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This lays out the Title 3 guidance the schools are meant to uphold. As of 2014, if a parent of a student with Limited English Proficiency has decided to decline services, the Title 3 policy still stands. The districts must still have an annual check-up and assess students' language proficiency in K-12. Schools that get Title 3 funds assess ELLs with ACCESS and other ELL tests. This would also include parents who have denied assistance from language services.

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While reading about The Parental Consent Law, I learned that there was a supporting amendment that made changes to the law. This amendment is called the Parental Consent Amendment and was created on July 1, 1996. The amendment is meant to allow parents of ELLs to deny or "decline bilingual education program services" (State of New Jersey, 2019).  Before this amendment parents could challenge a district if they wanted to put their child in a bilingual education program. You however could not decline if it was not brought to a court or appeal process.  The Parental Consent Law is not only for Bilingual education programs, but it also applied to "parents of students eligible to be served by part-time and full-time bilingual/ESL programs, ESL-only programs or English language services (ESL) programs" (State of New Jersey, 2019).

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Policy Initiatives

NEW JERSEY DEPARTMENT OF EDUCATION
DIVISION OF STUDENT SERVICES
OFFICE OF BILINGUAL EDUCATION AND EQUITY ISSUES

PARENTAL CONSENT IN BILINGUAL EDUCATION
QUESTION AND ANSWER DOCUMENT
THE PARENTAL CONSENT LAW A. MAJOR PROVISIONS
1. What are the provisions of the parental consent amendment to the bilingual education law?
The parental consent amendment to the bilingual education law, which went into effect on July 1, 1996, states that parents of English language learners have the right to decline bilingual education program services. Prior to the enactment of this law, parents could challenge a district's decision to enroll their child in a bilingual education program, but could not decline services without following an appeal process.

2. Is parental consent only for bilingual education programs or does it also include ESL-only programs and English language services? (See appendix for definitions.)
The intent of the parental consent amendment is to apply to all parents of ELLs. Therefore, the law applies to parents of students eligible to be served by part-time and full-time bilingual/ESL programs, ESL-only programs or English language services (ESL) programs.
B. ELIGIBILITY
1. Does the parental consent amendment apply only to ELLs enrolled in the program after July 1, 1996?
No. The parental consent amendment applies to all ELLs regardless of when enrolled.

2. Do parents have the right to decline their child's enrollment in bilingual education programs and choose ESL-only program services for their child?
Yes. Parents may decline enrollment of their child in a bilingual education program and choose ESL-only program services.

3. Can parents decline enrollment of their child in an ESL-only program?
Yes. Parents have the right to decline enrollment of their child in a bilingual/ESL program, ESL-only program or English language services program.

4. If a parent declines bilingual/ESL services during school registration, may they request these instructional services at a later date?
Yes, however, it is the decision of the local district to determine whether to enroll the child mid-year or at what point during the school year such enrollment could occur, based on the needs of the student.
C. NOTIFICATION
1. Must a district inform the parents of all ELLs about the requirements of the parental consent amendment?
Yes. The district must notify parents that their child has been identified for enrollment in a bilingual, ESL or ELS program. Each school year, parents of all English language learners should be informed of their children's status and of their rights to decline program participation. For ELLs who are currently enrolled in a program, this notification should take place after the students are tested for language proficiency at the end of the school year. For newly enrolled students, such notice should occur at the beginning of the school year.

2. What information should be shared with parents regarding the availability of bilingual/ESL/ELS services and their benefits for English language learners?
Annually, districts should provide parents with a description of the bilingual/ESL/ELS programs in order to assist parents in making an informed decision regarding their child's enrollment in the program. This description should also provide information regarding policies relative to ELLs including exemption from standardized tests in English and eligibility for the Special Review Assessment (SRA) in the native language for high school students.

Parents should be informed about the new Core Curriculum Content Standards and assessment process that began in 1997-98 and includes English language learners.
D. APPEAL PROCESS
1. May a parent remove an ELL from a bilingual/ESL program before the end of the school year?
During the first three years of a pupil's participation in a program, the parent or guardian may only remove a pupil at the end of the school year. If the parent or guardian wishes to remove the pupil prior to the end of the school year, he/she must have the approval of the county superintendent of schools.

2. When is the county superintendent informed about the parents' request to remove their ELL child from a bilingual/ESL program or English language services?
The county superintendent of schools should be informed about a parent's intent to remove his/her ELL child from a bilingual/ESL program only if the parent wishes to remove a student from a program before the end of a school year. In such cases, the county superintendent will review the case and may determine to maintain the student in the program, if it is in the best interest of the student.

3. Do the ELLs stay in the program until the end of the appeal to the county office of education and Commissioner of Education?
Yes, ELLs will remain enrolled in the program until the appeal process is completed.

4. If a parent does not want his/her child in a program, regardless of the student's English language skills, is there an appeal process for school districts?
No. If a parent refuses enrollment of a English language learner in a bilingual/ESL program, ESL-only program or English language services program, then the child cannot be enrolled in the program. The law and administrative code do not allow for an appeal process for school districts. Once the student is enrolled, he/she may only be removed at the end of each school year, during the first three years of a pupil's participation in a program.
E. RELATED ISSUES
1. How does this law apply to a special education student whose Individualized Education Plan (IEP) requires bilingual or ESL services?
If a parent of a special education student disagrees with the IEP, the parent or the district may request mediation or due process to protect the rights of the child.

2. Will districts that currently implement bilingual programs for small populations be required to maintain the program if the enrollment falls below 20 students of the same language group?
No. If, due to parents' declining services, the number of students in a bilingual program falls below the requirement for a full-time program, the district has the option of continuing to provide a bilingual education program for any language classification with fewer than 20 children ( N.J.S.A.18A 35-18 et seq.). The district can also apply to the department for approval of an ESL-only program.

3. If a parent declines bilingual/ESL/ELS services, can a district continue to count the student as LEP on the Application for School State Aid (ASSA) and the ELL Enrollment Tracking System?
No. The district may not continue to count these ELLs as eligible to receive bilingual categorical aid because districts are not eligible to receive bilingual categorical aid for ELLs not being served.
APPENDIX
Bilingual Education Program - A full-time program of instruction in all those courses or subjects which a child is required by law or rule to receive, given in the native language of the children of limited English proficiency enrolled in the program and also in English. The program offers the aural comprehension, speaking, reading and writing of the native language of the children of limited English proficiency enrolled in the programs, and the aural comprehension, speaking, reading and writing of English; the history and culture of the country, territory or geographic area which is the native land of the parents of children of limited English proficiency enrolled in the program; and the history and culture of the United States. All pupils in bilingual education programs receive English as a second language instruction.

English as a Second Language (ESL) Program - A daily developmental second language program which teaches aural comprehension, speaking, reading and writing in English using second language teaching techniques and incorporates the cultural aspects of the pupils' experiences into their ESL instruction.

English Language Services Program - These are services designed to improve the English language skills of pupils of limited English proficiency. These are in addition to the regular school program and have as their goal the development of aural comprehension, speaking, reading and writing skills in English.

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Parental Consent in Bilingual Education Question and Answer Document

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Policy Initiatives NEW JERSEY DEPARTMENT OF EDUCATION DIVISION OF STUDENT SERVICES OFFICE OF BILINGUAL EDUCATION AND EQUITY ISSUES PARENTAL CONSENT IN BILINGUAL EDUCATION QUESTION AND ANSWER DOCUMENT THE PARENTAL CONSENT LAW A. MAJOR PROVISIONS 1. What are the provisions of the parental consent amendment to the bilingual education law?

