Bill > H4566

This bill aims to improve language opportunities for students by requiring school districts to provide more detailed information and support for English language learners (ELLs). Key provisions include mandating that school districts describe their plans for evaluating the effectiveness of their ELL programs, including how they help students achieve English proficiency and academic standards, and how they measure readiness for mainstream classrooms. Districts will also need to track instances where parents withdraw students from or refuse participation in ELL programs, and document meetings held with parents about students not making satisfactory progress. Furthermore, the bill requires districts to describe training provided to staff working with diverse student populations and to document ELLs' participation in regular and advanced educational programs and extracurricular activities. In districts where ELLs constitute more than 5% of the student body, their improvement plans must detail the educational program models used to ensure ELLs develop English language skills and meet academic standards. The bill also mandates that school districts track the academic performance of students who have exited ELL programs to assess program effectiveness and allows for alternative instructional programs approved by the department of elementary and secondary education. It introduces new requirements for informing parents about their rights to apply for waivers and choose alternative programs or withdraw their children from ELL programs, including providing this information in a language understandable to parents and offering opportunities to visit programs and attend meetings. Additionally, the bill establishes English learner parent advisory councils in certain districts, composed of volunteer parents of ELLs, to advise on matters concerning these students and participate in program planning and review. The bill also expands the scope of evaluations for ELL programs to include a review of individual student records, waiver types, program services, student outcomes (dropout, graduation, discipline, special education rates), progress monitoring processes, English as a Second Language instruction, and program administration. Finally, it requires the department of elementary and secondary education to develop guidelines for supporting ELLs who don't meet proficiency benchmarks and for establishing parent advisory councils, and mandates that school districts provide these guidelines to parents of ELLs in their primary language.