Embedded Files
Home Language Survey (HLS)
Home Language Survey (HLS)
Colorado state law requires that school districts must ascertain the primary language of every student upon enrollment. Therefore, all students are required to complete a Home Language Survey (HLS) with the following four questions:
What language did your child speak when they first began to talk?
What other language does your child speak?
What language is most often spoken in the home?
In what language do you prefer to receive communication?
WPS will administer a valid and reliable English language assessment to any student whose HLS indicates a language other than English in one or more of the questions.
If the student is determined to be an English learner upon completion of the identification process, the parent or guardian is then notified of the additional services their child will receive through the ELD Program.
At any time during the identification process, the school-based team may further investigate the student’s language background by conducting a family interview, asking the student directly about other languages he/she may speak or understand, reviewing previous student records, contacting previous schools, and observing the student. This process should be flexible and informative while gathering further information from the family in order to ensure accurate identification.
If you have any questions regarding the identification process, please contact Jen McNally at Ext. 5355 or Sue Lee at Ext. 5356.
In-take Process
In-take Process
From the CDE ELD Guidebook 2022 Chapter 3
Click here for more about the conversation between the CLDE Specialist and student before the WIDA screener is administered
Click here for more about the conversation between the CLDE Specialist and student before the WIDA screener is administered
The HLS Registrar reviews the Home Language Survey and determines if the student is an English only student or a potential ELL student. If the student’s HLS has indicated the presence of a language other than English in his/her home, the student is then placed on the CLD Testing Spreadsheet and deemed a potential ELL student.
It is then up to the CLDE Specialist at the school to review the information for each student.
The student is identified as an:
English Only Speaker* - if only English is indicated on the Home Language Survey during the online process the student is then enrolled with no further language assessment needed.
Potential ELL Student* - if a language other than English is indicated on the Home Language Survey during the online registration process, the student is then considered a potential ELL student and further review is needed only if there is a question as to whether the HLS reflect the student's language accurately. The CLDE Specialist should conduct an informal review to gather more information. An informal interview can consist of, but is not limited to:
Speaking informally with the student
Speaking with the parent/guardian
Contacting the former school and/or teacher
Asking sample interview questions, such as listed below.
The following open-ended questions may be used to engage the student/family in a conversation to determine if the student should be tested for language proficiency. Use as many of the questions as needed to determine the degree the student uses and understands the language other than English that has been indicated.
Conduct the interview in English. If the student and/or family is unable to communicate in English, stop and proceed with the WIDA Screener.
Any or all questions can be adapted or extended by saying “Tell me more about…”
Sample STUDENT Interview
Greet the student and introduce yourself.
Ask the student his/her name.
Ask the student to tell you about his/her hobbies or interests, TV programs, friends, etc…
Ask about their school in the previous state/country. How big was your school in _______? What was your favorite subject? What school activities did you participate in?
Ask about his/her English studies: Were you in English classes or have you ever been in English classes? How long have you studied English? In what grade did you start studying English?
Ask what language the student was instructed in school. For example: Did you read in Spanish or English in school? Did you write in…
Ask about his/her language use at home. What language to you use at home? What language does your family use to speak to you?
What language do you use to speak to your friends?
Do you watch or listen to TV in English or Spanish?
Sample FAMILY Interview
What language does your child speak? Understand?
What language do you and/or your family use at home?
How old was your child when he/she started school?
What did a typical school day look like?
What classes did he/she take? Was he/she in ELD classes?
What classes (if any) were challenging for your child? Which were easy?
Did he/she participate in after school activities or sports?
Is there anything else that you would like us to know about your child?
Timeline for giving the screener
Timeline for giving the screener
Students who enroll at the beginning of the year must be screened within 20 regular school days from the first day of school. (see more about screening under CLDE assessments)
Students who enroll after the beginning of the year must be screened within 10 regular school days from the date of the student's enrollment.
If a student disenrolls for more than six months, the initial screener must be re-administered regardless of previous test results.
CBS Level Placement Considerations
CBS Level Placement Considerations
Multilingual Learners Assessment and Level Placement Requirements:
1.New students to the district who may be identified as Multilingual Learners (based on the HLS), should be administered the WIDA Screener prior to the Star Assessments, if necessary, so appropriate accommodations are included and informed decisions can be made for Level Placement by the CLD Specialist.