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Under Eligibility on the NJ State Government Law, it talks about what makes a person or family eligible for ESL or Bilingual education programs. I learned that parents have the right under the Parental Consent Law to decline bilingual services and have their child only have ESL-class services. But, parents can also deny ESL services whether it is ESL-only or any English language learning program. Parents can decide to change their minds later on and request for these services, but it is based on the school district's decision to enroll them mid-year.

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Policy Initiatives

NEW JERSEY DEPARTMENT OF EDUCATION
DIVISION OF STUDENT SERVICES
OFFICE OF BILINGUAL EDUCATION AND EQUITY ISSUES

PARENTAL CONSENT IN BILINGUAL EDUCATION
QUESTION AND ANSWER DOCUMENT
THE PARENTAL CONSENT LAW A. MAJOR PROVISIONS
1. What are the provisions of the parental consent amendment to the bilingual education law?
The parental consent amendment to the bilingual education law, which went into effect on July 1, 1996, states that parents of English language learners have the right to decline bilingual education program services. Prior to the enactment of this law, parents could challenge a district's decision to enroll their child in a bilingual education program, but could not decline services without following an appeal process.

2. Is parental consent only for bilingual education programs or does it also include ESL-only programs and English language services? (See appendix for definitions.)
The intent of the parental consent amendment is to apply to all parents of ELLs. Therefore, the law applies to parents of students eligible to be served by part-time and full-time bilingual/ESL programs, ESL-only programs or English language services (ESL) programs.
B. ELIGIBILITY
1. Does the parental consent amendment apply only to ELLs enrolled in the program after July 1, 1996?
No. The parental consent amendment applies to all ELLs regardless of when enrolled.

2. Do parents have the right to decline their child's enrollment in bilingual education programs and choose ESL-only program services for their child?
Yes. Parents may decline enrollment of their child in a bilingual education program and choose ESL-only program services.

3. Can parents decline enrollment of their child in an ESL-only program?
Yes. Parents have the right to decline enrollment of their child in a bilingual/ESL program, ESL-only program or English language services program.

4. If a parent declines bilingual/ESL services during school registration, may they request these instructional services at a later date?
Yes, however, it is the decision of the local district to determine whether to enroll the child mid-year or at what point during the school year such enrollment could occur, based on the needs of the student.
C. NOTIFICATION
1. Must a district inform the parents of all ELLs about the requirements of the parental consent amendment?
Yes. The district must notify parents that their child has been identified for enrollment in a bilingual, ESL or ELS program. Each school year, parents of all English language learners should be informed of their children's status and of their rights to decline program participation. For ELLs who are currently enrolled in a program, this notification should take place after the students are tested for language proficiency at the end of the school year. For newly enrolled students, such notice should occur at the beginning of the school year.

2. What information should be shared with parents regarding the availability of bilingual/ESL/ELS services and their benefits for English language learners?
Annually, districts should provide parents with a description of the bilingual/ESL/ELS programs in order to assist parents in making an informed decision regarding their child's enrollment in the program. This description should also provide information regarding policies relative to ELLs including exemption from standardized tests in English and eligibility for the Special Review Assessment (SRA) in the native language for high school students.

Parents should be informed about the new Core Curriculum Content Standards and assessment process that began in 1997-98 and includes English language learners.
D. APPEAL PROCESS
1. May a parent remove an ELL from a bilingual/ESL program before the end of the school year?
During the first three years of a pupil's participation in a program, the parent or guardian may only remove a pupil at the end of the school year. If the parent or guardian wishes to remove the pupil prior to the end of the school year, he/she must have the approval of the county superintendent of schools.

2. When is the county superintendent informed about the parents' request to remove their ELL child from a bilingual/ESL program or English language services?
The county superintendent of schools should be informed about a parent's intent to remove his/her ELL child from a bilingual/ESL program only if the parent wishes to remove a student from a program before the end of a school year. In such cases, the county superintendent will review the case and may determine to maintain the student in the program, if it is in the best interest of the student.

3. Do the ELLs stay in the program until the end of the appeal to the county office of education and Commissioner of Education?
Yes, ELLs will remain enrolled in the program until the appeal process is completed.

4. If a parent does not want his/her child in a program, regardless of the student's English language skills, is there an appeal process for school districts?
No. If a parent refuses enrollment of a English language learner in a bilingual/ESL program, ESL-only program or English language services program, then the child cannot be enrolled in the program. The law and administrative code do not allow for an appeal process for school districts. Once the student is enrolled, he/she may only be removed at the end of each school year, during the first three years of a pupil's participation in a program.
E. RELATED ISSUES
1. How does this law apply to a special education student whose Individualized Education Plan (IEP) requires bilingual or ESL services?
If a parent of a special education student disagrees with the IEP, the parent or the district may request mediation or due process to protect the rights of the child.

2. Will districts that currently implement bilingual programs for small populations be required to maintain the program if the enrollment falls below 20 students of the same language group?
No. If, due to parents' declining services, the number of students in a bilingual program falls below the requirement for a full-time program, the district has the option of continuing to provide a bilingual education program for any language classification with fewer than 20 children ( N.J.S.A.18A 35-18 et seq.). The district can also apply to the department for approval of an ESL-only program.

3. If a parent declines bilingual/ESL/ELS services, can a district continue to count the student as LEP on the Application for School State Aid (ASSA) and the ELL Enrollment Tracking System?
No. The district may not continue to count these ELLs as eligible to receive bilingual categorical aid because districts are not eligible to receive bilingual categorical aid for ELLs not being served.
APPENDIX
Bilingual Education Program - A full-time program of instruction in all those courses or subjects which a child is required by law or rule to receive, given in the native language of the children of limited English proficiency enrolled in the program and also in English. The program offers the aural comprehension, speaking, reading and writing of the native language of the children of limited English proficiency enrolled in the programs, and the aural comprehension, speaking, reading and writing of English; the history and culture of the country, territory or geographic area which is the native land of the parents of children of limited English proficiency enrolled in the program; and the history and culture of the United States. All pupils in bilingual education programs receive English as a second language instruction.

English as a Second Language (ESL) Program - A daily developmental second language program which teaches aural comprehension, speaking, reading and writing in English using second language teaching techniques and incorporates the cultural aspects of the pupils' experiences into their ESL instruction.

English Language Services Program - These are services designed to improve the English language skills of pupils of limited English proficiency. These are in addition to the regular school program and have as their goal the development of aural comprehension, speaking, reading and writing skills in English.

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Parental Consent in Bilingual Education Question and Answer Document

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Policy Initiatives NEW JERSEY DEPARTMENT OF EDUCATION DIVISION OF STUDENT SERVICES OFFICE OF BILINGUAL EDUCATION AND EQUITY ISSUES PARENTAL CONSENT IN BILINGUAL EDUCATION QUESTION AND ANSWER DOCUMENT THE PARENTAL CONSENT LAW A. MAJOR PROVISIONS 1. What are the provisions of the parental consent amendment to the bilingual education law?

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"Parents’ Perceptions and Attitudes for Denying Bilingual Education" by Luz Elena Martinez and Maria Hinojosa shares why parents might deny bilingual educational services or programs for their children. This is an educational essay that focuses on the main questions:

1. What differences are present in parents that choose an English immersion ESL program rather than a bilingual Spanish program?

The answer they found is: Many parents will end up choosing English immersion. One of the parents in the study specifically said that English immersion to them would help their child stay ahead. They believed that the more English they knew, the better they would do socially and educationally in the future. In this specific study, there was a half/half opinion of denying bilingual services. I learned that of the 10 people who participated, 70% were from the United States, and only 20% were born in Mexico. Regarding communication in the home, 60% said they spoke both English and Spanish, with 30% only Spanish and 10% English, Spanish, and Hebrew. Out of all the services recommended, parents liked having parents work with their children, school tutoring, teacher relationships, etc.

