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Programs: Career Education, Roster, School Finance, WISEdata

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Programs, such as CTE/Career Ed, Dual Enrollment, and World Language will be collected here with a specific code set for each. Only one program can be submitted through one section. If more than one program applies to one course, avoid dual reporting by selecting the program that best fits the course. You will provide each program type with a specific program name using the table.

For Career Education, there are Program Types of Certified Career Education Programs and Non-Certified Career Education Programs. See the CTE Programs page or the 2022-23 link below for a list of program names.

Sections represent a setting in which organized instruction of course content is provided, in person or otherwise, to one or more students for a given period of time. A course offering may be offered to more than one section. This is collected at the school level.

PILOT YEAR (2022-23 SY) - SELECT LEAs and SIS VENDOR PARTICIPANTS ONLY: When pertaining to the Pupil Count for Membership pilot program for the 22-23 school year, only the program type ‘Other’ should be entered into the WiSFiP membership application, and the only program names to be used are ‘Challenge Academy’ or '5 year old Blended'. Students in Challenge Academy are not counted for state aid membership. For more information on the 5 year old Blended kindergarten program visit the Pupil Count PI-1563 Student Categories page. 

USES: This data element ensures specific programs will be attached to the appropriate section and which programs are in use at what schools.

List of Program Types and Program Names by School Year: 




Bilingual/Dual Language Programming

Bilingual and Dual Language Programs: Bilingual and dual language instruction includes methods of study designed specifically for students whose native language is not English, delivered either in English or primarily in the native language of the students. However, bilingual and dual language programs may serve as world language programs for students who are not English Learners (non-ELs). For more information about bilingual/ESL programs visit the Language Instruction Services webpage.

Bilingual Programs
BI-AIHL American Indian Heritage Language Bilingual
BI-DLDB Dual Language Education - Developmental Bilingual
BI-DLTW Dual Language Education - Two-Way Bilingual
BI-HL Heritage Language Bilingual
BI-INTSPED Bilingual - Integrated SPED
BI-NEW Newcomer Bilingual
BI-TBEE Transitional Bilingual - Early Exit
BI-TBLE Transitional Bilingual - Late Exit
OTHER Other researched-based LIEP not described in the Crosswalk.

CTE and Career Ed Programs - FAQs, Details, and Points to Note

1. Career Education FAQ: For more Career Education information and use cases, see the Career Education FAQ page.

2. Career Education Certified Programs: If a district wants to report a Career Education program linked to a section, then it is expected that all students in that section are working toward the certification that program offers. If some students in a section are working toward the certification and others are not, then the district is expected to report two sections (one linked to the program that only has students working towards the certification and one that is not linked to a program for students not working toward the certification.

  • It is expected that certain 'certified programs' like (Youth Apprenticeship) are scheduled as courses and final grades are awarded which reflect on the student's transcript. The final grade awarded, and the certification status are tightly linked (ideally one is dependent on the other). For example, when a student passes the course and acquires a credit for the course, it is associated with the student completing the certification.

Dual Enrollment Programs FAQs, Details, and Points to Note

  1. Dual Enrollment Programs: A Dual Enrollment program is one through which high school students have a dual enrollment in both high school and college and earn both high school and college credit. Different dual enrollment programs exist in Wisconsin to pay and provide students with as many opportunities as possible to achieve college credit while in high school. These programs are offered through a variety of funding structures depending on the statutory authority.

    • Dual credit classes can be taken through Technical Colleges, the UW System colleges, tribal colleges, and/or the Private colleges under WAICU.
    • GEAR UP Schools: For 2018-19 Final Grade/mark earned is only required for grade levels 9-12. However, for GEAR UP schools, if can and wish to send in Final Grades/marks for students in grade levels 6-8 as well, we will accept the data. If GEAR UP schools are not able to send Final Grade/mark data for middle school students, DPI staff will contact you to collect it manually as in the past.