2.During the first two weeks of enrollment for NEP or LEP students, the Star Spanish assessment will be utilized to determine CBS performance level placement. Additionally, all CLD Specialists are empowered to assess a comprehensive body of evidence. This serves three primary purposes: (a) facilitating suitable Level Placement decisions, (b) guiding the implementation of effective instructional strategies, and (c) ensuring that Level Placement decisions recognize the student's existing knowledge in their native language. Extreme caution must be exercised when considering placement two or more CBS levels below the age-expected level. Assessment data or additional information to consider for a body of evidence may come from, but are not limited to, the following:
a. Achievement data from prior school
b. Star English results
c. ACCESS scores and growth
d. Native language proficiency indicators
e. Classroom products/results (from current or native country)
f. Language-free or non-verbal assessments
g. Classroom Spanish materials
h. Writing from Write From the Beginning rubrics
i. DIBELS scores and growth
j. Curriculum-based Assessments and other progress-monitoring tools
k. Parent interview information
20242025_LevelPlacementGuide.pdfOther thoughts to consider
Other thoughts to consider
Just because a student is not yet proficient in English does not mean that he or she is incapable of high-level critical thinking, learning grade-level curriculum, and mastering content areas. ELLs who are beginning English speakers may arrive in your class with an equal or even above grade-level background in their first language.
When placing ELLs, educators must consider a variety of factors. Here are a few questions to ask:
How much previous education does this student have in the U.S. and/or the home country?
What are his or her language and literacy proficiency levels in English and in the first language?
How much support is there at home for first language literacy and/or English development?
What kind of extra support can we provide to meet ELLs' language and academic needs?
Adapted from Colorin Colorado.
Newcomer Placement
Newcomer Placement
Newcomer refers to any foreign-born student who has arrived to the United States within the last two years. Such individuals could have limited or no formal education in their native countries. In an effort to ensure Newcomers are on track toward graduation, ta minimum of the following efforts must be taken.
A thorough search for and review of transcripts and other such documentation of past educational experience must take place.
Where appropriate, students must be given credit for courses passed both in the United States and abroad.
Language Arts credits in the student’s native language transfer over to count for English Language Arts credits here in WPS.
In cases of limited or interrupted formal education, school staff shall work with the individual student and (where practicable) his or her family to create a graduation plan*. This plan must be signed by all parties and could delay graduation up to 2 years beyond the traditional (18 year-old) senior year.
*Graduation plans must take into account the unique personal circumstances of each individual on a case-by-case basis. The goal of creating such plans is to equip students with skills and competencies necessary to be successful in society. Students with interrupted or limited formal education must not be punished for their circumstances, but they must be given an opportunity to earn a valid high school diploma which represents completion of a rigorous secondary educational program.
Opt-out procedures
Opt-out procedures
Occasionally as a result of the letter sent home to inform parents of their child’s ELL identification, we receive calls from families expressing that their child does not need these services. It is our responsibility to educate our families with regards to the role CLDE classes have for their child’s academic success.
Before initial discussion with parents (if possible), research the student's assessment data. Look at and collect ACCESS data with individual domain scores, state assessment data (CMAS, DIBELs, SAT, etc.), and local assessment data (Performance Series, classroom data, teacher input, etc.) to get a picture of the whole student.
When communicating with the families explain the benefits of the program.
Discuss the student’s assessment data and that language support will increase the student’s opportunity for success in school and assessments.
Being bilingual is an asset to your child. We strongly encourage families to continue to develop the child’s native language. However, students learning two languages may need additional exposure to the academic language necessary to succeed academically as they progress through school.
Students may be socially fluent in the language, but struggle with the academic language that is required in school.
The class supports their success in core classes.
The class provides additional opportunities for reading, writing, speaking, and listening in academic English.
If the family still wants to opt their child out of language supports, they will need to fill out the Opt-Out form which then should be sent to the CLDE department coordinators. (NOT AVAILABLE ON WEBSITE. Email the district team)
Let the family know that the student will still be required to take ACCESS 2.0 until they show proficiency and test out of the program. Additionally they will be required to fill out the Opt-Out fomr annually.
Someone from the CLDE division may contact the family for additional discussion and/or information.
Page updated
Report abuse