EL Handbook

Lower Yukon School District (LYSD) recognizes the legal rights and district responsibilities surrounding the education of English Learners. LYSD utilizes Alaska DEED’s English Learners Handbook as a guidance document related to Legal responsibilities (found online). LYSD has aligned the school board policy to the state handbook- BP 6174 BILINGUAL-BICULTURAL EDUCATION/LIMITED ENGLISH PROFICIENCY.

Plan of Service

The district has a current, approved Plan of Service for instructional programs for EL students in place and shows evidence that the district:

☐ consulted with teachers, researchers, school administrators, parents and family members, community members, public or private entities, and institutions of higher education, in developing and implementing such program; and

☐ if applicable, coordinates activities and shares relevant data under the plan with local Head Start and Early Head Start agencies, including migrant and seasonal Head Start agencies, and other early childhood education providers.

LYSD developed the current plan of service through the following methods:

1. Draft of plan was posted on the district website with a feedback survey link attached.

2. An EL parent meeting was conducted to review aspects of the Plan of Service

3. The LYSD PAC NEC committee was included in a presentation regarding the Plan of Service.

The LYSD EL Plan of service is posted online and reviewed annually through the PAC NEC process.

LYSD follows the identification process outlined by the State of Alaska in the Guidance for Identification of English Learners. Specific areas outlined by LYSD within the first 30 days of school. PROCEDURES

• Home Language Survey (HLS) questions are completed annually by parents/guardians as a part of the LYSDS's enrollment process for all students.
• LYSD's Director of Assessment will regularly monitor the student information system for students who are identified for potential EL screening based on the HLS.
• HLS will be archived both electronically and in hard copy versions.

Step 1: Parents/Guardians complete the Home Language Survey (HLS) when enrolling a student in the Lower Yukon School District. If the HLS indicates another language is present and the child meets the definition of an EL student they will be screened using WIDA Screener.

Step 2: Students will be identified in PowerSchool who require EL screening. Principals and Building Test Coordinators (BTC) will be notified by LYSD's Director of Assessment when students require screening.

Step 3: Once the BTC has been notified that a student requires screening, the student must be screened ,with 30 days from the start of school and 2 weeks from HLS review, for cTitle III compliance.

Step 4: The Building Test Coordinator completes the WIDA screening.

Step 5: The Building Test Coordinator will score the WIDA screener and notify LYSD's Director of Assessment

Step 6: The Director of Assessment or the Director of Federal Programs will determine if the student qualifies for EL services using the scoring chart in the Guidance for Identification of English Language Learners handbook provided by the Alaska Department of Education and Early Development.

Step 7: If the student qualifies for EL services, the Director of Assessment will send the BTC an Initial Letter of Identification to the principal and BTC. The letter will include eligibility criteria for EL established by the state. The letter will be mailed to the parent/guardian as soon as possible. The BTC will verify that the letter was sent and the date it was sent with Director of Assessment. Director of Assessment will update the current FY EL Tracking List with the following items:

1. Linked HLS all students

2. Linked Screener result all students

3. Move students who are identified as EL to Identified Tab

4. Move students who are not eligible to "not eligible Tab"

5. update PowerSchool with the student's designation as an EL.

Federal Programs support staff will update powerschool and hard copy files every June with the following documentation on "eligible students"

a. Home Language Survey

b. Screener Result

c. Update Master sheet with notes on where documents are stored

If the Home Language Survey indicates that no other language is present at home, but the student's instructional team is concerned that another language is present and is impact the students success in school based on the Federal definition of an English Learner Part D (see definition below) then the Building Test Coordinator will conduct a Language Observation Checklist (LOC).

Federal Definition Part (D) A student whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual:

• The ability to meet the challenging State academic standards.

• The ability to successfully achieve in classrooms where the language of instruction is English.

• The opportunity to participate fully in society.

A staff member observes and has evidence that a student’s language may be impacting their academic progress based on Part D of the Federal definition of an English Learner.

Step1: The Building Test Coordinator must complete the Annual Training for EL Identification (BTC) module.

Step 2: The BTC completes the LOC as scheduled with the instructional team.

Step 3: Once the LOC has been completed, the BTC will review the checklist for the following:

• 5 or more No’s in Part A

Or

• not at grade level proficiency
• 2 signatures (testing coordinator, instructional staff member with knowledge of the student)

Step 4: If the criteria are all present then the student will be screened using the WIDA screener.

