This document addresses establishing mechasims to promote parent engagement of parents of ELL students.

(a) English as a Second Language (ESL) Standard. The Standard identified in this section are targeted for classroom teachers of English learners (ELs). The Standard address the discipline associated with the theory and practice of teaching students who have a primary language other than English. The Standard inform appropriate teaching techniques, methods, and teacher actions, judgments, and decisions by taking into consideration theories and research of language acquisition, second language learning, understandings of the needs and strengths of ELs, and the backgrounds and interests of individual students. (f) Professional Learning, Partnerships, and Advocacy. ESL teachers keep current with new instructional techniques, research, advances in the ESL field, and education policy issues related to ELs and demonstrate knowledge of the history of programs and services for ELs. ESL teachers work collaboratively with school staff, parents, and the community to improve the learning environment, provide support, and advocate for ELs and their families. The ESL teacher must: (9) actively advocate and serve as a resource for ELs and their families through partnerships with colleagues and the community by enlisting the support and involvement of community partners and resources that enhance the education of ELs; (10) consider ESL families as vital partners who enrich the classroom and school environment and facilitate parent/guardian involvement in their child(ren)'s linguistic, academic, and personal development; (11) provide effective communication that is accessible, consistent, and targeted to the needs of ELs and their parents/families in a variety of educational and social contexts

(a) Each school district that is required to offer bilingual education and special language programs shall establish a language proficiency assessment committee. (b) Each committee shall include a professional bilingual educator, a professional transitional language educator, a parent of a limited English proficiency student, and a campus administrator. (c) The language proficiency assessment committee shall: (1) review all pertinent information on limited English proficiency students, including the home language survey, the language proficiency tests in English and the primary language, each student’s achievement in content areas, and each student’s emotional and social attainment; (2) make recommendations concerning the most appropriate placement for the educational advancement of the limited English proficiency student after the elementary grades; (3) review each limited English proficiency student’s progress at the end of the school year in order to determine future appropriate placement; (4) monitor the progress of students formerly classified as limited English proficiency who have transferred out of the bilingual education or special language program and, based on the information, designate the most appropriate placement for such students; and (5) determine the appropriateness of a program that extends beyond the regular school year based on the needs of each limited English proficiency student. (d) The agency may prescribe additional duties for language proficiency assessment committees.