2. How do parents' English and Spanish proficiency affect the determination to place children in English-dominated bilingual programs?

They found that there was greater in Spanish than in English. 80% of Spanish speakers were proficient in reading, writing, and speaking compared to 60% for English speakers. Language, however, didn't play a huge role in whether or not a student received or didn't receive language programs.

3. What are parents’ negative considerations for academic Spanish literacy?

The answer they found:  People were asked if Spanish was essential for their children, and 50% said no. Another person answered completely differently, saying that being bilingual is quite important to them. Unfortunately, 60% also didn't agree with this idea. Parents didn't see their native language as essential to their children for ESL.

4. What can schools do to aid parents in making informed decisions

The answer they found: 70% of parents reported that they aren't informed or knowledgeable about bilingual programs. 10% were somewhat informed, and 10% were informed. Although this was done in 2012, I can't help but wonder, as a future educator and current student, if this is still the case. Some people shared that they didn't know the difference between having the programs. Some people said that they had no part in their child being put into these programs and that the placement was done by the Intermediate School District.

Although this was done on a small population, is gave me further insight into why parents might deny bilingual programs or services to their students for several different reasons mentioned in this educational essay.

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This webpage shares the pros and cons of alternatives for different kinds of Bilingual education programs. We learn that sometimes Bilingual Education isn't always the best root for every student, so having other options is very important for the success of schools working with children who are LEPs or ELLs. The different kinds of alternatives are:

Submersion- Students will be put into an everyday English-speaking classroom with no services being provided or ways to learn English. Think Sink or Swim. We all knew that in Lau V. Nichols, this type of education program violated the Civil Rights Law.

English as a Second language (ESL)- Students attend a submersive environment for a good portion of the day and have a particular schedule that closely teaches ESL. Students are to receive a goal-specific curriculum that teachers can decide to include their native language as well.

Structured Immersion- Instruction will be in the second language. The teacher should understand the first language, and students should be encouraged to speak their first language. For the most part, the teacher will reply using the second language. The comprehensive instruction and learning are meant to be understood by all students.

Two-Way Bilingual Immersion- Student instruction is in both languages. Moving through the course, they will slowly increase the amount of English instruction until both the native language and English are considered equals. The webpage got a 90-10 Model from "Becoming Biliterate: A Study of Two-Way Bilingual Immersion Education" by Bertha Pérez.

90-10 model is 90% native language for, let's say, Kindergarten and first grade, but then the extra 10% is for the rest of the time.

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Alternatives to Bilingual Education

There are many alternatives to Bilingual Education such as submersion, english as a second language (ESL), structured immersion, and two-way bilingual immersion. Each of these methods have their pros and cons and have been found to be effective in certain studies.

While Bilingual Education is the most widely used term to describe programs involving instruction using both a native language and the dominant language of English, there are studies that show Bilingual Education as not being as successful as other methods and vice versa, therefore it is important that schools cater their program layout to the specific needs of their students. 8

All of the following methods should be given equal consideration when structuring an educational program because they all contain pros and cons.

Submersion: "Language minority students are placed in an ordinary classroom where English is spoken. There is no special program to help them overcome the language problem. Submersion is aptly described as 'sink or swim' The minority home language (L1) is not used at all in the classroom. In Lau v. Nichols the Supreme Court found that the submersion approach violated the civil rights of language-minority students and that schools had to make an extra effort to help overcome the language problems of these students." 9

English as a Second Language (ESL): "ESL students are placed in regular submersion instruction for most of the day. During part of the day, however, these students receive extra instruction in English. This extra help is based on a special curriculum designed to teach English as a second language. L1 [the native language] may or may not be used in conjunction with ESL instruction." 10

Structured Immersion: "Instruction is in the second language (L2), as in the case of submersion, but there are important differences. The immersion teacher understand L1, and students can address the teacher in L1; the immersion teacher, however, generally replies only L2. Furthermore, the curriculum is structured so that prior knowledge of L2 is not assumed as... [material] is taught. Content is introduced in a way that can be understood by students." 11

Two-Way Bilingual Immersion: Students are taught in two languages; both their native language and English. "Two-way bilingual immersion programs that follow the 90-10 models begin by immersing students in instruction through the non-English language. As children progress through the program, the amount of English language instruction is increased until the two languages attain parity in the delivery of instruction." 12 "90-10" denotes that 90% of teaching in Kindergarten and first grade are done in the native language and the other 10% of the day is taught in English. 21

A brief highlight of the positive and some of the negative attributes of these methods along with some data from empirical research will help solve any deliberations among which method is most favorable under certain conditions.

Pros - Children may learn the English language because they are forced to do so.

Cons - During the time the child is struggling to learn a new language he/she may be falling behind other children in other academic areas. 13

Pros - "Concentrated additional instruction in English - language skills will keep students from falling behind in other academic areas." 14

Pros - "Although the curriculum assumes no prior knowledge of English, language-minority students in effect learn English as they learn math, and learn math through English instruction that is understandable at their level of English proficiency." 15

Pros - "The primary goal of two-way bilingual immersion programs is to develop language and academic proficiency in both languages for both groups of children [both non-English and English speaking ]." 22To many it is now a positive that an emphasis is being made on retaining the native language alongside the dominant one instead of completely replacing it. 23

There is one method that has been found to be completely detrimental to language development and it is called "Concurrent Translation." This method is implemented in a fashion where the instructor will say something in English and then immediately translate it into the native language or vice versa. 24 This has been shown to be counter-productive because the child will tune out what they do not understand because they know that an immediate translation will soon follow. 25

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Alternatives to Bilingual Education There are many alternatives to Bilingual Education such as submersion, english as a second language (ESL), structured immersion, and two-way bilingual immersion. Each of these methods have their pros and cons and have been found to be effective in certain studies.

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Barriers to Break when communicating with parents

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Barriers to Break when communicating with parents

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This article is about the 6 different ways that teachers can properly communicate and understand and break language barriers with their student's parents. We learn about Anabel Gonzalez, who had first-hand experience being judged because of a cultural choice. Because of this, she was inspired to go into teaching, especially for those who are learning ESL. Unlike the teacher she had, she vowed to be compassionate towards her students and recognize their cultural differences. As educators, we must figure out how to "facilitate parental involvement in education when English is not a parent’s first language while respecting the cultures of the students and their families" (Baylor, 2020).

Further in this article, we learn about Joyce Epstein's "Six different ways that schools and parents can work together." Within this article, there is an image of the 6 ways:

1. Parenting
2. Communicating
3. Volunteering
4. Learning at home
5. Decision-Making
6. Collaborating with the Community

Specifically talking about communication, we learn that we can boost communication between schools and parents by having conferences, having translators, and giving parents frequent updates by calling or newsletters.

This article also shares the "6 Steps to Improve Communication Between Teachers and Non-English–Speaking Parents"

1. Allow parents to communicate in their native language: you can then use professional translators and use translate apps (Bilingual expert Jessica Padron Meehan shares ones like TalkingPoitns or ClassDojo)

2. Be clear, concise, and positive: You can use direct language (no figurative language or jargon), a positive tone, and complement success, don't forget that you're communicating with another adult.

3. Use visual cues: Do this by using calendars, common icons, color coding, and pictures on newsletters

4. Provide examples of the lesson and the work completed: You can do this by taking videos of your lessons and giving a sample of the work

5. Encourage collaborative work: To do this, you can have students have designated homework buddies or have a homework club after school (at a time when parents can attend).

6. Show an interest in families' cultures: Research, be open to learning new information, recommend outside presentations of culture

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When Anabel Gonzalez was a little girl, her mother prepared her a bottle of café con leche (coffee with milk) every morning to take to school. Gonzalez, who is of Cuban descent, didn't think much of it-until one day, her third-grade teacher asked in shock, "How could a parent give a child coffee in the morning?"