Step 5: The Building Test Coordinator completes the WIDA screening.

Step 6: The Building Test Coordinator will score the WIDA screener and notify LYSD's Director of Assessment

Step 7: The Director of Assessment or the Director of Federal Programs will determine if the student qualifies for ELL services.

Step 8: If the student qualifies for ELL services, the Director of Assessment will send the BTC an Initial Letter of Identification to the principal and BTC. The letter will include eligibility criteria for ELL established by the state. The letter will be mailed to the parent/guardian as soon as possible. The BTC will verify that the letter was sent and the date it was sent with Director of Assessment. Director of Assessment will update PowerSchool with the student's designation as an ELL.

• A template for Parent Notification of Continuing EL Services letter (PNCES) is stored in PowerSchool.

• PNCES letters are generated in PowerSchool that include parent/guardian information about EL eligibility and services.

• PNCES letters include most current ACCESS scores for each student.

• PNCES folders are created for each LSYD site in Google Suite. Each site's PNCES folder is populated with their students’ PNCES letters.

• PNCES folders are shared with site administrators and Building Test Coordinators.

• An email is sent to each site administrator and Building Test Coordinator with PNCES letters attached and instructions on how and when to send them out to parents/guardians.

• Site administrator and/or Building Test Coordinator sends confirmation email to LYSD Federal Program Director that the PNCES letters were sent to parents/guardians.

• Conformation dates are archived, tracked, and reviewed regularly by LYSD Federal Programs. Sites who have not confirmed PNCES are reminded as the deadline for compliance approaches.

• LYSD's Director of Assessment will identify individuals as Building Testing Coordinators and ensure they complete the WIDA screener trainings by the first half of September.
• Building Test Coordinators will complete the required screener and ACCESS trainings in the WIDA Secure Portal and submit completion certificates to LYSD's Director of Assessment .
• Building Test Coordinators will be trained on completing the Language Observation Checklist (LOC) using LYSD's Annual Training for EL Identification (BTC) module.
• Building Test Coordinators will be trained on LYSD's process for Home Language Surveys (HLS).

Steps to ensure participation in EL Assessments and accurately reported not assessed reason.

• Sites will use an ACCESS Reason Code Script spreadsheet to identify students who start to show patterns of not assessing during the ACCESS testing window. Once a student is identified, the site administrator, Home School Coordinator, and/or Building Test Coordinator will contact the parents/guardians to offer assistance to have the student participate in the ACCESS assessment.

• Building Test Coordinator Weekly Updates & Reminders

• Share participation rates with sites to set goals and interventions for increasing ACCESS participation.

• Show the connection between ACCESS data to the School Improvement Plans and how student growth in ACCESS impacts SIP status.

• Highlight EL resources and tutoring opportunities for students to parents/guardians.

• English Learner Student Success coaches at each site. EL Success Coaches offer targeted tutoring services using ACCESS data points to identify instructional priorities. This targeted instruction will better prepare students to be successful on the ACCESS assessment. EL Success Coaches will also ensure EL students receive resources, notifications, and parent/guardian outreach.

Steps the district will make to accurately report “ELP Not Assessed Reason” in Summer OASIS

• ACCESS Participation Tracking - Student Information System will create a district-wide ACCESS Reason Code Script spreadsheet for students who do not assess. This will be updated regularly by the site Building Test Coordinator during the ACCESS testing window. This will improve accuracy of “ELP Not Assessed Reason” in Summer OASIS.

EL Student Success Coach - At the beginning of each school year, all LYSD sites will identify an EL Success Coach. The main role of the EL Success Coach is to provide supplemental instructional activities for EL students based on their grade needs and ACCESS data. EL Success Coaches will also insure EL students receive resources, notifications, and parent/guardian outreach. EL Success Coaches will organize and host four Family Nights per school year. The following are additional considerations and information:

• Elementary and Middle School instruction will be focused on literacy and mathematics using district-based curriculum and interventions (i.e. iReady Math, Lexia, STEM).
• High School instruction will focus on credit accrual and graduation priorities.
• Resources will be allocated based on the EL enrollment.
• Time and Effort will be based on EL enrollment.
• Attendance, Pre/Post data, Family Nights, and Record of Work will all be tracked for evidence of compliance.

