The rights of ELLs have emerged as a significant policy issue for the Education Department as the percentage of such students has increased.
Under the latest guidance, public schools must:
• Identify English-learner students in a timely, valid, and reliable manner, and offer them an educationally sound language-assistance program;
• Provide qualified staff and sufficient resources for teaching English-learners, ensuring ELLs have equitable access to programs and activities;• Avoid unnecessary segregation of English-learners from other students;
• Monitor students’ progress in learning English and doing grade-level classwork;
• Remedy any academic deficits ELLs incurred while in a language-assistance program;
• Move students out of language-assistance programs when they are proficient in English and monitor those students to ensure they were not prematurely removed;
• Evaluate the effectiveness of English-learner programs; and
• Give parents with limited English proficiency information about school programs, services, and activities in a language they understand.
A version of this article appeared in the January 14, 2015 edition of Education Week as U.S. Civil Rights Officials Release English-Learner Guidance