Gonzalez remembers feeling embarrassed and singled out. What she considered normal as part of her culture was being questioned by an educator. Years later, when Gonzalez became a teacher in a class for students learning English as a second language, she vowed to provide her students with a level of compassion and understanding for cultural differences that she wished she had growing up.

"It's about accepting students as they are and where they're from," Gonzalez said.

For any educator, being mindful of students' cultural differences, including languages spoken with their families, is an essential part of creating a welcoming space that is optimal for learning. And part of being a mindful educator is figuring out how best to facilitate parental involvement in education when English is not a parent's first language while also respecting the cultures of the students and their families.

Bilingual education expert Jessica Padrón Meehan, Ed.D., points out that for many cultures, an educator's degree earns them a level of respect with parents, who will comply with much of what is asked of them. An educator imposing their views on whether English should be spoken at home, however, can cross a line.
"It's about accepting students as they are and where they're from."
"The power and influence that you have over families and their actions should be thought about carefully as to avoid overstepping your boundaries," said Meehan, who is also a lecturer with Baylor University School of Education's Doctor of Education in Learning and Organizational Change online program. "Partner with the parent and work together to determine the best plan of action as to make sure that the student is successful in school."

By working closely and communicating openly with parents on how to navigate language barriers, educators can make the school experience more accessible and accepting to all students.

How Can Language Barriers Affect Parental Involvement in Education?

Parental involvement in school can improve academic performance and increase the likelihood that students will graduate.

Language can be a barrier to engaging parents in different forms of involvement. Meehan uses homework as an example. While parents may have the abilities or skill sets to complete certain assignments, because they do not understand what is written in the assignment, they may be unable to help as much as they would like to.

"That could unintentionally hurt the student's grade and they could lose out on a homework grade or on the extra practice that the teacher intended," Meehan said.

The effects of language barriers extend beyond classwork and can bleed into participation in other school-related activities. The Parent and Family Involvement in Education: Results from the National Household Education Surveys Program of 2016 (PDF, 1.9 MB) report from the National Center for Education Statistics indicates that, in 2016, the parents of children in kindergarten through grade 12 who did not speak English had lower levels of participation in a range of school-related activities than their English-speaking counterparts. Some of the largest gaps in participation were related to volunteering, participating in school fundraising, and attending a class event.

Source: McQuiggan, M., & Megra, M. (2017). Parent and family involvement in education: Results from the National Household Education Surveys program of 2016. (NCES 2017-102). U.S. Department of Education. Washington, D.C.: National Center for Education Statistics. Retrieved from https://nces.ed.gov/pubs2017/2017102.pdf
Go to a tabular version of the data at the bottom of the page for information about parental participation in school activities.
How Can Educators Better Engage Parents with Limited English Proficiency?

The obvious bridge between the teacher and the parent is the child. And being able to translate can be a positive skill for young people to learn.

"I actually think it's a quite complex, cognitive function that they're using and is a gift and an asset to begin with," Meehan said. "But, of course, you don't want to overburden or stress the child."

Sensitive information, academic struggles, and information related to behavior are examples of conversation topics that may be better left to the parent and the teacher.

But without the help of a child, how can teachers overcome communication hurdles? Meehan says educators and school staff need to think creatively.

Expanding the classroom to be more inclusive of parents and students from different cultural backgrounds can be challenging, but Meehan believes it's worth the effort.

"The more diversity you have in your classroom, the more your classroom as a whole is exposed to different ways of doing things," Meehan said. "And when we have that opportunity to understand each other and different cultures, it encourages us to be open-minded."

The following section contains tabular data from the graphic in the post.

Parental Participation in School Activities

Back to graphic.

Citation for this content: Baylor's EdD online in Learning and Organizational Change.

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6 Ways Educators Can Overcome Language Barriers with Parents

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Improving communication between teachers and parents who speak different languages requires thinking outside of the box.

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This is a post that I found on Instagram from March 2020. This explains Bilingual Education and debunks presumptions of what people might have thought this way initially. While it is from two years ago, this is still viable in today's education because of this confusion and misunderstanding about Bilingual Education. The viewer needs to understand that this type of education will not hinder a student's native home language; it will allow them to learn English while also incorporating their native language into academics.

https://www.instagram.com/p/B91ayMrBqGF/

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This form of instruction is used for districts with 20 or more ELLs that speak a single language.

The school Districts have to receive bilingual education waivers from NJDOE.

Students are put into English-speaking classes but take reading and math with their certified Bilingual teacher.

They must have at least one period in the day with their certified ESL teacher.

You must have a parent committee overseeing this type of program who can give more input for this ELL program.

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N.J.A.C.6A:15 (New Jersey's Bilingual Education administrative code) defines kindergarten to grade 12 language assistance program for New Jersey school districts with English language learners (ELLs). Language assistance programs are divided into three categories (see below). Districts with small ELL populations are required to provide either ELS or ESL programs depending on population size. Districts with ELL populations of 20 or more students in any single language group are required to provide full-time bilingual programs for ELLs in that language group. These districts can request a waiver for any specific grade level(s) to provide a part-time alternative program if it is impractical to offer a full-time program due to age range, grade span, and/or geographic location of ELL students.
Things to Consider for Students in All Program Types:

ELLs with lower English language proficiency (ELP) may need more program services than higher ELP students.

Various ELS/ESL/bilingual program models including co-teaching, small-group work, and pull-out programs may be effective. Program model effectiveness depends on district factors (e.g. ELP levels, schedules, and staffing).

ESL programs must have a board-approved curriculum aligned with the WIDA English Language Development Standards and must support ELLs' ability to access the content and language of their subject-area classes.

Teachers with ESL certifications are qualified to fulfill the language arts requirements for ELLs.

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N.J.A.C.6A:15 (New Jersey's Bilingual Education administrative code) defines kindergarten to grade 12 language assistance program for New Jersey school districts with English language learners (ELLs). Language assistance programs are divided into three categories (see below). Districts with small ELL populations are required to provide either ELS or ESL programs depending on population size.

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Bilingual Tutorial & Bilingual Resource:

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Bilingual Tutorial & Bilingual Resource:

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Another example of a Bilingual alternative where if you have 20 or more students who speak a single language

Receive a Bilingual Waiver from NJDOE

A period of learning with a Bilingual teacher in a subject area that you must complete for graduation. Also have a second period of tutoring also in one another subject area.

You also need a Parent committee overseeing and putting input into these ELL programs

The teacher they work with for the two different periods, must be a certified Bilingual teacher.

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N.J.A.C.6A:15 (New Jersey's Bilingual Education administrative code) defines kindergarten to grade 12 language assistance program for New Jersey school districts with English language learners (ELLs). Language assistance programs are divided into three categories (see below). Districts with small ELL populations are required to provide either ELS or ESL programs depending on population size. Districts with ELL populations of 20 or more students in any single language group are required to provide full-time bilingual programs for ELLs in that language group. These districts can request a waiver for any specific grade level(s) to provide a part-time alternative program if it is impractical to offer a full-time program due to age range, grade span, and/or geographic location of ELL students.
Things to Consider for Students in All Program Types:

ELLs with lower English language proficiency (ELP) may need more program services than higher ELP students.

Various ELS/ESL/bilingual program models including co-teaching, small-group work, and pull-out programs may be effective. Program model effectiveness depends on district factors (e.g. ELP levels, schedules, and staffing).

ESL programs must have a board-approved curriculum aligned with the WIDA English Language Development Standards and must support ELLs' ability to access the content and language of their subject-area classes.

Teachers with ESL certifications are qualified to fulfill the language arts requirements for ELLs.

