(a) Each school district that enrolls English learners shall administer a state-approved assessment for identification of English language proficiency to all students who may be English learners but have not been identified as English learners. The district is responsible for taking appropriate steps to develop English learners' English-language skills and to provide them meaningful participation in the school district's academic program consistent with applicable state and federal Standard. In addition, each school district with a school that is attended by at least eight students who are English learners shall

• (1) prepare a plan of service for English learners; the school district may designate the effective dates of the plan of service, which may be for up to five school years;
• (2) file a plan of service by July 1 of the year in which the district enrolls eight or more English learners in a school or the year in which the existing plan of service expires;
• (3) implement the plan of service in the school year following the submission; and
• (4) file changes to an existing plan of service with the department before implementation of the change.

(b) The plan required under (a) of this section must provide for the following:

• (1) a statement of the district's educational goals and instructional methodology;
• (2) the district's plan of identification of all students who are or who may be English learners, according to the standardized statewide entrance procedures, which must include the use of a state-approved assessment for identification of English language proficiency;
• (3) the district's procedure for assessing the educational progress of English learners;
• (4) the district's program of services and instructional model for English learners;
• (5) an identification of instructional staff and educational resources;
• (6) the district's process for monitoring the academic progress of former English learners for four years after they are no longer identified as English learners;
• (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 modification;
• (8) parent and community involvement.

City or borough district school boards and regional educational attendance area boards shall provide a bilingual-bicultural education program for each school in a city or borough school district or regional educational attendance area that is attended by at least eight pupils of limited English-speaking ability and whose primary language is other than English. A bilingual-bicultural education program shall be provided under a plan of service that has been developed in accordance with regulations adopted by the department. Nothing in this section precludes a bilingual-bicultural education program from being provided for less than eight pupils in a school.

This document includes a section on ELL parent, family, and community engagment.