Wendy Simmons, the South Madison Community School Corporation English language coordinator, told the school board on Sept. 4 that the district uses multiple instructional models to support students learning English and reported recent gains on English proficiency testing.

Simmons explained that South Madison places English language learners (ELLs) in mainstream classrooms under a structured immersion model while using scaffolds and visuals; uses a push‑in model in which ELL specialists work inside general education classes; and provides short, targeted pull‑out sessions for small groups. She said the high school has added two courses to support newcomers'one that provides English credit and another that provides a world‑language credit to help students access other academic content.

The presentation included student performance figures Simmons said were current for 2025: the district serves 169 ELLs in grades K–12 representing 25 native languages; Spanish is the most common language and Punjabi the second most common. On the WIDA ACCESS English proficiency assessment, Simmons said South Madison ELLs had a passing rate on the district'reported reading measure of 88%, which she described as 17 percentage points higher than the state average reported to the board. She also said 15 students scored a 5 or higher on WIDA ACCESS in 2025, up from six the previous year, and that seven seniors who began as ELLs graduated in May.

Board members asked clarifying questions. One board member asked how many students participate in the program; Simmons replied that there are 169 ELL students in grades K–12. When asked whether the district offers direct English instruction for parents who do not speak English, Simmons said the district's primary legal obligation is to its K–12 students and that families are referred to community organizations and churches for adult English instruction when those opportunities are available.

Simmons framed the district's work as combining language development with grade‑level instruction to keep students on a course toward graduation and career exploration; she noted four students are exploring vocational pathways with another district. The presentation included the WIDA ACCESS scoring range and Simmons's description of exit criteria: students scoring 5.0 or higher on WIDA ACCESS are considered English proficient and are placed on a two‑year monitoring period before exiting program services.

The board took no formal action on the presentation. The report was delivered as part of the board's agenda item for communications from patrons and staff.

Simmons: “On behalf of my English language learners, I would like to sincerely thank you for supporting our diverse students and helping them to succeed,” she said. "This is thank you in all of their languages."