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N.J.A.C.6A:15 (New Jersey's Bilingual Education administrative code) defines kindergarten to grade 12 language assistance program for New Jersey school districts with English language learners (ELLs). Language assistance programs are divided into three categories (see below). Districts with small ELL populations are required to provide either ELS or ESL programs depending on population size.

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This is a type of English learning program alternative for Full-time programs.

Must have 20 or more students who speak the same language

You must have a Bilingual Education waiver from NJDOE

The teachers in this type of instruction must be content-certified and have been through training for teaching strategies that make the learning rigorous and comprehensible to ELLs

The students must receive a period of learning from a certified ESL teacher

You must also have a Parent committee for this type of learning program

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N.J.A.C.6A:15 (New Jersey's Bilingual Education administrative code) defines kindergarten to grade 12 language assistance program for New Jersey school districts with English language learners (ELLs). Language assistance programs are divided into three categories (see below). Districts with small ELL populations are required to provide either ELS or ESL programs depending on population size. Districts with ELL populations of 20 or more students in any single language group are required to provide full-time bilingual programs for ELLs in that language group. These districts can request a waiver for any specific grade level(s) to provide a part-time alternative program if it is impractical to offer a full-time program due to age range, grade span, and/or geographic location of ELL students.
Things to Consider for Students in All Program Types:

ELLs with lower English language proficiency (ELP) may need more program services than higher ELP students.

Various ELS/ESL/bilingual program models including co-teaching, small-group work, and pull-out programs may be effective. Program model effectiveness depends on district factors (e.g. ELP levels, schedules, and staffing).

ESL programs must have a board-approved curriculum aligned with the WIDA English Language Development Standards and must support ELLs' ability to access the content and language of their subject-area classes.

Teachers with ESL certifications are qualified to fulfill the language arts requirements for ELLs.

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N.J.A.C.6A:15 (New Jersey's Bilingual Education administrative code) defines kindergarten to grade 12 language assistance program for New Jersey school districts with English language learners (ELLs). Language assistance programs are divided into three categories (see below). Districts with small ELL populations are required to provide either ELS or ESL programs depending on population size.

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High-Intensity English as a Second Language

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High-Intensity English as a Second Language

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Another English alternative for Full-Time

The school must have 20 or more students who speak the same language

You must sign an NJDOE Bilingual Education waiver

The ELLs will receive two periods of learning instruction from a certified ESL teacher.

One period will be considered a standard ESL class and the other will either be an ESL tutorial or an ESL reading class

This type of program must also have a Parent Committee overseeing and providing the program with any input for the students who are ELLs.

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N.J.A.C.6A:15 (New Jersey's Bilingual Education administrative code) defines kindergarten to grade 12 language assistance program for New Jersey school districts with English language learners (ELLs). Language assistance programs are divided into three categories (see below). Districts with small ELL populations are required to provide either ELS or ESL programs depending on population size. Districts with ELL populations of 20 or more students in any single language group are required to provide full-time bilingual programs for ELLs in that language group. These districts can request a waiver for any specific grade level(s) to provide a part-time alternative program if it is impractical to offer a full-time program due to age range, grade span, and/or geographic location of ELL students.
Things to Consider for Students in All Program Types:

ELLs with lower English language proficiency (ELP) may need more program services than higher ELP students.

Various ELS/ESL/bilingual program models including co-teaching, small-group work, and pull-out programs may be effective. Program model effectiveness depends on district factors (e.g. ELP levels, schedules, and staffing).

ESL programs must have a board-approved curriculum aligned with the WIDA English Language Development Standards and must support ELLs' ability to access the content and language of their subject-area classes.

Teachers with ESL certifications are qualified to fulfill the language arts requirements for ELLs.

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N.J.A.C.6A:15 (New Jersey's Bilingual Education administrative code) defines kindergarten to grade 12 language assistance program for New Jersey school districts with English language learners (ELLs). Language assistance programs are divided into three categories (see below). Districts with small ELL populations are required to provide either ELS or ESL programs depending on population size.

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Ways to communicate with ELL parents about ELL services

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Ways to communicate with ELL parents about ELL services

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These tips can come in handy as a new educator or an educator. These tips have also been discussed based on what happened during the COVID-19 pandemic. One of the most important things that any school/teacher can do for a parent of a child who is an ELL is to keep their contact information available and updated at all times. This also goes for parents' contact information as well. Although these are mentioned during COVID-19, they still apply right now.

This article shares little tips for communicating with families, and you have:
1. Families' contact information
2. Help families keep their contact information updated:
3. Ensure that families know how to contact your or the school:
4. Find out how families prefer to communicate:
5. Find out when families prefer to communicate:
6. Share information about families' rights to translated information:
7. Identify your translation options:
8. Identify the information and updates that ELL families will need:
9. Ways to build relationships:

10. Ask families what is working or not:

1. Provide updates
2. Stay in touch with teachers
3. What is not working with communication
4. What is working or not working with technology
5. What is working or not working with the overall support your child is receiving

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www.nea.org needs to review the security of your connection before proceeding.

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This link takes you to the New Jersey State Law and policies and discusses the Every Student Succeeds Act of 2015, Title I Part A, Sec. 1112. Funds under Title 3 no more than 30 days after the start of school have to tell the parent(s) of ELLs that their child has been recommended for language educational programs. There is a chance that the student might not be identified within this time period, but parents have to be notified about their child being put into language programs within 2 weeks of placement.

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English Language Learner Parent Notification Requirements

Every Student Succeeds Act of 2015, Title I Part A, Sec. 1112 (d)(3)(A)
Statutory Requirements
Under Title I Parental Notification requirements, a school using funds under this part or Title III, no later than 30 days after the beginning of the school year, must inform the parent or parents of an English language learner (ELL) student that their child has been identified for participation in a language instruction educational program. If a child has not been identified as an ELL prior to the beginning of the school year, then the parents must be notified within two weeks of the child's placement in a language instruction educational program. The notification must include the following information:

Why the child was identified as an ELL and why the child needs to be placed in a language instructional educational program that will assist the child to develop and attain English proficiency and meet state standards;

The child's level of English proficiency, how such level was assessed, and the child's academic level;

The method of instruction that will be used to serve the child, including a description of other methods of instruction available and how those methods differ in content, instructional goals, and the use of English and a native language, if applicable.

How the program will meet the specific needs of the child in attaining English and meeting state standards;

The program's exit requirements, the expected rate of transition into a classroom not tailored for ELLs, and, in the case of high school students, the expected rate of graduation;

How the instructional program will meet the objectives of an individualized education program of a child with a disability; and

Written guidance on the rights that parents have to remove their child from a program upon their request, in accordance with N.J.A.C. 6A:15-1.13, or to choose another program or method of instruction, if available, and how parents will be provided assistance in selecting the best program to serve their child.

A school receiving Title I or III funds must implement an effective means of outreach to parents of ELLs. Outreach to parents must include information on how parents can become involved in the education of their children and how they can actively participate in helping their children learn English, achieve at high levels in the core academic subjects and meet state standards. Outreach also must include regular meetings for parents and notices of such meetings to parents so that parents have the opportunity to provide suggestions and recommendations.

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English Language Learner Parent Notification Requirements

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English Language Learner Parent Notification Requirements Every Student Succeeds Act of 2015, Title I Part A, Sec. 1112 (d)(3)(A) Statutory Requirements Under Title I Parental Notification requirements, a school using funds under this part or Title III, no later than 30 days after the beginning of the school year, must inform the parent or parents of an English language learner (ELL) student that their child has been identified for participation in a language instruction educational program.

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A real example of why it was denied but could've been prevented from being denied. 

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A real example of why it was denied but could've been prevented from being denied. 

