Abby Kelley parents of English learners will receive written notification in their preferred language upon their child entering the ELE program, and again following the release of the annual ACCESS for EL assessment score (within 10-30 days respectively)
This notification will include:
- The reasons for the identification of their child as an EL and the need for the child’s placement in an ELE program.
- The child’s level of English proficiency, how such level was assessed, and the status of the child’s academic achievement.
- The methods of instruction used in the program in which their child is, or will be, participating and the methods of instruction used in other available programs, including how such programs differ in content, instructional goals, and the use of English and a native language in instruction.
- How the program in which their child is, or will be, participating will meet the educational strengths and needs of their child.
- How the program will specifically help their child learn English and meet age-appropriate academic achievement standards for grade promotion and graduation.
- The specific exit requirements for the district’s ELE program, including the expected rate of transition from such program into mainstream classrooms, and the expected rate of graduation from high school (including the four-year adjusted cohort graduation rates and extended-year adjusted cohort graduation rates for students in such a program) if funds are used for children in high schools.
- In the case of a child with a disability, how the district’s ELE program meets the objectives of the individualized education program of the child.
- Information pertaining to parental rights that includes written guidance detailing the right that parents have to have their child immediately removed from their ELE program upon their request, detailing the options that parents have to decline to enroll their child in such program or to choose another program or method of instruction, if available; and assisting parents in selecting among various programs and methods of instruction, if more than one program or method is offered.
The decision to opt out of the ELE program at Abby Kelley is voluntary and free of influence from AKF staff and/or administration. Parents who request to opt their child out of the ELE program will be required to meet with the ESL Director to discuss the services the student would receive in the ELE program, as well as the support the district will provide the student if they choose to proceed with the opt out.
AKF will use the following protocol if a parent of an EL decides to opt out of the program:
- The district should place the student in an English language mainstream classroom with an SEI-endorsed teacher.
- The district will maintain the parent’s opt out notice for each year in the student’s file.
- Under federal law, districts must provide instructional support to ensure all ELs, including those whose parent(s) has chosen to “opt out” of ELE programs, have access to the curriculum and receive the same opportunities to master the academic standards and curriculum frameworks as their native English speaking peers.
- The district will classify the student as an “EL” on district reports.
- The district will annually assess the students language proficiency with the state mandated English language proficiency test ACCESS for ELLs.
- The district will notify parents of their child’s participation in the ACCESS for ELLs assessment, as well as assessment results. When the student demonstrates English proficiency through ACCESS for ELLs and schoolwork, AKF will reclassify the student and document the change in the student’s EL classification.
A parent’s choice to opt their child out of Abyy Kelley’s ELE program means their child will not receive separate English as a Second Language (ESL) instruction focused on language development, but AKF will provide the necessary support and actively monitor the student’s progress so as to meet the student’s English-language and academic needs. Opt out students may be provided additional literacy and language support through reading specialists qualified to teach ELs and/or an establish structured opportunities for the students’ content area teachers to plan content area instruction in collaboration with a licensed ESL teacher.