EL Forms and Templates

These forms and templates help schools communicate with parents and families of English learner (EL) students. Schools/districts can add their own letterhead, dates, and contact information.

Many of these forms existed on our previous website so older versions may still be in use by systems. The updated versions provided here are designed to meet current accessibility standards and are available as fillable PDFs. Notes about specific updates appear in each description.

Forms should be kept as close to the original as possible because statute has been cited. The following fields can be customized:

• Date
• Most recent English language proficiency scores
• Student’s expected rate of transition out of the EL program (number of years)
• Student’s current level of academic achievement
• Language instruction educational programs (LIEPs) available in the district with a checkmark denoting the LIEP(s) in which the student will be participating.
• How the LIEP meets the objectives of the student’s IEP (ELs with disabilities only)
• EL teacher/coordinator name and phone number
• Graduation rate for high school students in the EL program (percent)
• District Title III coordinator name
• Date, time and location of the Program Service Plan (PSP) meeting
• Contact information
• Name of sender

Templates are optional resources provided to districts and can be modified to meet district needs.

FAQs are for reference only to answer common questions. 

Starter Kit

All of the individual forms below have been merged into one accessible PDF to simplify the process for any districts wishing to update all forms of documentation at one time. While these are fillable PDFs, systems will still need to insert their own letterhead.

Home Language Survey  

The Home Language Survey (HLS) is completed when a new student first enrolls in a school or district. It is part of the standard registration process for all new students. 

The survey helps schools identify whether a student may benefit from English learner (EL) services. It ensures that students who speak or are exposed to languages other than English receive appropriate support. 

The survey asks four questions, that are used to help determine whether a student should be screened for English proficiency. 

1. What language did your child first learn to speak/use?
2. What language does your child speak/use at home? (not including languages learned in a class, through TV, or other such programming)
3. What language do you speak/use with your child?
4. What language do the adults regularly present or living in the home speak/use while in the presence of the child?

Additionally, the HLS used in Kansas includes two questions that help schools determine the student's eligibility for the Migrant Education Program (MEP), authorized by Title I, Part C of the Elementary and Secondary Education Act of 1965 (ESEA). For more information, please visit the Title, Part C page.

These questions are part of the statewide entry criteria outlined in Kansas' ESSA Consolidated State Plan so should not be altered. 

The HLS is important in meeting obligations under: 

• Title VI of the Civil Rights Act
• Equal Educational Opportunities Act (EEOA)
• Every Student Succeed Act (ESSA)

These laws ensure that students who need language assistance receive equitable access to instruction.

Parents and guardians have the right to: 

• Receive the survey in a language they understand
• Ask questions or request interpretation
• Decline or accept services after screening
• Access information about their child's language development and program options

Completing the survey does not automatically place a child in an EL program. It is used to determine whether screening is needed.

Note: Districts may use this paper form or integrate these questions into a online enrollment system. The HLS should only be filled out at the student’s initial enrollment and kept in the student’s cumulative folder (not completed every year). 

Home Language Survey - 10 Most-Reported Languages in SY 25-26 | PDFs | 2026

• English
• Spanish
• Arabic
• Burmese
• Chinese
• German
• Hmong
• Lao
• Somali
• Vietnamese

Parent Notification Templates

Title I requires that every LEA that uses funds under either Title I or Title III for services to ELs must provide a parent with notification that outlines their child’s identification as an EL and placement in an LIEP (ESEA Section 1112(e)(3)).

The notification must be provided no later than 30 calendar days after the beginning of the school year or within the first two weeks of placement in an LIEP for students who enroll after the start of the school year (ESEA Section 1112(e)(3)(A), 1112(e)(3)(B)).

The notice and information provided must be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand (ESEA Section 1112(e)(4)).

The letter must include (ESEA 1112(e)(3)(A)):

• The reason for identification of the child as an EL;
• The child’s level of English language proficiency, how the level was assessed, and the status of the child’s academic achievement;
• Methods of instruction used in the program in which the child is, or will be, participating, and the methods of instruction used in other available programs, including how the programs differ;
• How the program will meet the educational strengths and needs of the child and help the child achieve English language proficiency, and meet academic standards;
• Exit requirements for the program, expected rate of transition to a classroom not tailored for EL students, and expected rate of high school graduation;
• In the case of a child with a disability, how the program meets the annual goals in the child’s individualized education program (IEP); and
• Information regarding parents’ right to withdraw the child from a program upon their request, and to decline enrollment or choose another program or method of instruction, if available. 

UPDATED - SAMPLE Parent Notification Letter | PDFs | 2026

• English
• Spanish
• Arabic
• Burmese
• Chinese
• German
• Hmong
• Lao
• Somali
• Vietnamese

UPDATED - SAMPLE Parent's Right to Waive Services | PDF | 2026

Any parent whose child is receiving or is eligible to receive EL programs or services has the right to decline or opt his or her child out of the EL programs or particular EL services being offered. LEAs may not recommend that a parent opt a child out of EL programs or services for any reason.

Translating this information into the family’s home language is critical, and if a written translation is not provided, an oral interpretation should be made available whenever needed.

Source: (U.S. Department of Education, Office of English Language Acquisition. (2016). English Learner Tool Kit (Rev. ed.). Washington, DC). 

• English
• Spanish
• Arabic
• Burmese
• Chinese
• German
• Hmong
• Lao
• Somali
• Vietnamese

UDATED - SAMPLE Parent Opt-In Form | PDFs | 2026

• English
• Spanish
• Arabic
• Burmese
• Chinese
• German
• Hmong
• Lao
• Somali
• Vietnamese

Exited Students

Under Title VI and the EEOA, States and LEAs have separate obligations to monitor the progress of exited EL students. After students have exited an EL program, school districts must monitor the academic progress of former EL students to ensure that: the students have not been prematurely exited; any academic deficits they incurred as a result of participation in the EL program have been remedied; and they are meaningfully participating in the standard instructional program comparable to their never-EL peers. (U.S. Department of Education Non-Regulatory Guidance: English Learners and Title III of the Elementary and Secondary Education Act, p. 40,  J-3).

The following forms assist LEAs in monitoring EL students after they have demonstrated proficiency on either the Kansas English Language Proficiency (KELPA) or WIDA Alternate ACCESS Assessment.

• SAMPLE Transitional Year | PDF | 2026
• SAMPLE Monitor Year 1 | PDF | 2026 
• SAMPLE Monitor Year 2 | PDF | 2026 
• SAMPLE Exit from Services | PDF | 2026 
• SAMPLE Reinstating Services | PDF | 2026 

Educator Forms & Templates

SAMPLE Weekly EL Support Team Meeting Notes | PDF | September 2026     

Teachers and paraprofessionals should meet at least once per week to review lesson plans, instructional strategies, evaluation techniques, and weekly student progress/challenges. This is a sample form to document that such meetings are occurring. 

SAMPLE ESOL Endorsement Plan of Study | PDF | September 2026 

A signed agreement with the district showing that the teacher will complete all ESOL endorsement coursework and obtain the Kansas ESOL endorsement within three years. The three-year time line begins the first day of the first class on the plan of study.

For more information, please reference the Enrollment Handbook, available on the Fiscal Auditing webpage.