Wisconsin English Learner Policy Handbook
Identifying, Supporting, and Reclassifying English Learners
Under Title VI of the Civil Rights Act of 1964 and the Elementary and Secondary Education Act (ESEA) of 1965, and as reauthorized by the Every Student Succeeds Act of 2015 (ESSA) and Wisconsin state statutes, school districts throughout the state are required to identify in a uniform manner and provide services to English learners (ELs). This includes immigrant and migrant students, and students with disabilities.
The requirements for identifying, supporting, and reclassifying English learners (ELs) stem from multiple sources, including federal law and associated regulatory guidance, common law, and state law. To help support districts as they navigate the policies, procedures and practices, the DPI in consultation with many Wisconsin school districts over time, has developed the EL Policy Handbook. This handbook documents Wisconsin’s collective best practices to serve and support ELs and their families.
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EL Policy HandbookClick the links below for direct access to the EL Policy Handbook thematic chapters.
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Introduction to the DPI Handbook |
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Chapter 1 |
Chapter 2 |
Chapter 3 |
Chapter 4 |
Chapter 5 |
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Home Language Survey Translations |
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Chapter 6 |
Chapter 7 |
Chapter 8 |
Chapter 9 |
Chapter 10 |
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LIEP
LIEP
LIEP
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Chapter 11 |
Chapter 12 |
Chapter 13 |
Chapter 14 |
Chapter 15* |
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| *Please note that Chapter 15: Multiple Indicator Protocol is divided into three separate links. The main chapter provides the global overview of the Multiple Indicator Protocol. Sub chapters 15a and 15b will take you to the individual chapters on the observational protocol and the language artifacts protocol. | ||||
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A link to the current Handbook in Google Drive can be found at: EL Policy Handbook Comments on this handbook may be sent to the administrator of this page and should be noted in the subject heading. |
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