Step 1: Pre-Screener

This section contains information about the use of a pre-screener to collect initial information about a student that may indicate potential SLIFE status. Completion of the pre-screener upon enrollment can help determine whether to continue with subsequent steps. 

In your district or school, make sure it is clear who may be responsible for moving from the EL identification process into screening for SLIFE status.  Then, administer the SLIFE pre-screener to newly enrolled ELs who are 8 years old or older.   

School or district enrollment personnel should complete the SLIFE pre-screener only after the student has been identified as an EL, but before Step 2, the SLIFE interview. 

Complete as much of the SLIFE pre-screener as you can based on information already gathered through registration and the initial academic records review (if such records were available). If any pieces of information for the pre-screener are still missing, you may obtain them by talking with the student and/or caregiver, as your district/school deems appropriate.   

Below are some ways that schools/districts may choose to prepare to identify and serve SLIFE.  

• Consider training staff on topics such as:  

• Understanding the purpose of the SLIFE pre-screener. 

• Familiarization with the components of the SLIFE pre-screener. 

• How to administer each component of the SLIFE pre-screener in a consistent manner. 

• Practice sessions where staff members can role-play administering the SLIFE pre-screener. 

• District and school English learner and SLIFE intake processes.  

• Acquire necessary materials: Gather all necessary materials for administering the SLIFE pre-screener. 

• Create an administration plan: Develop a clear plan for administering the SLIFE pre-screener, including scheduling, logistics, and procedures for accommodating students as needed. 

• Evaluate and adjust: After administering the pre-screener, evaluate the process to identify any areas for improvement and make adjustments as needed for future administrations. 

MA DESE Tools

• SLIFE Pre-Screener

  • Source: MA DESE, 2024 Massachusetts Guidance for SLIFE Identification, Services, and Support

  • Description: Sample template that districts can choose to adopt, adapt, or modify.

• Educational Background Review

  • Source: MA DESE, 2024 Massachusetts Guidance for SLIFE Identification, Services, and Support

  • Description: Sample template that districts can choose to adopt, adapt, or modify. This template supports a more thorough review of a student's educational history, through records and/or interview.

• Additional Existing Student Data Form

  • Source: MA DESE, 2024 Massachusetts Guidance for SLIFE Identification, Services, and Support

  • Description: Sample template that districts can choose to adopt, adapt, or modify. 

Other Tools & Resources

• SLIFE & Newcomer Identification Checklist

  • Source: New Bedford Public Schools (MA)

  • Description: District checklist for initial identification of both newcomers and SLIFE. This shows an example of how one district has developed their own pre-screening tool. 

Vignette: Yudi arrives at a large school system with a centralized intake process.

Yudi, a 12-year-old student from the Congo, arrives with his family to enroll in a large, urban Massachusetts school system with a centralized intake process. The office staff warmly welcomes them and, upon learning that the family's preferred language is French, quickly connects them with Pierre, a French-speaking family liaison. 

Pierre greets Yudi and his family warmly, inviting them to a dialogue. To create a comfortable atmosphere, he shows Yudi some games on the coffee table, hoping to build trust and rapport. As they chat, Pierre gathers preliminary information and then administers the home language survey and WIDA screener, which identifies Yudi as an English Learner. Pierre explains the district's intake process to the family. Due to time constraints, they schedule a follow-up visit for the next day. 

Based on the initial conversation and missing academic records, Pierre suspects that Yudi may have experienced significant interruptions in his formal education. Before the family leaves, Pierre conducts the SLIFE pre-screener (Step 1) and plans to work with the Welcome Center staff to investigate Yudi's previous educational experiences. 

The following day, Pierre conducts the SLIFE interview (Step 2) with Yudi and his family to better understand Yudi's educational background. Yudi appears to be an active boy, excited to talk about his new school. Through the academic screening process (Step 3), Pierre notices that Yudi struggles with foundational literacy and number recognition. Throughout these interactions, Pierre also discusses potential community-based services with the family and listens for cues regarding social-emotional support needs. 

After synthesizing all assessment data, Pierre convenes with the student intake team to present his findings. The team carefully reviews Yudi's profile and recommends his initial placement in the district's SLIFE program. Pierre then arranges a comprehensive meeting with Yudi's family to discuss their educational options. He outlines the various programs available, including the SLIFE program and other English Language Education (ELE) offerings, ensuring the family understands the benefits and structure of each. Pierre provides the required parental notifications for ELE programming, explaining them in detail. He also describes the SLIFE Services and Support Plan (Step 4), emphasizing how it will be used to monitor and support Yudi's academic progress, language development, and overall adjustment to the new school environment. Throughout the discussion, Pierre encourages questions and feedback from the family, aiming to empower them in making an informed decision about Yudi's educational journey. 

Throughout the entire process, Pierre strives to be culturally and linguistically responsive, ensuring that Yudi and his family feel supported and informed as they navigate this new educational system.