Supplies - LYSD utilizes Title III A funds to supplement school related supplies for students who are eligible for EL services (back packs, notebooks, pens, calculators, headphones, and chrome books.

Parent Learning Kits - LYSD utilizes Title IIIA funds to support at home learning by supply EL families with learning kits.

EL specific Interventions - Currently LYSD utilizes Title iIIA funds to support Lexia English a speaking and listening ELA intervention.

LYSD provides multiple layers of professional development and support to teachers of EL students.

• Annual district-wide training for all staff will be conducted regarding the guidance, identification process, and best practices to support EL students. Annual Training for English Learners (DW)

At the beginning of each school year, each site in LYSD will receive an a training and an electronic folder containing the following resources and information:

• LYSD's District-Wide English Learner annual training
• LYSD's Annual Training for EL Identification (BTC)
• Home Language Survey
• Language Observation Checklist
• English Learner Procedures (signed)
• Alaska Department of Education and Early Development's Guidance for EL Identification
• LYSD's Plan for Service (signed)

At the beginning of each school year, each Building Test Coordinator will receive training and an electronic folder containing the following resources and information:

• Completed WIDA/ACCESS certificates
• WIDA Screener Scores
• Initial Letters of EL Identification
• Completed Language Observation Checklists

At the beginning of each school year, each EL Success Coach will receive an electronic folder containing the following resources and information:

• A roster of current EL students
• ACCESS scores and data for each EL Student
• Tutoring Expectations including instructional activities for K-6 and High School
• Site Check-In Sheet
• Family Engagement Expectations

LYSD will annually train instructors of EL students on best practices regarding EL learners. Title IIIA resources will provide the funding for these trainings and support the development of English Language Proficiency.

An annual continuation letter from the Federal Programs Director will be sent to designated students/families by the state Fall timeline. All newly identified student will receive an "initial" eligibility letter completed within the state designated timeline from the date a HLS is received.

the Federal Programs Office will send designated students/families February ACCESS test results. The notification will be sent home in a timely manner following the district’s receipt of scores. The letter will include a Parent Score Report with information explaining what individual student scores indicate.

Lower Yukon School District ensures that schools annually inform parents and guardians in a timely manner, and in an understandable format, their child's ELP level and EL program options.

1. Once a students are identified as an EL, parents are notified within 30 days of the start of the school year:

• For students that enroll after the start of the school year, parents are notified within two weeks.

2. Notification letters address the following:

• the reasons for the identification and need of placement;
• the child's level of English proficiency, how it was addressed, and the level of academic achievement;
• the method of instruction used and other programs available including how such programs differ;
• how the program selected will meet the educational needs of the child;
• how the program will help the child learn English and meet age appropriate academic achievement standards;
• the specific exit requirements of the program and the expected rate of transition from such program or graduation rate if from a secondary school;
• how the program meets the objectives of the EL of a child with a disability; and
• information pertaining to parental rights including written guidance detailing detailing the right of parents to have their child removed from the program, to decline enrollment in a program or choose another program, and to receive assistance in selecting a program.

LYSD ensures that Parent Notification letters are available to parents/guardians is in an understandable format and language. The Lower Yukon School District will utilize the language specified by parents/guardians as the language of communication through enrollment processes. The letters will then include the required information above and be sent in a letter for schools to disseminate. Language translators are available upon request at each site, if none are available, the district will utilize a translator sevice.

Describe the district’s procedures for annual parent notification. Notification must include the

reasons for identification, the level of English proficiency, the methods of instruction to be used in

the English language acquisition program, and how the program will meet the educational

strengths and needs of the child. Please include a sample notification letter with your submission

of this Plan of Service.

Note, for districts receiving Title III-A funds or using Title I-A funds for language instruction programs

for English learners, please see Appendix C for a full list of parental notification requirements and

applicable timelines.

LYSD sends out parent notification letters annually within the first 30 days of school. These letters

include reason for identification, level of proficiency, and methods of instruction used with students.

Students who are identified after the first 30 will receive letters within 2 weeks of identification and

placement as an EL student. These letters are compiled by Federal Programs and the Student Data

Director and disseminated through coordination with site principals. The letter includes data points

which require current data samples to be added to each individual letter utilizing the powerschool data

base.

The State of Alaska allows for re-identification of LEP students in some cases. If a former LEP student struggles academically, the first step is to ensure the student is receiving any instructional supports available to all students.