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This article is from October 7th, 2022. I share Carly Hites's findings on a Buffalo school district. She found that Aboubakar was wrongly suspended, and without accurate information in their native language, Aboubakar's parents didn't understand why he has broken and their rights. They didn't provide his mother with an interpreter, and he was excluded from school based on allegations. His parents were also unaware of his struggle in school academically. When Hites entered this situation, her office found a way to get Aboubakar signed up for special education services. The school hadn't translated any information or form into his native language and only had them in English. Hites had also worked alongside another student in a similar situation. If these forms, and notices, were not just written in English and the school had provided the information in the parents' or families' native language, they would have better understood their rights and that their children were eligible for educational services.

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The thousands of refugees that Buffalo welcomes each year are a critical reason for our city's recent economic and population growth.

But with this fortune comes many responsibilities, particularly on the part of the city's school district to educate refugee - and other immigrant - children. Sadly, Buffalo Public Schools (BPS) has not come close to meeting this challenge.

Aboubakar is an eighth-grade student whom I represented in his appeal of his suspension. (His name has been changed in this piece to protect his privacy.) Aboubakar is fluent in English, but his mother, a Ugandan refugee, has limited English proficiency ("LEP"). When Aboubakar was suspended, the Code of Conduct he was alleged to have violated was not available in Swahili or French, the main languages spoken in Uganda. Similarly, the information from the school informing his parents of their rights was in English only.

The district failed to provide Abubakar's mother with an interpreter at the hearing where the decision to suspend him was made. Instead, Aboubakar was forced to interpret for his mother. The charges against him were upheld, and he was excluded from school for nearly six weeks -all based on non-violent allegations.

Aboubakar's family did not understand the charges or what had transpired at the hearing, nor did they know that Aboubakar was entitled to two hours of daily tutoring during his suspension. They also were unaware that Aboubakar had been struggling academically in school - all notices and report cards sent home were in English only.

With help from my office, Aboubakar was found eligible for special education services based on his noted difficulties with focus and attention. But the task of explaining his eligibility for these services, as well as the general concept of special education, fell to me. The district had not translated any of the notices or evaluation reports or provided notice of their contents via an interpreter; and it had not translated its proposed Individualized Education Plan for Aboubakar.

Then there's Mohammed - whose name has also been changed - a fifth-grade student whom I represented at his recent suspension hearing. Mohammed, who was born in the United States and has been educated in Buffalo schools his entire life, is fluent in English. His father, an Iraqi immigrant, is LEP.

Parents simply cannot become actively involved in their children's educations if the school district won't give them the tools to do so, even when they're required to by law.

As with Aboubakar, Mohammed's notices were written only in English. As a result, Mohammed's father was unaware of his right to conference with the school principal before the suspension began. Instead, Mohammed missed nearly an entire month of school before he was even granted his right to a hearing. Under New York law, that hearing was supposed to happen within five school days.

The school claimed he had "caused a major disruption to the order of the day by making racial slurs with verbal and physical threats that caused physical altercations." At the hearing, we learned that the only evidence the school had against Mohammed was that he called his teacher "an old grandma." Fortunately, I was able to get the absurd charges dismissed, and Mohammed was allowed back into school. But he cannot get back the month that he missed.

I have discussed these cases extensively with district leadership. I appealed Aboubakar's suspension to the Superintendent, requesting an expungement of the suspension, as required under state law when families are not provided the process they are entitled to. The district refused.

When I reminded the district of its obligations under state and federal law to offer meaningful language access to students and families, I was told it doesn't have the resources to do so. I received the same response when I raised the issue of translating Individualized Education Plans. And when I followed up to ensure that Mohammed's suspension was removed from his student record, I found that it was not.

These failures result in significant frustration and alienate families from the district. Parents simply cannot become actively involved in their children's educations if the school district won't give them the tools to do so, even when they're required to by law.

Given all this it's not surprising that English Language Learners (ELL) and Multilingual Language Learners (MLL) in Buffalo struggle to achieve their potential. Graduation data on the most recent four-year cohort of students (exiting 2021) shows that 18 percent of ELL/MLL students drop out prior to graduation, compared to nine percent of non-ELL/MLL students. Data from the 2019-, 2018-, and 2017-exit cohorts (the most recent years in which students were not given COVID exemptions from Regents Exam requirements) are even worse.

The district must do better. Its own data show the population of ELL/MLL students has doubled in the past decade. During the 2021-2022 School Year, BPS was home to some 5,000 ELL/MLL students (and many more English-proficient students with LEP parents). That number is likely to grow as Buffalo continues to welcome refugees and immigrants.

The top seven languages spoken by students are Spanish, Arabic, Bengali, Karen, Swahili, Somali, and Burmese. Under state regulations, the district should have bilingual programming in all seven languages. Instead, BPS operates only Spanish-English bilingual programs, and only 20 percent of ELL/MLL students are enrolled in such a program.

The district also must ensure that ELL/MLL students suspected of having disabilities receive valid and reliable results from evaluations. From my review, the district has only two Spanish and one Arabic bilingual school psychologists and otherwise relies on interpreters - many untrained in education and psychology - to interpret for students. Meanwhile, bilingual students wait months longer than non-ELL/MLL students for evaluations.

Buffalo Public Schools is in a unique moment. Thanks to an unprecedented injection of nearly $300 million in fiscal aid, it has the resources to tackle these issues. The district should use some of this money to hire interpreters and bilingual staff, translate important documents, and offer bilingual classes for students.

Taking these steps won't just bring BPS into compliance with the laws protecting ELL/MLL students. It will make our school system and our city stronger.
If you or someone you know has experienced difficulties with language access in New York public schools, email schools@nyclu.org or call 212-607-3300.

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How Buffalo Schools are Failing Immigrant Students

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The thousands of refugees that Buffalo welcomes each year are a critical reason for our city's recent economic and population growth. But with this fortune comes many responsibilities, particularly on the part of the city's school district to educate refugee - and other immigrant - children.

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If a parent decides that they don't want their child in ESL programs or bilingual service programs, the school cannot still consider the child LEP (Limited English Proficiency). As a school, you cannot receive bilingual categorical aid for ELLs if they aren't being served in your school. This is good information to know for parents to know when they decline ESL/Bilingual/this program ASSA (Application for School State Aid) or the Enrollment Tracking System, for your child who isn't part of these services.

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Policy Initiatives

NEW JERSEY DEPARTMENT OF EDUCATION
DIVISION OF STUDENT SERVICES
OFFICE OF BILINGUAL EDUCATION AND EQUITY ISSUES

PARENTAL CONSENT IN BILINGUAL EDUCATION
QUESTION AND ANSWER DOCUMENT
THE PARENTAL CONSENT LAW A. MAJOR PROVISIONS
1. What are the provisions of the parental consent amendment to the bilingual education law?
The parental consent amendment to the bilingual education law, which went into effect on July 1, 1996, states that parents of English language learners have the right to decline bilingual education program services. Prior to the enactment of this law, parents could challenge a district's decision to enroll their child in a bilingual education program, but could not decline services without following an appeal process.

2. Is parental consent only for bilingual education programs or does it also include ESL-only programs and English language services? (See appendix for definitions.)
The intent of the parental consent amendment is to apply to all parents of ELLs. Therefore, the law applies to parents of students eligible to be served by part-time and full-time bilingual/ESL programs, ESL-only programs or English language services (ESL) programs.
B. ELIGIBILITY
1. Does the parental consent amendment apply only to ELLs enrolled in the program after July 1, 1996?
No. The parental consent amendment applies to all ELLs regardless of when enrolled.

2. Do parents have the right to decline their child's enrollment in bilingual education programs and choose ESL-only program services for their child?
Yes. Parents may decline enrollment of their child in a bilingual education program and choose ESL-only program services.

