Decision-rule guidelines for interpreting HLS responses, including weighted thresholds and preponderance-of-evidence profiles¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The paper summarizes guidelines for turning HLS responses into identification decisions. Decision rules should specify how responses are interpreted, whether all or only some responses must indicate English, and how questions are weighted, with weighting rules school personnel can apply straightforwardly. The paper gives an example profile rule: 100/0 or 95/5 percent English/LOTE responses means don't assess; 90/10 or 80/20 means watch for possible assessment; 60/40 or 50/50 and below means assess. Rules must synchronize with state and local laws and consider age bands.

Design Implications¶

Context¶

Requirements¶

• Decision rules should be pilot-tested as a pre-validation check, and empirical studies should relate HLS answers to ELP assessment results, including students whose parents indicated they were not potential EL

Constraints¶

• The paper notes time for this dimension was limited and further elaboration would be beneficial; changes to decision rules may require changes to laws or regulations

Target Learners¶

• K-12 students potentially identified as English learners, with distinct procedures for Pre-K through Grade 2 versus Grades 3-12

Target Learning Goals¶

• Strengthening the reliability and validity of inferences and actions derived from survey results

Related Strategies¶

• Standardized administration procedures for HLS: training, translation, documentation, and exception handling
• Four-layer workplace assessment battery with non-compensatory decision rules for competent GenAI use

Examples¶

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Key Sources¶

• Robert Linquanti and Alison L. Bailey. (2014). Reprising the Home Language Survey: Summary of a National Working Session on Policies, Practices, and Tools for Identifying Potential English Learners. CCSSO. https://eric.ed.gov/?id=ED565756