Parent Notification

Parents/guardians are our partners in education and should be continuously updated on a student’s progress towards English proficiency and academic achievement. Federal guidelines require parents/guardians of students with a language other than English indicated on the HLS questions to receive notification of the student’s identification as an ML and their placement in the Language Instruction Educational Program (LIEP), also referred to as the MLP. According to Title I, Section 1112(e)(3)(A) and 1112(e)(3)(B) of the ESEA, the notification must be provided no later than thirty (30) calendar days after the beginning of the school year or within the first two (2) weeks of placement in the MLP for students who enroll after the start of the school year. 

After identification screening has been completed, districts must share information with the parent/guardian regarding the student’s proficiency level and program options and offer an opportunity to opt out of MLP services. This parent/guardian notification (PN) must be in an understandable and uniform format and provided in a language that the parent/guardian understands (ESEA Section 1112(g)(1)(B)(2)). 

According to ESEA Section 1112(e)(3), The parental notification must include:

• the reason for identification of the student as an ML; 

• the student’s level of ELP, how the level was assessed, and the status of the student’s academic achievement; 

• methods of instruction used in the program in which the student is, or will be, participating, and the methods of instruction used in other available programs, including how the programs differ; 

• how the program will meet the educational strengths and needs of the student and help the student achieve ELP, and meet academic standards; 

• exit/proficiency requirements for the program, expected rate of transition to a classroom not tailored for ML students, and expected rate of high school graduation; • in the case of a student with a disability, how the program meets the annual goals in the child’s IEP; and 

• information regarding parents’/guardians’ right to withdraw the student from a program upon their request and to decline enrollment or choose another program or method of instruction, if available. (If a waiver is signed, this removes the student from receiving direct instructional services, but participation in the annual ELP assessment is federally mandated until the student meets the state’s proficiency criteria). 

Parents/guardians can decline to enroll the student in such a program or choose another program or method of instruction if the eligible entity offers more than one program or method. 

Additionally, parents/guardians should receive a copy of the Individualized Language Acquisition Plan (ILAP) via paper or electronically at the beginning of the school year and as updated throughout the school year. Parents/guardians should be an integral part of a student’s MLP team to provide input surrounding services and accommodations. 

The Title III program office created PN templates for districts to utilize in conjunction with district stakeholders. All PNs can be found on the SCDE ESEA, Title III Multilingual Learner and Immigrant Children and Youth Program website. However, these documents are not yet state-mandated, and districts may use district-created PNs so long as they meet all state and federal requirements. Beginning the 2023-24 school year, all LEAs will use state-mandated PNs. 

PNs are not yet a state requirement for students coded as ‘M2-M4.’ However, it may be a district requirement. Review your local requirements for additional PN procedures as applicable. The Title III program office suggests PNs are sent home for students coded as ‘M2-M4’ as a best practice and plans to put this requirement in place for the 2023-24 school year. 

The Title III program office provides a paper version of parent notifications (PNs) (in the top five languages in South Carolina) for districts that need PNs to implement or are not utilizing an electronic version. These versions of the PNs are not yet mandated by the state but are available for use until uniform procedures are determined statewide. Districts are responsible for providing documents in a language the family understands beyond what is provided by the state.  Additional translated documents provided by districts are shared below.

• Arabic

• Chinese/Mandarin

• Portuguese

• Russian

• Spanish