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In chapter one it said, "LEAs must identify in a timely manner El students in need of language assistance services" (OELA, 2016, p. 1).

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When Local Education Agencies, or LEAs, identify English Language Learners promptly, they can receive timely support and fair access to education (OELA, 2016, p. 1).

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If English Language Learners are not identified as soon as possible, then they will miss essential language support and equitable access to education. As a teacher, I want to ensure that my students receive help in a timely manner so they can keep up with their peers.

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In chapter one it stated, "The home language survey (HLS) is a questionnaire given to parents or guardians that helps schools and LEAs identify which students are potential ELs and who will require assessment of their English language proficiency (ELP) to determine whether they are eligible for language assistance services" (OELA, 2016, p. 1).

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The Home Language Survey is one of the most common tools used to identify English Language Learners because it is both simple and effective. By asking families a few questions regarding language exposure, background, and uses, schools can identify which students may need to be assessed further.

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As it is the most common tool used, it is crucial that future teachers are aware of the survey, types of questions asked, and how to interpret the information. Once teachers receive the survey answers back, they should carefully review them, note any indications of another language, and ensure that the student is screened in a timely manner.

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Here is an example of a Home Language Survey. Some questions asked are, "What is the language most often spoken by the student" and "In which language do you prefer to recieve written school communications?" These questions and their corresponding answers allow schools to better understand what languages are spoken at home and which the family prefers communication to be in. Additionally, they are able to provide proper language support and fair access to learning for that student.

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Here is another example of a Home Language Survery for new kindergarten and incoming students. Some questions asked are, "Which language is spoken in your home?" and "Which language do you most frequently speak to your child?" These questions and answers allow schools to get a better understanding of key information regarding language like, what langauges they hear and use at home versus at school. This then allows schools to decide if students need to be assessed further for English proficiency.

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Here is a third example of a Home Language Survey. This example is in multiple different languages, like English, Spanish, French, Vietnamese, Chinese, Amharic, and Arabic. However, if a student and their family speaks a language that is not provided on this survey, it can be translated to fit their preferred and used language.

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In chapter one, it explained, “To obtain accurate information, schools should reassure parents that the HLS is used solely to offer appropriate educational services, not for determining legal status of for immigration purposes. Parents and guardians should also be informed that, even if their child is identified as an EL, they may decline the EL program or particular EL services in the program” (OELA, 2016, p.1).

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It is crucial that schools remind parents and guardians that the purpose of the Home Language Survey is to provide appropriate and equitable educational services and support for their children, not for finding out legal status. This also ensures that parents and guardians provide accurate information.

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If the survey questions are confusing or not explained in detail, parents and guardians may not be able to provide complete and correct answers. Additionally, if families are worried that the survey is to get information about their legal status, then they may not want to share any information about their language background and use. Thus, it is my responsibility as the teacher to build that trust with the families to ensure that the survey questions are answered correctly and students can receive adequate support.

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Chapter one provided an ESSA update. “The ESEA, as amended by ESSA, requires SEAs that receive Title III grants, after ‘timely and meaningful consultation with local educational agencies,’ to create and implement ‘standardized, statewide entrance and exit procedures’ for ELs, ‘including an assurance that all students who may be [ELs] are assessed for such status within 30 days of enrollment in a school in the State’ [ESEA section 3113(b)(2)]”(OELA, 2016, p. 2).

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In order to create standardized entrance and exit procedures for English Language Learners, the ESEA created a rule that all students who may be ELs must be assessed within thirty days of enrollment. This ensures that students are assessed in a timely manner.

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This thirty-day period ensures that students do not have to wait for long periods of time without proper language support and services in the classroom. As a teacher, I can expect that results will be in within the first month of enrollment, and the proper staffing will ensure that these students will succeed in their learning.

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Chapter one highlights the importance of translating the Home Language Survey. You should ask yourself these questions when developing HLS procedures, “Is the HLS translated into the home languages of students, and parents and guardians, in the school and LEA? [and] Are qualified oral interpreters available when needed to help families complete the HLS?” (OELA, 2016, p. 2).

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When developing the Home Language Survey, it must be translated and adapted to the family’s home and preferred language so that they can read, understand, and properly answer the questions.

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Parents and guardians can only give accurate information if they fully comprehend the questions being asked in the survey. As a teacher, it is important to ensure that the surveys given out are fair and equitable.

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Go to this link and watch this video! It shows an example of how teachers can complete the Home Language Survey together with the family.

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Chapter one explains various procedures for administering the Home Language Survey. You should ask yourself these questions when administering the HLS, “Has a welcoming environment been established where the HLS is disseminated, made available, or administered?” (OELA, 2016, p. 2).

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When handing out the Home Language Surveys, it is important that the school fosters a welcoming and inclusive environment.

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This is important because families are more likely to answer honestly on the survey if they feel welcome, included, and comfortable in the school environment. Additionally, if parents and guardians feel scared or judged they might feel scared to answer truthfully about their language background and uses. Thus, as a teacher I want to help create an environment that welcomes all families, backgrounds, languages, experiences, and cultures.

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Go to this link and watch this video! It explains how principals can make the school environment more welcoming for ELL families.

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Creating a welcoming environment for ELL families

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In chapter one it states, “Once students are identified as potential ELs, they must be assessed with a valid and reliable assessment to determine if they are indeed ELs. LEAs and SEAs commonly refer to these assessments as ‘placement/screener tests’” (OELA, 2016, p. 3).

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When students are identified as possible ELs, they must be assessed with valid and reliable assessments to determine their proficiency. They are assessed in the four language domains, speaking, listening, reading, and writing.

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I want to make sure that my students are identified and receive the correct level of support needed to succeed in the classroom. If students are not assessed with valid and reliable assessments, then they may not receive the correct support, and it will hinder their progress.

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In chapter one it explains, “After the student completes the assessment, parents or guardians must receive in a timely manner information about the student’s ELP level and program options, and an opportunity to opt out of the EL program or particular EL services in the program” (OELA, 2016, p. 3).

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Once a student has completed the assessment, parents or guardians must receive information about their student’s ELP level and program options in a prompt manner. Additionally, they have the opportunity to opt in or out of the EL program or EL services.

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This is essential information because strong parent-teacher communication is the foundation of student success. Additionally, if families get the information, they need in a timely manner, they can work with the teacher and other support staff to best support their child’s education. This will promote respect, communication, and trust between home and school.

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Chapter one highlights the importance of “Translating this information into the family’s home language is critical, and if written translation is not provided, an oral interpretation should be made available whenever needed” (OELA, 2016, p. 3).

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Translating assessment information and results into the family’s home language is critical for understanding, comprehending, and deciding on the next steps.

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I want every parent and guardian to fully understand their child’s test results. If this information is more easily accessible and understood in the home language, then I will translate it. Then, they will be more likely to engage with the test results, ask questions, and decide on the next steps with me.

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In chapter one, it listed, “OCR- and DOJ- approved home language survey questions: “What is the primary language used in the home, regardless of the language spoken by the student? [and] What is the language most often spoken by the student? [and] What is the language that the student first acquired?” (OELA, 2016, p. 4).

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These three questions are OCR and DOJ approved home language survey questions that explore language background and use in the household of the student and their family.

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While these questions may seem simple, they hold a lot of information. These questions and their corresponding answers explore the student and their family’s home language, language background, language use, and so much more. They help make sure that students who need support in the classroom are not missed and fall behind their peers. As a teacher, I need to know when to hand out these surveys and how to respond to the answers of the survey.