3. Can parents decline enrollment of their child in an ESL-only program?
Yes. Parents have the right to decline enrollment of their child in a bilingual/ESL program, ESL-only program or English language services program.

4. If a parent declines bilingual/ESL services during school registration, may they request these instructional services at a later date?
Yes, however, it is the decision of the local district to determine whether to enroll the child mid-year or at what point during the school year such enrollment could occur, based on the needs of the student.
C. NOTIFICATION
1. Must a district inform the parents of all ELLs about the requirements of the parental consent amendment?
Yes. The district must notify parents that their child has been identified for enrollment in a bilingual, ESL or ELS program. Each school year, parents of all English language learners should be informed of their children's status and of their rights to decline program participation. For ELLs who are currently enrolled in a program, this notification should take place after the students are tested for language proficiency at the end of the school year. For newly enrolled students, such notice should occur at the beginning of the school year.

2. What information should be shared with parents regarding the availability of bilingual/ESL/ELS services and their benefits for English language learners?
Annually, districts should provide parents with a description of the bilingual/ESL/ELS programs in order to assist parents in making an informed decision regarding their child's enrollment in the program. This description should also provide information regarding policies relative to ELLs including exemption from standardized tests in English and eligibility for the Special Review Assessment (SRA) in the native language for high school students.

Parents should be informed about the new Core Curriculum Content Standards and assessment process that began in 1997-98 and includes English language learners.
D. APPEAL PROCESS
1. May a parent remove an ELL from a bilingual/ESL program before the end of the school year?
During the first three years of a pupil's participation in a program, the parent or guardian may only remove a pupil at the end of the school year. If the parent or guardian wishes to remove the pupil prior to the end of the school year, he/she must have the approval of the county superintendent of schools.

2. When is the county superintendent informed about the parents' request to remove their ELL child from a bilingual/ESL program or English language services?
The county superintendent of schools should be informed about a parent's intent to remove his/her ELL child from a bilingual/ESL program only if the parent wishes to remove a student from a program before the end of a school year. In such cases, the county superintendent will review the case and may determine to maintain the student in the program, if it is in the best interest of the student.

3. Do the ELLs stay in the program until the end of the appeal to the county office of education and Commissioner of Education?
Yes, ELLs will remain enrolled in the program until the appeal process is completed.

4. If a parent does not want his/her child in a program, regardless of the student's English language skills, is there an appeal process for school districts?
No. If a parent refuses enrollment of a English language learner in a bilingual/ESL program, ESL-only program or English language services program, then the child cannot be enrolled in the program. The law and administrative code do not allow for an appeal process for school districts. Once the student is enrolled, he/she may only be removed at the end of each school year, during the first three years of a pupil's participation in a program.
E. RELATED ISSUES
1. How does this law apply to a special education student whose Individualized Education Plan (IEP) requires bilingual or ESL services?
If a parent of a special education student disagrees with the IEP, the parent or the district may request mediation or due process to protect the rights of the child.

2. Will districts that currently implement bilingual programs for small populations be required to maintain the program if the enrollment falls below 20 students of the same language group?
No. If, due to parents' declining services, the number of students in a bilingual program falls below the requirement for a full-time program, the district has the option of continuing to provide a bilingual education program for any language classification with fewer than 20 children ( N.J.S.A.18A 35-18 et seq.). The district can also apply to the department for approval of an ESL-only program.

3. If a parent declines bilingual/ESL/ELS services, can a district continue to count the student as LEP on the Application for School State Aid (ASSA) and the ELL Enrollment Tracking System?
No. The district may not continue to count these ELLs as eligible to receive bilingual categorical aid because districts are not eligible to receive bilingual categorical aid for ELLs not being served.
APPENDIX
Bilingual Education Program - A full-time program of instruction in all those courses or subjects which a child is required by law or rule to receive, given in the native language of the children of limited English proficiency enrolled in the program and also in English. The program offers the aural comprehension, speaking, reading and writing of the native language of the children of limited English proficiency enrolled in the programs, and the aural comprehension, speaking, reading and writing of English; the history and culture of the country, territory or geographic area which is the native land of the parents of children of limited English proficiency enrolled in the program; and the history and culture of the United States. All pupils in bilingual education programs receive English as a second language instruction.

English as a Second Language (ESL) Program - A daily developmental second language program which teaches aural comprehension, speaking, reading and writing in English using second language teaching techniques and incorporates the cultural aspects of the pupils' experiences into their ESL instruction.

English Language Services Program - These are services designed to improve the English language skills of pupils of limited English proficiency. These are in addition to the regular school program and have as their goal the development of aural comprehension, speaking, reading and writing skills in English.

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Parental Consent in Bilingual Education Question and Answer Document

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Policy Initiatives NEW JERSEY DEPARTMENT OF EDUCATION DIVISION OF STUDENT SERVICES OFFICE OF BILINGUAL EDUCATION AND EQUITY ISSUES PARENTAL CONSENT IN BILINGUAL EDUCATION QUESTION AND ANSWER DOCUMENT THE PARENTAL CONSENT LAW A. MAJOR PROVISIONS 1. What are the provisions of the parental consent amendment to the bilingual education law?

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This article outlines the legal obligations that schools must uphold to children who are ELLs. The content for teaching these students isn't laid out in the Civil Rights law, so it is up to the schools and teachers to ensure students' success. Reasons for law-breaking would be from excluding these students from participating because they can't under the language or content being discussed, if minority students are wrongfully put into special education classes because of their low English skills, if the courses being provided aren't up to standards and teaching the students English, and if the school doesn't give the parents information or announcement in their native language. This article also mentions the court case Lau V. Nichols and the essential facts about what is expected from the schools. The last big part of this article is the outlines specifically made for ELL programs that schools must follow. These are such as:

-identifying potential ELLs
-giving access to ELL programs/services
-creating programs that will be a success
-have appropriate staff, materials, and facilities for schools, and they're being put to go used
-proper evaluation standards (exit criteria, the progress of students
-make necessary modifications if need be

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Q: What legal obligations do schools have to English language learners (ELLs)? | NCELA

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Need for Reform for Bilingual Classes, and what they offer in the future. 

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Need for Reform for Bilingual Classes, and what they offer in the future. 

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This is a 10 minute TED Talk done by Aminah Ghanem on "Reforming Our Bilingual Education System". She explained that she wished to learn Arabic, so that she should speak to her family in their native language. In California in Conejo, Bilingual Education is not very common or appreciated. She shares that language barriers shouldn't separate us, but should connect us and brings us together.

The reform she propose is that from a young age, student should learn to be bilingual and learn the importance of this type of education. It will help students understand and learn to appreciate the numerous cultures in society.  She mentions of the cultural, cognitive, and economical benefits of Bilingual education in schools, of which can be added to California schools.

She mentioned Dual Language Immersion and the benefits of having one in schools. It will make ELLs feel more welcomed, included, and cared for. They understand in these classes that their language is "heard and valued" (Ghanem, 2019). In terms of cognition benefits, she persuades and states that studies show that bilingual education is helpful for cognition. She learned in her psychology class that students who are Bilingual have the ability to task change. In term of economical benefits, more real-world occupation need people who speak several different languages. She give the example of an Utah study done by the Economic Developmental Corporation of Utah. This example shows that while there are only 1/3 of the worker who are bilingual that this state is a big location for companies that are of several cultures. If more students were bilingual or knew more then one language, they were likely to have greater job opportunities.

Schools like the ones in Conejo lack Dual Language classes, and don't offer services for their students who are ELLs, so many of them as a result fail or are academically at a disadvantage. She further mentions that any opportunities for students to emerge in their culture or any cultures becomes too expensive (Study abroad). If culturally companies came to schools or schools had trips to these companies, students could learn how to be "more educated, socially aware, and socially savvy" (Ghanem, 2019).