General FAQs, Details, and Points to Note

1. Roster FAQ: For more information and use cases, see the Roster FAQ page.


World Language Programs FAQs, Details, and Points to Note

World Language Program Definitions (22-23 School Year)


Program Code Program Name Definition
EXWL    (a.k.a. FLEX) Exploratory World Language Program World language exploratory programs introduce Pre-K-6 learners to one or more languages for limited instructional time (less than 90 minutes/week or no more than nine weeks in duration). Themes guide language and cultural learning. Program is designed to promote, and prepare learners, for future language study.
ESWL    (a.k.a. FLES) Elementary School World Language Program Elementary school world language programs articulate with middle school programs through a language proficiency development pathway. Minimum of 90 minutes/week of standards-based instruction for the full academic year.
CBWL  (a.k.a. IMMR or World Language Immersion) Content-Based World Language Program

Academic content learning facilitated in a language other than English. PreK-6 students in this learning environment for less than 50% of instructional time.

Example: science curriculum taught in Chinese

OWDL One-Way Dual Language Education Program

Education in a language other than English for primarily English-dominant/proficient learners.

Minimum of 50% of core instruction in partner language in grades PK-5, guided by language-content-time allocation policy (90/10, 80/20, 50/50). Secondary level dual language education programs include a minimum of two courses annually in the partner language.

DLTW-WL Two-Way Dual Language Education Program - World Language Cohort

Education in a language other than English by English-dominant/proficient learners (40-50%) along with English Learner peers (50-60%).

Minimum of 50% of core instruction in partner language in grades PK-5, guided by language-content-time allocation policy (90/10, 80/20, 50/50). Secondary level dual language education programs include a minimum of two courses annually in the partner language. Use this program type for non-ELs, former ELs, and non-EL heritage language learners in two-way dual language education programs.

DLDB-HL Dual Language Education - Heritage Learners

Use only for former ELs and non-EL heritage language learners within developmental bilingual dual language LIEP. Academic content learning facilitated in English and partner language. Minimum of 50% of daily core instruction in partner language. Language of instruction guided by the program's language-content-time allocation policy (90/10, 80/20, 50/50).

SLWL    (a.k.a. WL) Secondary Level World Language Program

Standards-based progression of world language learning in grades 6-12. Includes American Sign Language. Access to world language learning is required in grades 7-12.

HLWL Heritage Learner World Language Program Language and literacy development for heritage/home-language learners, such as Spanish for Native Speakers courses.
AIWL American Indian Language Program Elementary or secondary level language course/program for indigenous American Indian languages.
FWLS Facilitated World Language Study Program High school learners, with two or more years of world language study, engage in self-directed learning of a new, less-commonly taught language. Licensed world language educator facilitates student goal setting, assessment, and reflection process. Learning environments include individual, and groups of students, learning diverse languages in a shared learning environment. Includes interpersonal and intercultural communication with members of the target language community.
  1. World Language Programs: World Language Courses are domestic courses of study in languages other than English. Courses may be designed to meet the needs of heritage or second language learners. Such courses were previously commonly referred to as "Foreign Language" courses. The program has adopted the term "World Languages" to reflect the reality that these languages are spoken by resident communities within the United States as well as in other nations.
    • Choosing World Language Course Codes: Select the course code for the specific language being learned within a world language program type, e.g., choose 'Grade Level 5 French' rather than "world language" or "foreign language."
  2. For more information about the World Languages program refer to the, World Language Program Models document, the World Languages program website, and the Courses Data Element page.


Pupil Count Pilot Program for 22-23 SY FAQs, Details, and Points to Note

1. Students in Challenge Academy are not counted for aid membership. These students are not counted because they are paid separately by DPI. Currently in WISEdata, these students are reported, but DPI does not know if they are physically located on site at the Challenge Academy, or at school receiving instructions. There LEA’s do not follow consistent practices in reporting these students. It is desirable and beneficial for all LEAs to standardize the data collecting process about Challenge Academy students.

  • Participating LEAs of the WiSFiP Pupil Count Membership application Pilot Program during the 2022-23 school year, need to conduct the following steps to report Challenge Academy students as resident / attending districts:
    • Submit Challenge Academy enrollments to WISEdata

    • Identify if students are enrolled in the Challenge Academy program through WiSFiP membership application by using Program Type - Other, and Program Name - Challenge Academy

  • Doing this will allow the DPI to count the students under the pupil count of their resident district, and identify students who are in the Challenge Academy program. In future years the goal is for School Finance to completely rely on WISEdata to get the Challenge Academy students list through the WiSFiP Membership application.

For more information about Challenge Academy, refer to the SFS Challenge Academy webpage. And the Uncommon WISEdata Situations webpage for students receiving off-site services.




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