(b) Allowable model programs for students with limited English proficiency are limited to one or more of the following: (5) Parent involvement, pursuant to the following: (i) materials shared for communication purposes shall be in both English and languages spoken within the community; (ii) adult English classes and family literacy will be promoted; (iii) unstated rules and behavioral expectations will be made explicit, i.e., parents are expected to attend conferences; and (iv) power-sharing relationships between parents and school officials will be encouraged, e.g., establishment of parent advocacy groups and shared decision making opportunities.

The provisions of this section shall apply to programs operated in the 2015-16 school year and thereafter. All students who are English language learners who are enrolled in districts receiving foundation aid shall be entitled to receive services in accordance with subdivisions 2 and 2-a of section 3204 of the Education Law. (f) Parental notification and information. applicable. (5) School districts shall individually meet with the parents or persons in parental relation of English language learners at least once a year, in addition to parent-teacher conferences, quarterly progress meetings or other such scheduled meetings provided for parents or persons in parental relation of all students, to discuss the goals of the program, their child's language development progress, their child's English language proficiency assessment results, and language development needs in all content areas. This additional meeting shall include all school staff necessary to sufficiently inform the parents or persons in parental relation about the child's language development in all content areas in English and in the child's home language in the case of students enrolled in a bilingual education program. Such meeting shall be conducted with a qualified interpreter/translator in the language or mode of communication the parent or person in parental relation best understands. School districts shall determine the manner and form of such individual parent meetings, in accordance with local collective bargaining agreements. (6) Each school district shall maintain records of signed notices of parents and persons in parental relation that indicate program selection as well as orientation session agendas and sign in sheets for such orientations. In the event that a parent or person in parental relation does not indicate a program choice, such information shall be recorded by the district. All such information must be accessible at all times that school is open for school staff. Signed notices of parents and persons in parental relation that indicate program selection shall be included in the student's cumulative record.

Resource guide for parents of English language learners is provided in 26 languages.

4. Bilingual programs shall be designed to:

   • (a) provide content instruction for children of limited English proficiency using the child's native language and English;
   • (b) provide native language instruction; and
   • (c) provide English as a second language instruction.

5. English as a second language program shall be designed to develop skills in listening, speaking, reading and writing the English language, and assist in the learning of content areas through monolingual instruction in English.

6. The commissioner shall establish, by regulation, Standard for approved programs for pupils of limited English proficiency.

7. After a pupil is enrolled in a regular instructional program, he may receive additional instruction in his native language.

8. A school district which provides a program of bilingual education or English as a second language designed to meet the needs of pupils of limited English proficiency, shall be empowered to:

   • (a) impart to pupils a knowledge of the history and culture associated with their native languages;
   • (b) establish closer cooperation between the school and the home;
   • (c) provide early childhood educational programs related to the purposes of this section and designed to improve the potential for profitable learning activities by children;
   • (d) offer adult education programs related to the purposes of this section, particularly for parents of pupils with limited English proficiency;
   • (e) provide programs designed for dropouts or potential dropouts having need of such programs; and
   • (f) provide other activities deemed desirable to further the purposes of this section.

Training presentation addresses engagement of parents of English Language Learner (ELL) students.