• After a minimum of one semester of exit from LEP status, the general education core content teacher(s) or instructional team working with a struggling former LEP student must meet with the Case Manager who will initiate a Request for Re-Identification as LEP packet (Case Manager will request a copy of this packet from the EL Coordinator).
• If it is determined that there is compelling evidence that the student is struggling as a result of English as a second language acquisition needs, then the Case Manager will submit the Request for Re-Identification as LEP packet and make a recommendation to the district EL coordinator to assess the student for potential re-identification as LEP.
• The district EL coordinator will notify the parent/guardian.
• The Case Manager will administer a WIDA screener to get a measure of the student’s current language proficiency and necessity for reclassification.
• If the student scores below the state established criteria for proficiency on the screener, the student shall be re-identified as LEP and receive appropriate language support services.

• All English Learner compliance and required documentation will be stored electronically on a password-protected file and in paper form at the Lower Yukon School District Office.

• Lower Yukon School District will identify students eligible for EL services in the a student information database.

• Lower Yukon School District Federal Programs and the Director of Assessment will annually review EL rosters to verify and ensure students are correctly identified for EL services.

• Assessment rosters for ACCESS testing will be generated from the identification process.

A yearly report will be compiled by the Assessment Director with data analysis in the following areas:

• ACCESS Scores,
• Data for EL students that align with School Board Goals

Parents/guardians of EL students have the right to request help with language barriers when communicating with and receiving communication from schools

• Current Eligibility Letter

• Budget Cycle

• Budget Diagram

Supplement, Not Supplant

LYSD will use Title III-A funds to supplement the level of federal, state, and local funds that, in the absence of such availability, would have been expended for programs for English learners and in no case to supplant such federal, state, and local funds. The district:

☐ does not use funds to provide services that the district was required to make available under other laws; and

☐ does not use funds to provide services that the district provided with non-Federal funds in the prior year.

This is ensured by referencing the budget diagram above which provides the funding allocation by source to ensure all funds are utilized appropriately.

BP 6174 BILINGUAL-BICULTURAL EDUCATION/LIMITED ENGLISH PROFICIENCY 17

Note: Under the federal Every Student Succeeds Act, which amends the English Language Acquisition, Language enhancement, and Academic Achievement Act, districts have specific obligations toward English learners, including immigrant children and youth, and their families, School districts must develop programs for English language learners (ELL) that are designed and implemented to increase English language proficiency and academic achievement in meeting challenging academic standards and providing high-quality professional development to ELL classroom teachers. 17

Note: AS 14.30.400 mandates districts to provide in accordance with state regulations a bilingual-bicultural education program for each school with eight or more students of limited English-speaking ability whose primary language is other than English. 4 AAC 34.055 requires each district enrolling limited-English-proficient students to take appropriate steps to develop their English skills and to provide meaningful participation in the academic program. For districts enrolling eight or more ELL students in a single school, the district must submit to the Department of Education and Early Development an annual plan of service for ELL pupils. The following sample policy may be revised to reflect district philosophy and needs. The plan should be filed by April 15 and the district should implement the plan of service the year following its submission. The district may designate the effective dates of the plan, which an encompass up to five school year. Any changes to an existing plan of service must be filled out EED before implementing the changes. 17

English Language Learners Program and Plan of Service 17

In accordance with the Regional School Board's philosophy to provide a quality educational program to all students, students who are English language learners (ELL) ELL will be identified, assessed and provided appropriate services, which may include bilingual/bicultural or English as a second language instruction. In addition, the district shall provide an appropriate planned instructional program for identified students whose dominant language is not English. The purpose of the program is to increase the English proficiency of eligible students so that they can meet the same challenging academic standards that all students are expected to meet. 17

The district shall submit an annual plan of service if eight or more ELL students are enrolled in a single school. The plan of service shall provide: 18

1. A statement of the district’s educational goals and instructional methodology; 18

2. The district’s plan of identification of all students who are or who may be ELL students, including the use of a state-approved assessment for identification of English language proficiency; 18

3. The district’s procedure for assessing the educational progress of ELL students; 18

4. The district’s program of services and instructional model for ELL students; 18

5. An identification of instructional staff and educational resources; 18

6. The district’s process for monitoring the academic progress of former ELL students for two years after they are no longer identified as ELL students; 18

7. The district’s program evaluation that addresses the effectiveness of the program in meeting students’ English-language development needs, in achieving student academic progress goals, and reflecting any identified need for program modifications; and 18

