Individualized language plan - Parent communication

1. The school shall convene a team of persons to review the language and educational needs of each student whose assessment results show the student is eligible for English language learner services. The team may be known as the "language support team". The team shall include a teacher of English as a second language or a bilingual teacher and a person with the authority to commit resources necessary to deliver the plan. The team may include other individuals involved with the student's instruction, such as a classroom teacher or paraprofessional. The school shall invite the student's parent or guardian to be a team member. The team shall develop an individualized language plan for the student based on the student's language proficiency and academic achievement and on alternative language services being provided. 2. The individualized language plan must be written and implemented. In developing the written individualized language plan, the language support team shall consider: a. The background of the student and a description of the student's needs; b. Goals and objectives for improving English language proficiency and its relationship to academic achievement; c. Specialized language instruction to be provided to the student, including type of service and amount of service time; d. Related services to be provided to the student, if any; e. Appropriate instructional strategies to be used in the general education classroom; and f. Accommodations, if any, for instruction and assessment. 3. While the student is enrolled in the school district, the student's individualized language plan and classification must be reviewed annually until the student has been reclassified as proficient by the language support team. 4. The school district shall inform the student's parents or guardians how they may be involved in their child's program of English language acquisition, including periodic progress reporting. The school district shall provide information at least annually to the student's parents or guardians on the progress of the student's language proficiency and academic achievement and on alternative language services being provided. The information must be provided, to the extent practicable, in a language the parents or guardians can understand.