESS for ELLs™ results are not available, then beginning in 2005-06 the WIDA ACCESS Placement Test (W-APT™) should be used. (See PI 13.07.)
Beginning in 2005-2006, ACCESS for ELLs™ will be the required test for the annual assessment of students counted as ELL/LEP.
Students who take ACCESS for ELLs™ will receive a Composite English Proficiency Level that reflects the results of ACCESS testing across multiple domains. The Composite English Proficiency Level, if available, will be used by ISES to calculate the English Language Proficiency Code in ISES Count Date records beginning in 2006-07.
See ESEA Bulletin No. 7.02 Criteria for Reclassification of English Language Learner Students as Fully English Proficient (Exiting) for information about the reclassification process and how reclassification affects funding and accountability. This information is new as of 8/28/2007 and is time sensitive.