Districts, Schools and Educators

Critical Elements for English Learner Program Compliance

Critical Element 4: Parent, Family and Community Engagement

Local educational agencies (LEAs) must ensure parent, family and community participation and engagement in language instruction educational programs (LIEPs).

4.1 The LEA has implemented an effective means of outreach to parents of English learners (ELs) to inform such parents how they can:

  1. Be involved in the education of their children;
  2. Be active participants in assisting their children to:
  • Attain English proficiency;
  • Achieve at high levels within a well-rounded education;
  • Meet the challenging state academic standards expected of all students;
  • Become grade-level proficient in reading in English and in their native language; and
  • Access school and district EL program information.

Public Law 114-328, Every Student Succeeds Act of 2015, sections 1112(e)(3)(C), 3115(d)(6), 3116(b)(3)

Minnesota Statutes, section 124D.61(2) Education for English Learners Act

Minnesota Learning for English Academic Proficiency (LEAPS) Act of 2014, Chapter 272, H.F. No. 2397, Article 1

4.2 The LEA sends parents of English learners notices of such meeting in an understandable and uniform format, and, to the extent practicable, provided in a language that the parents can understand.

Public Law 114-328, Every Student Succeeds Act of 2015, section 1112(e)(4)

Minnesota Statutes, section 124D.60(1) Education for English Learners Act

4.3 Family engagement activities include educational programs and opportunities, including providing family literacy services, parent and family outreach, and training activities, for parents or guardians that are multicultural and multilingual.

Public Law 114-328, Every Student Succeeds Act of 2015, sections 3115(d)(6) and 3116(b)(3)

Minnesota Learning for English Academic Proficiency (LEAPS) Act of 2014, Chapter 272, H.F. No. 2397, Article 1

4.4 The LEA solicits the views of parents about the program and its effects upon their children and involves family and community in the planning, development and implementation of programs for English learners.

Public Law 114-328, Every Student Succeeds Act of 2015, sections 1112(e)(3)(c)(ii) and 3116(b)(4)

Minnesota Statutes, sections 124D.60, subdivision 3 and 124D.61(2) Education for English Learners Act

Minnesota Learning for English Academic Proficiency (LEAPS) Act of 2014, Chapter 272, H.F. No. 2397, Article 1

4.5 World’s Best Workforce planning addresses the needs of English learners and their families as outlined in Minnesota state statutes.

Minnesota Statues, section 120B.11, subdivision 3

Sample Evidence to support Critical Element 4:

  • A written parent involvement policy/program plan that includes educational opportunities for families that enhance children’s learning and native language and English language development
  • Meeting or training schedules, agendas and meeting minutes (translated as necessary)
  • Photographs from the event
  • Phone logs specifying content and language of the conversation
  • Screen shots of texts (or emails or other social media) sent to parents
  • Process for communicating to parents on how they access the district EL program
  • A description of the LEA’s parent involvement initiatives as related to English learners
  • An example of information disseminated to all the stakeholders including district and building staff, parents, students and community members
  • Invitations to family and community members translated into languages represented
  • Survey of family and community needs, translated into languages represented; survey data/feedback from parents
  • Copies of notices sent to parents, translated into languages represented in the district
  • Advertisements to recruit diverse committee members (translated into multiple languages)
  • World’s Best Workforce Plan on the website

Updated 3-26-2018