Wisconsin DPI EL Policy Handbook – Chapter 1: Home Language Survey

Purpose and Policy Context

The Home Language Survey (HLS) is a standardized statewide entry process mandated by the ESEA and ESSA integration for Wisconsin. The ESEA now requires states to adopt standardized statewide procedures and criteria for entry into English Learner (EL) status, ensuring districts have a non-discriminatory way to identify students whose lack of English proficiency may impede academic success. To meet these requirements, the Wisconsin Department of Public Instruction (DPI), in collaboration with districts, developed an adaptive, standardized HLS. All newly enrolling students must be administered the Wisconsin HLS to identify potential ELs. This nationwide alignment helps prevent discrimination and creates a unified entry procedure to identify students who may require EL supports. The HLS is a first-step tool and does not determine EL status; it assesses whether there is a possibility that a student’s English development may not be sufficient for academic success. The HLS produces a binary outcome: whether to administer an English Language Proficiency (ELP) screener. The HLS is not used for any purpose other than identifying potential EL status. All responses to the HLS should be retained in students’ academic records to aid districts in understanding language backgrounds and in providing EL-related supports and services. The HLS changes reflect the ESSA mandate for a uniform statewide entry process; Wisconsin must provide a standardized State HLS to ensure consistent questioning across enrolling students. The Wisconsin HLS and related guidance are part of Chapter 1 of the DPI’s EL Policy Handbook, which provides statewide guidance on serving and supporting English Learners. The handbook can be found at the DPI EL Learners portal.

• Federal citations and structure: The policy situates itself within broader federal law, including references such as $20\ U.S.C.\ \S\ 6823\ (b)$ and other related statutes.

Key Concepts and Definitions

• EL status vs. HLS result: EL status is determined after an ELP screener, whereas the HLS only determines whether a screener is needed. The HLS is not a final EL determination.
• Adaptive HLS: The Wisconsin HLS is designed to ask only 2–3 questions for students with straightforward language backgrounds (English-only or non-English language exposure) and more in-depth questions for students with complex language backgrounds. The adaptivity is intended to minimize unnecessary questioning while preserving accuracy.
• Screen/Don’t Screen (Section 2): The HLS culminates in a binary Screen/Don’t Screen decision, which is recorded in the student’s record. This decision does not require parental input.
• Data capture for entry: Districts must record at least the date of HLS administration, Screen/Don’t Screen determination, and the student’s native language(s). Individual responses to each question are not required to be stored, though they may be useful for investigating potential misclassification.
• Language guidance and interpretation: The HLS must be administered in a language parents/guardians can understand, and often benefits from district staff assistance when completed.

HLS Structure and Data Captured

• Entry requirements: Administer the HLS to all newly enrolling students, during initial enrollment, to ensure a uniform process and prevent discrimination.
• Data fields captured:
  • date of HLS administration;
  • Screen/Don’t Screen determination;
  • student’s native language(s).
• Storing data: Responses to individual questions are not required to be stored in detail in the student’s educational record, but many districts find it helpful for investigating potential misclassification.
• Scope of data: HLS results may be used to identify students who need EL services and to guide EL-related supports.

HLS Implementation and Timing

• Administration timing: The HLS is administered to parents/guardians at a student’s initial school enrollment and should be administered only once in a district.
• Default EL status when prior data exist: If an incoming student has an ELP screener or ACCESS for ELLs score, the EL status should default to the result indicated by that assessment.
• Discrepancies: If there is a discrepancy between the student’s prior education record and the HLS or screener results, refer to Chapter 4 – Students who are Potentially Misclassified.
• Additional usefulness of the HLS: Even when a screener score exists, the HLS can provide current information about the student’s home language use and support planning.
• Screener eligibility by grade: Current screeners are valid for students enrolling in grades 5K–12. HLS results for students prior to 5K should be captured in the SIS or education records to be used as an indicator when 5K enrollment occurs. ACCESS for ELLs score lookups can be done in WISEdash Secure by staff with appropriate permissions.
• Legal requirement for language of administration: The HLS must be given in a language that the student’s parents/guardians can understand. The HLS may be online or on paper; best practice is to complete it with assistance from district staff. It should be integrated into the standard enrollment process and completed alongside other enrollment documents.
• Parental engagement and consent: District staff should clearly explain the purpose of the HLS, how results affect services, the benefits of accurate information for eligibility, and the parent/guardian’s right to decline EL services. Parental signatures (electronic or paper) must be captured as evidence of informing parents about EL determinations. Electronic signature practices should follow current best practices, and SIS vendors may include HLS as part of their enrollment portal.