8. Parent and community involvement. 18

The Superintendent or designee shall implement and supervise an ELL program that ensures appropriate ELL instruction and complies with federal and state laws and regulations. Students shall have access to and be encouraged to participate in all academic and extracurricular activities of the district. 18

Students in limited-English proficiency programs shall receive instruction in the core curriculum through their primary language when possible and appropriate in order to sustain academic progress. Academic instruction provided in English shall, whenever necessary, be specially designed and presented so as to facilitate complete understanding of the total academic content. Students shall also receive instruction which promotes positive self concepts and cross-cultural understanding. 18

(cf. 6141.3 - Multicultural Education) 18

Students who are taught core academic subjects in non-English- speaking classes shall spend as much time as possible in classrooms with students who speak fluent English. 18

The ELL program shall be designed to provide instruction that meets each student's individual needs, based on assessment of English proficiency in listening, speaking, reading and writing. Adequate content area support shall be provided while the student is learning English, to assure achievement of academic standards. Students participating in ELL programs shall be required, with accommodations, to meet established academic standards and graduation requirements adopted by the Regional School Board. 18

Identification and Placement 18

Note: 4 AAC 34.055 requires the district's plan of service to provide the district's plan for the identification of pupils who are limited-English-proficient. 18

Note: Under 4 AAC 34.090, "limited English proficient" means an individual who (a) is between 3 and 21 years old; (b) is enrolled or preparing to enroll in an elementary school or secondary school; (c) falls into one or more of the following categories of individuals: (i) an individual not born in the United States or whose native language is a language other than English, or (ii) is an American Indian, Alaska Native, or a native resident of the outlying areas, who comes from an environment where a language other than English has had a significant impact on the individual's level of English language proficiency; and (d) whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual the: (i) ability to obtain a proficiency level of proficient or advanced, as described in 4 AAC 06.739, on the subtests in reading and writing under (ii) the ability to successfully achieve in classrooms where the language of instruction is English; or (iii) the opportunity to participate fully in society. 18

The Superintendent or designee shall maintain procedures which provide for the careful identification, assessment and placement of students of limited-English proficiency in accordance with state regulations and the district's service plan. On an annual basis, the district shall administer a state-approved assessment for identification of English language proficiency to all students who may have limited English proficiency, but who have not already been identified as ELL students. An individual student's participation in the bilingual/bicultural program is voluntary on the part of the parent/guardian. 19

(cf. 0410 - Nondiscrimination in District Programs and Activities) 19

Standardized Assessment 19

Note: 4 AAC 06.776, requires the participation of all ELL students in the statewide student assessment system. This includes standard norm referenced testing, standards-based testing, and a college and career readiness assessment. Under federal law, all ELL students served by programs funded under Title III must be assessed annually. 19

Students identified as limited English proficient shall participate, either with or without an accommodation, in statewide student assessments. The Superintendent or designee shall appoint a team that includes, if practicable, a teacher with experience in teaching students with limited English proficiency to determine the necessary accommodations for students with limited English proficiency. "Accommodations" include a change in the matter in which a test included in the statewide student assessment system is given to a student, and that does not alter what is measured by the assessment. The team will document the accommodation decision. 19

Note: Accommodations are to be determined under DEED's Participation Guidelines for Alaska Students in State Assessments. "Modifications" may not be provided by the team. "Modifications" means a change to either the content or the administration of a test included in the statewide student assessment system, if the change alters what is measured by that test. 4 AAC 06.776. 19

Reassignment 19

Note: Pursuant to 4 AAC 34.055, the district's service plan must identify the procedure for assessing the educational progress of ELL pupils. Additionally, a student's parent/guardian may request placement in a regular school program.The regulation provides an objective standard for when ELL services are no longer required. A student will remain eligible for services until the student obtains on tier B or tier C of the approved annual assessment a: 1) composite score of 4.5 or higher 19

Students of limited-English proficiency shall be reassigned as fluent-English proficient when they have acquired the English language skills of comprehension, speaking, reading, and writing necessary to receive instruction and achieve academic progress in English only, at a level substantially equivalent to that of students of the same age or grade whose primary language is English. A student will remain eligible for services until obtaining assessment scores as established by law. 20

The Superintendent or designee shall provide subsequent monitoring and support of reassigned students. 20

