(d) Each local and regional board of education shall limit the time an eligible student spends in a program of bilingual education to thirty months, whether or not such months are consecutive, except that summer school and two-way language programs pursuant to subsection (i) of this section shall not be counted. If an eligible student does not meet the English mastery standard at the end of thirty months, the local or regional board of education shall provide language transition support services to such student. Such services may include, but need not be limited to, English as a second language programs, sheltered English programs, English immersion programs, tutoring and homework assistance, provided such services may not include a program of bilingual education. Families may also receive guidance from school professionals to help their children make progress in their native language. If an eligible student enrolls in a secondary school when the student has fewer than thirty months remaining before graduation, the local or regional board of education shall assign the student to an English as a second language program and may provide intensive services to the student to enable the student to speak, write and comprehend English by the time the student graduates and to meet the course requirements for graduation.

(e) Each local and regional board of education shall hold a meeting with the parents and legal guardians of eligible students to explain the benefits of the language program options available in the school district, including an English language immersion program. The parents and legal guardians may bring an interpreter or an advisor to the meeting. If the parent or legal guardian of an eligible student opts to have such student placed in a program of bilingual education, the local or regional board of education shall place the child in such program.

• (h) Plan to Implement. A plan to implement shall include, but shall not be limited to, the following:
  • (1) methods used to inform the school district and the parents, guardians, or others with whom an eligible child lives about the required program of bilingual education;
  • (2) a list of the skills required for people who are or will be hired to work in a required program of bilingual education;
  • (3) the manner in which the board of education will initially endeavor to implement a required program of bilingual education through in-service training for existing, certified professional employees, and thereafter, if necessary, will give preference in hiring to such certified professional employees as will be required to maintain the program; and
  • (4) procedures for assuring parental and community involvement in the development of the plan, including, but not limited to, provisions for a public hearing to be held by each board of education in order to receive public comment on the plan to implement prior to submission of said plan to the Secretary.