Other reforms or additions that could be beneficial:

Seal of Biliteracy: Given by school or state for students who obtain or know two or more languages. It's not given in all states or schools, but more can be done to start this process. It will take communication, hard work, and being able to go outside your comfort zone.

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Reforming Our Bilingual Education System | Aminah Ghanem | TEDxYouth@Conejo

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Another explanation from the US Department of Justice

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Another explanation from the US Department of Justice

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I found this US Department of Justice's official ruling on https://www.colorincolorado.org/guide/fact-sheet-ensuring-english-learner-students-can-participate-meaningfully-and-equally. This shows what is to be done to ensure ELLs can participate "Meaningfully and Equally in Educational Programs." This article outlines that ELLs "constitute nine percent of all public school students and are enrolled in nearly three out of every four public schools" (Colorin Colorado, 2019). It shares:
1. "Identifying and Assessing All Potential EL Students."
2. "Providing Language Assitance to El Students."
3. "Staffing and Supporting of El Program."
4. "Providing Meaningful Access to All Curricular and Extracurricular Programs."
5. "Avoiding Unnecessary Segregation of EL Students."
6. "Evaluating EL Students for Special Education and Providing Dual Services."
7. "Meeting the Needs of Students Who Opt Out of EL Programs or Particular Services."
8. "Monitoring and Exiting EL Students for EL Programs and Services."
9. "Evaluating the Effectiveness of a District's EL Program."
10. "Ensuring Meaningful Communication with Limited English Proficient Parents."

The category that I want to hone in on is number 7, which is "Meeting the Needs of Students Who Opt Out of EL Programs or Particular Services." This helps answer my main policy questions of what teachers can do to help students who refuse or opt-out of ESL or EL programs. Several things can be such as:

1. They're still entitled to learning services. The parents will then have the final say if their child can receive these programs or EL services if necessary.

2. School districts and teachers will recommend that you don't opt your child out of these services. Parents need to receive information in their language so they can understand what their child's rights are. If they're in their language, they may understand why the school district or teacher recommended them in the first place. It would show them the benefits of having these services.

3. While these students have been opt-out of services and EL programs by their parents, teachers and school districts must still provide these students with educational programs, as well as monitor their progress and then later ask parents and offer these EL services again. This is in the case that the student is still struggling.

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This is my reference page of all the links that I used when researching and answering my ESL policy question.

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References Page (ESL Policy Question)- Aimee Haberstick

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Tips for Engaging and Communicating with families of English Language Learners 

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Tips for Engaging and Communicating with families of English Language Learners 

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This article is by Louise El Yaafouri, from 2019. It goes over the 6 different tips for reaching and communicating with families of students who are ELLs. These are options for what schools and families and can collectively do to encourage and create a more beneficial and supportive education for students/children.

The 6 Tips:
1. Make it Reciprocal
2. Aim for Authenticity
3. use Culturally Responsive Approach
4. Keep it Simple
5. Increase Capacity
6. Find Your Way Home

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English Language Learners

Schools can better support students who are still learning English by working to involve their families in their education.

Marmaduke St. John / Alamy Stock Photo

The most impactful plans for student growth engage not only the learner but also his or her family. In fact, research points to parents and caretakers as invaluable stakeholders in students' academic achievement. Unfortunately, parents who are new to English are often left out of family engagement at the school level to some degree. How can we do a better job of appealing to and including the parents of English language learners (ELLs) as valuable members of the school community?

Here are six keys to successfully engaging ELL parents and families.

1. Make It Reciprocal

Engagement is a partnership between the parents and the school to serve the best interests of students. The school is responsible for meeting certain expectations, some of which are legally mandated through the Every Student Succeeds Act, such as provisions for translation of vital school information into students' home languages.

Parents also have specific obligations, which aren't always clear, especially when there are cultural differences-we cannot assume that the American idea of doing school is shared by all families in our community. Teachers can help by explicitly communicating parents' key responsibilities, such as taking an active role in helping their child learn to organize his or her study time. Parents can also be encouraged to monitor engagement, limit distractions, build consistency, and celebrate periods of concentration.

Parents can also set aside a quiet place for their child to learn and read at home, and be available to answer questions. They should utilize school-based technological and translation resources, including bilingual dictionaries, home anchor charts, and web-based language translation applications, if needed. They should also take time to discuss school matters with their child, asking questions about the school day: friends, concepts learned, struggles and discomforts, successes and achievements.

2. Aim for Authenticity

Efforts to engage diverse parent groups must be authentic and meaningful. Begin with a deep dive of your school's unique demographics. What values, interests, and funds of knowledge are represented on campus? Is the school's interest in students' home lives perceived as genuine?

Support authenticity by intentionally fostering a welcoming, inclusive environment where families see reflections of themselves. Work to engage firsthand resources to your school, including bilingual staff members. Champion relationship building through collaboration. Authenticity breeds connection.

3. Use a Culturally Responsive Approach

Where do families' deeply rooted cultural values show up in the school? How do parents' cultural perspectives drive expectations for parent engagement? Do we use these references to ignore, diminish, or empower our families as members of our school community?

To make the shift toward empowerment, be mindful of culturally relevant dates and holidays, and avoid scheduling important events on these days. Ensure that school-based activities, language, and school menus reflect cultural considerations. Be critical of trivial displays of culture. Openly communicate norms for parent engagement, and work to share this information in a variety of ways. Invite student and parent input, and make a point of reframing cultural or linguistic misconceptions as teachable moments.

4. Keep It Simple

Communication is essential to successful parent engagement efforts. We should aim for clarity in all of our exchanges with parents, especially those who are still new to English.

Explore your school's registration paperwork and parent communications from a fresh perspective. What can be streamlined, condensed, or eliminated? Be particularly mindful of acronyms, educational jargon, and terms that may be unfamiliar to parents, including ones related to mental health like trauma.

Look for ways to provide appropriate support for language learning parents. Many of the strategies we use to make content comprehensible for ELLs are also helpful in working with linguistically diverse parent populations. Think: visuals, graphic organizers, and translated or icon-based cheat sheets for potentially unfamiliar terminology (for example, immunizations, English language development services).

Actively facilitate advisory, advocacy, and mentorship roles that are inclusive of caretakers who are learning English.

Intentionally craft and promote volunteer opportunities and teacher aide positions that appeal to diverse parent groups.

Host a variety of parent-school partnership events.

Offer outreach partnerships and community liaison roles that require cross-cultural or multilingual expertise.

Create an accessible bank of relevant tools and resources based on parent interest.

Organize parent-created learning sessions.

Collect input via English-learner parent focus groups, advisory committees, suggestion boxes, surveys, and interviews.

Consistently utilize parent feedback to inform decision making at the classroom, school, and district levels.

5. Increase Capacity

Grow English learner caretakers as leaders in the school community by providing a range of low-risk opportunities for parent input, feedback, and cultural sharing. Here are some ideas:

6. Find Your Way Home

In building and nurturing relationships with ELL families, the value of teacher home visits cannot be understated: They provide essential insight into a student's home life and unique learning needs, and "support academic gains and positive social integration for ELLs." They are linked to improved academic progress and attendance rates. Perhaps most importantly, teacher home visits lay a foundation of trust as the frontrunner to school-based parent engagement.

In the vast majority of cases, our English learner parents have high hopes for their children's scholastic well-being and wish to contribute to that success. When parents feel that they are a part of an inclusive learning culture and have a clear awareness of their role in their child's learning, true partnerships can occur.

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6 Tips for Engaging the Families of English Language Learners

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Schools can better support students who are still learning English by working to involve their families in their education.