Data Handling, Privacy, and Legal Considerations

• Privacy and purpose: Responses are used to determine appropriate educational services and are not used to determine legal status or for immigration purposes.
• Parent communications: Districts must inform parents about the purpose of the HLS, how results are used, and the availability of EL services. Parents have the right to decline EL services.
• Record-keeping: All district staff involved in enrollment should be familiar with HLS implementation protocols and the legal requirements for identifying ELs.
• Monitoring and evidence: As part of ESEA monitoring, districts must provide evidence that HLS requirements have been completed.

HLS Modification and District Flexibility

• Non-modifiable core questions and logic: The questions and the logic path cannot be modified because of federal requirements for a uniform statewide EL entrance process. If administered online, directions generated from Yes/No answers may be bypassed for efficiency.
• Early questions and follow-up: Districts may ask the first two questions at enrollment if they have a process to follow up with the remaining questions should the HLS indicate more information is needed.
• Adjustable fields: Demographic sections may be adjusted to meet school needs, but districts may not collect additional information within the HLS form.
• Communication requirements: The purpose of the HLS and data-use limits must be clearly communicated to parents.
• Special circumstances and modifications: In rare cases, districts may modify the HLS to fit local conditions (e.g., deaf/hard of hearing populations, translations challenges for certain languages, bilingual immersion programs, or groups with insufficient American English). Any district modifications require DPI approval via a completed Request to Alter HLS form.
• Written approval process for alterations: Districts must submit the Request to Alter HLS form to the DPI’s Title III/EL/Bilingual Education office. The form is located at the end of this chapter.
• Misunderstandings and re-administration: If misunderstandings occur or the form was completed incorrectly by parents/guardians, the HLS may be re-administered, but results of a screener or ACCESS for ELLs cannot be changed by re-administration. Both copies of the HLS should be kept in the student’s record with an explanation for re-administration.

HLS Form Content and Administration Details

• HLS Form structure: The Wisconsin HLS Form includes Part 1 (on page 8–9) and Part 2 (on pages 9–10). It captures:
  • Student information (name, school, grade, district, birth date);
  • Language(s) other than English used by the student;
  • Parent/Guardian information and preferred language(s) for school communications;
  • Signatures and date of administration.
• Questions in Part 1: A sequence of questions to determine whether to proceed to Part 2 and whether to administer the WIDA Screener. Example questions include:
  • 1. Was the first language used by this student English?
  • 2. When at home, does this student hear or use a language other than English more than half of the time?
  • 3. When at home, does this student hear or use a language other than English more than half of the time?
  • 4–7. Additional questions about language use with parents, caregivers, siblings, and other contexts.
  • 8. Is this student Native American, Native Alaskan, or Native Hawaiian, and is language influenced by a Tribal language?
  • 9. Has this student recently moved from another WI district where they were identified as an EL?
  • The Part 2 flow is triggered based on Part 1 responses and includes language listing and the decision to administer the WIDA Screener.
• Part 2 decisions: The Part 2 section captures the list of language(s) and the administration decision (Administer WIDA Screener or Do not administer WIDA Screener). The HLS is then considered complete.
• Documentation and delivery: The HLS flow emphasizes that the form can be online or paper, but the adaptive logic and questions must be preserved. When online, some directions may be hidden from the user to streamline the process.

The Wisconsin HLS Flow and Administration Guide

• The HLS is designed as two parts (Part 1 and Part 2) with a guided flowchart. Part 1 determines whether to proceed to Part 2 and whether to administer the WIDA Screener based on the student’s language background. Part 2 records the language(s) and final screening decision.
• The guidance emphasizes that the questions are designed to capture the student’s current home language use and contexts in which a language other than English is used, including interactions with parents, caregivers, and siblings, as well as tribal or heritage language influences for Native American students.
• If a student has a recent EL identification in another district, the HLS should respect prior EL status when applicable, and re-screening should be considered only if criteria for rescreening are met.

