English Learners Program

D.C. Everest is committed to providing all students with access to the resources they need, when they need them. Our English Learner (EL) program offers support for our English learner and newcomer students to ensure they have the opportunity to achieve at the same level as a student who is a native speaker of English. The District respects all cultures and languages of our students and recognizes the importance of valuing a student’s multi-lingual abilities.

Our English Learner programs are aligned with the Wisconsin Department of Public Instruction’s Bilingual and English Learner Program and with WIDA English language development standards. These programs are designed to help students master the English language with emphasis placed on speaking, listening, reading, and writing skills to help them become independent and ensure they are college, career, and life ready.

English Learner Identification

Upon enrollment parents/guardians complete the DPI-required Home Language Survey that is part of every student’s enrollment process in Wisconsin. This survey identifies students who should be screened as possible English Learners.
If a student’s Home Language Survey results indicate that language screening is necessary, the EL teacher screens the student to gather additional data about the student’s speaking, listening, reading and writing skills.
If the screening assessment identifies the student as an English Learner, the EL teacher develops an Individual Learning Plan (ILP) for the student and shares it with the parent/guardian. The parent/guardian has the option to accept or decline services.

English Learner Supports

We have certified EL teachers and staff on hand to advocate on behalf of English Learners and families, create individual learning plans, and provide additional instruction to assist students with language development.
Our teachers are familiar with WIDA standards so they can support English Learners within the classroom, ensure they feel welcome, and differentiate instruction as needed in support of the students’ acquisition of the English language.
We require district-wide professional development training focused on creating a respectful and healthy learning environment for immigrant and refugee youth.
Our district has a number of interpreters, translators, and community liaison staff available to facilitate communication and ensure families are fully involved in their student’s education.
Teachers, department chairs, and school counseling staff members collaborate to ensure English Learners and families have access to GT, honors, AP, internship, and dual credit and transcripted courses.
Our schools have a variety of clubs and activities to celebrate student cultures.
Our teachers and leaders are familiar with components of Zaretta Hammond's Culturally Responsive Teaching and the Brain to help drive equitable and rigorous learning opportunities for all students, with focus on our English Learners.

Teaching/Monitoring Progress

In collaboration with other school staff members, EL teachers use Individual Learning Plan (ILP) goals to design supports that help students master the English language. Students are able to access core classes while receiving additional support in co-taught classes, resource periods, and/or other differentiated pathways.
Student progress is monitored in a variety of ways within the classroom, including but not limited to: classroom assessments, universal screening in reading and math, observations, and conferring between staff members. In addition, English Learners participate in ACCESS testing each year. This is a large-scale English language proficiency test that measures students’ abilities in reading, writing, speaking, and listening. All English Learners participate, including those who have declined services.

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In This Section

English Learners Program

English Learner Identification

English Learner Supports

Teaching/Monitoring Progress

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