Parent/Guardian and Community Involvement 20

Note: 4 AAC 34.055 requires the district's plan of service to provide for the involvement of parents/guardians and community members in the bilingual-bicultural educational program. 20

The Regional School Board recognizes the need to involve parents/guardians and community members in the development, evaluation and improvement of district programs. The Superintendent or designee shall inform and involve parents/guardians and community members as required by law. 20

Note: The Every Student Succeeds Act continues the detailed requirements for parental notification set forth in the No Child Left Behind Act. This includes provisions that are very specific as to content of the notice and when it must be given. Students placed in, or identified for, an ELL program before the beginning of the school year must receive notice no later than 30 days after school starts. For students newly identified after the beginning of the school year, parental notice is due within two weeks after the student’s placement in the program. School districts are required to notify the families of students placed in an ELL program as soon as this occurs. Notification should include: (1) an explanation of why their child has been placed in the program; (2) a description of the program their child is in, as well as a description of all other types of available language programs; (3) notice of a parent’s right to choose among instructional programs if more than one is available; (4) an explanation of how the current program will help their child to develop academically, learn English, and achieve the standards necessary for grade promotion and graduation; (5) the specific exit requirements for the program, the expected rate of transition to non-ELL programs and the expected secondary graduation rate for the program; (6) in the case of a child with a disability, how the program meets the objectives in the child’s IEP; and (7) notice of a parent’s right to have his or her child moved from an ELL program to a regular program if they so desire. School districts must provide required parent notifications in a uniform format that is comprehensible to families, and, to the extent possible, in a language that can be understood by families. A sample parental notification is provided at E 6174. 20

The district shall notify parents of students qualifying for ELL programs regarding the instructional program and parental options, as required by law. The notice should state the reasons for identifying the student as an English language learner, including the student's level of proficiency and how the district determined that level. The student's overall academic achievement should also be included in the notice. The notice must describe the ELL program's instructional methods and explain how the student will transition from the program. Finally, the notice shall advise parents of their right to remove the child from the program, to choose an alternative program if available, and to obtain assistance in choosing a program. Parents will be regularly apprised of their student's progress. Communications with parents shall be in the language understood by the parents, whenever possible. 20

(cf. 1220 - Citizens Advisory Committees) 21

Program Evaluation 21

Note: 4 AAC 34.055 requires a district's plan of service to establish procedures for an annual evaluation which addresses the effectiveness of the program in meeting the English-language development needs of ELL students and achieving student academic progress goals; and, reflecting any identified need for program modification. Additionally, districts must have a process for monitoring the success and academic progress of exited ELL students for two years after the student is no longer identified as an ELL student. 21

The Superintendent or designee shall establish procedures for the annual evaluation of bilingual-bicultural education programs in conformance with state and federal regulations. 21

Note: Federal Law (20 U.S. Code section 1703 (f)) prohibits districts from discriminating against a student on the basis of race, color, sex or national origin by failing to take appropriate action to overcome language barriers that impede bilingual-bicultural students' equal participation in instructional programs. Federal courts have approved bilingual-bicultural programs which (1) are based on sound educational theory, (2) use methods reasonably calculated to effectively implement such theory, and (3) "produce results indicating that language barriers confronting students are actually being overcome." 21

When evaluating the adequacy of bilingual-bicultural education, the Regional School Board shall consider data which indicates the effectiveness of the programs in teaching English to students and in contributing to their academic achievement. 21

Legal References: 21

ALASKA STATUTES 21

14.30.400 Bilingual-bicultural education 21

ALASKA ADMINISTRATIVE CODE 21

4 AAC 06.775 Assessment of a student with limited English proficiency 21

4 AAC 34.010-4 AAC 34.090 Bilingual-bicultural education 21

UNITED STATES CODE 21

20 U.S.C. §§ 1702-03 21

20 U.S.C. § 6811, et. seq., English Language Acquisition, Language Enhancement, and Academic Achievement Act, as amended by the Every Student Succeeds Act (P.L. 114-95 (December 10, 2015) 21

Castenda v. Pickard 648 F.2d 989 (5th Cir. 1981) 21

Teresa P. et al v. Berkeley Unified School District et al, 724 F. Supp. 698 (N.D. Cal. 1989) 21

Reviewed: 9/2022 22

Revised 3/2012; 7/2022 22

Adopted: January 16, 2014 22

Lower Yukon School District