Clarifications in the HLS Administration Guide

• Question interpretation: The phrase "more than half the time" is used to assess substantial immersion in a non-English language. If uncertain, default to answering Yes for questions about exposure, especially for home and interaction contexts.
• “Home” definition and multiple homes: When a student has more than one home, time spent in English vs. non-English should be weighed to determine if non-English exposure approaches half the time.
• Contextual emphasis: Questions 2–3 differentiate between students who have always spoken English and those who have spoken another language; subsequent questions map the non-English exposure to contexts like home, parents, caregivers, and siblings.
• Native American considerations: Questions 7–8 address Native American, Native Alaskan, or Native Hawaiian status and potential Tribal language influence to ensure appropriate EL identification for complex language backgrounds.
• Rescreening and prior EL status: Question 9 captures recent moves from another district where an EL was identified to help ensure continuity of EL services if applicable.

HLS Checklist and Compliance

• HLS Checklist (for district use):
  • Completed for every student during initial enrollment in school.
  • Completed ONE time per student enrolling in the district.
  • Translated or interpreted into a language understood by parents when appropriate.
  • Signed (electronically or on paper) and dated by the parent/guardian.
  • Results captured within the student’s educational record.

Revisions and Alterations to the HLS

• Districts may request alterations to the HLS to address special circumstances, such as high numbers of deaf/hard of hearing students, translations-related concerns, bilingual immersion programs, or international English-speaking groups. Such modifications require DPI approval via the “Request to Alter HLS” form.
• The DPI considers alterations as exceptions and ensures that core questions and logic remain consistent with federal requirements.
• When misinterpretations occur or the form is incorrectly completed by parents, the HLS may be re-administered, but it cannot change the screener or ACCESS results. Both copies should be kept with an explanation for re-administration.

The HLS Form: Contents and Structure (Form Access)

• The Wisconsin HLS Form includes sections for student information (name, school, district, birth date, language(s) other than English) and parent/guardian contact information with preferred languages for communication. It also records parental/guardian consent or signatures. The form is designed to be adaptable for paper or online administration.

Version History and Updates

• DPI’s HLS policy has undergone updates, including initial release and subsequent modifications:
  • Version 0.9, 4/25/2018 – Initial release (pending final edits).
  • Version 1.0, 8/15/2018 – HLS modification, administration guidance for adoptees and unaccompanied minors.
  • Version 1.1, 7/1/2019 – Copyedits and minor clarifications in implementation and modification.
  • Version 1.2, 1/31/2020 – Copyedits, clarifications, updated citations.
• DPI recommends checking updates at least annually for the most recent version of this document.

References and Legal Citations

• Wisconsin DPI EL Policy Handbook (Chapter 1 – Home Language Survey) and related guidance.
• Statutes referenced include:
  • $20\ U.S.C. \S 6823 (b)$
  • $20\ U.S.C. \S 6312 (e)(3)(A)$
  • $20\ U.S.C. \S 6312 (e)(4)$
• Additional legal precedents referenced within the handbook include Rios v. Read, 457 U.S. 202 (1982).
• The HLS is aligned with the Office for Civil Rights (OCR) interpretations and district-level implementation guidelines to ensure compliance with ESEA/ESSA and to support equitable access for English Learners.

Appendices and Appendices References

• The HLS Administration Guide provides clarifications, glossary-like explanations, and examples to help administrators interpret questions consistently.
• The “Request to Alter HLS” form (found at the end of Chapter 1) formalizes district requests to modify the HLS under exceptional circumstances.
• Districts are encouraged to integrate the HLS within the SIS enrollment flow or via enrollment portals offered by SIS vendors.

Summary Takeaways

• The HLS is a mandatory, standardized, adaptive entry tool for identifying potential ELs, designed to be quick for most students and more thorough for those with complex language backgrounds.
• It does not determine EL status; a subsequent ELP screener (and possibly ACCESS for ELLs) is required to confirm EL status.
• Data collection focuses on the date, Screen/Don’t Screen outcome, and native languages; detailed question-by-question responses are not required to be stored.
• All district staff involved in enrollment must understand the HLS purpose, use, and legal constraints, and maintain confidentiality and appropriate data handling practices.
• Districts may pursue alterations with DPI approval under specific circumstances, but the core structure of the HLS remains intact to preserve a uniform, federally compliant entry process.