Policy EDA - Special Programs: Alternative Language Program
Issue Date: October 21, 2020
Updared: January 19, 2022
“Alternative language services program” or “ALS program” means an evidence-based language instruction educational program used to achieve English proficiency and academic progress of identified students.
“Alternative language services” or “ALS” means language services designed to meet the education needs of all students learning English so that students are able to participate effectively in the regular instruction program.
“Evidence-based language instruction education program” means evidence-based methods, recommended by the State Superintendent, that meet the “Non-regulatory Guidance: Using Evidence to Strengthen Education Investments” developed by the U.S. Department of Education.
“Language instruction educational program” means an instructional course:
- in which the students learning English is placed for the purpose of developing and attaining English proficiency, while meeting challenging state academic standards;
- that may make instructional use of both English and a child’s native language to enable the child to attain and develop English proficiency; and
- that may include the participation of English proficient children if the course is designed to enable all children to become proficient in English and a second language.
“Student learning English” means an individual who:
- has sufficient difficulty speaking, reading, writing, or understanding the English language, and whose difficulties may deny the individual the opportunity to:
- learn successfully in classrooms where the language of instruction is English; or
- participate fully in society;
- was not born in the United States or whose native language is a language other than English and who comes from an environment where a language other than English is dominant; or
- is an American Indian or Alaskan native or who is a native resident of the outlying areas and comes from an environment where a language other than English has had a significant impact on such individual’s level of English language proficiency.
Services for Students with Limited English Proficiency
As required by State Board of Education regulations and federal Title III, the District shall provide an approved language instruction educational program for students learning English.
Alternative Language Services Program
The District shall establish a written alternative language services plan that:
- includes an identification program for students learning English, including a home language survey and a language proficiency for program placement, that is implemented with student registration;
- uses a valid and reliable assessment of a student’s English proficiency in listening, speaking, reading, and writing;
- provides an evidence-based language instruction educational program based on State Board approved Utah English Language Proficiency Standards;
- establishes student exit criteria from ALS programs or services; and
- includes the count of students learning English, by classification, prior to July 1 of each year.
Language Acquisition Instructional Services
The District and each school shall:
- determine what type of Title III ALS services are available and appropriate for each student identified in need of ALS services, including:
- dual immersion;
- ESL content-based; and
- sheltered instruction;
- implement an approved language instruction educational program designed to achieve English proficiency and academic progress of an identified student;
- ensure that all identified students learning English receive English language instructional services, consistent with the Utah English Language Proficiency Standards;
- provide adequate staff development to assist a teacher and staff in supporting students learning English; and
- provide necessary staff with:
- curricular materials approved under applicable State Board regulations; and
- facilities for adequate and effective training.
Communication with Parents and Community
Each school in the District shall provide interpretation and translation services as needed for parents at registration, IEP meetings, SEOP meetings, parent-teacher conferences, and student disciplinary meetings.
The District shall provide the following notices in connection with its alternative language program:
- The District shall notify parents who are not proficient in English regarding the District’s responsibility:
- to identify students learning English;
- to assess students’ English proficiency;
- to provide English language acquisition instruction to students learning English whose level of English proficiency warrants such services; and
- to provide interpretation and translation services for parents at registration, IEP meetings, SEOP meetings, parent-teacher conferences and student disciplinary meetings.
- The District shall provide an annual notice to the parent(s) of each student who is placed into a language instruction educational program which includes
- the student’s level of English proficiency;
- how that level was assessed;
- the status of the student’s academic achievement;
- the methods of instruction proposed to increase language acquisition, including using both the student’s native language and English if necessary;
- specifics regarding how the methods of instruction will help the child learn English and meet age-appropriate academic achievement standards for grade promotion and graduation; and
- the specific exit requirements for the program, including:
- the student’s expected rate of transition from the program into a classroom that is not tailored for a student learning English; and
- the student’s expected high school graduation date if funds appropriated consistent with this rule are used for a secondary school student.
The notices shall be provided annually to the parent of a student placed in a language instruction educational program at the beginning of the school year or no later than 30 days after identification. If a student has been identified as requiring ALS services after the school year has started, the District shall notify the student’s parent within 14 days of the student’s identification and placement.
Consortium for Alternative Language Services
If the District generates less than $10,000 from its count of students learning English, it may form a consortium with other educational entities to deliver alternative language services as provided for by State Board of Education rule.