What are the federal requirements for communicating with families of multilingual learners?

Under Title III of Every Student Succeeds Act and Equal Educational Opportunities Act requirements, districts must notify families of multilingual learners about their child's language proficiency level, the program services being provided, the right to refuse or choose services, and annual progress updates. These communications must be provided in a language families can understand. Proactive program newsletters go beyond these minimums and build the partnership that improves outcomes.

What program models should a district explain in a multilingual learner newsletter?

Describe the specific service delivery models in your district: pull-out English language development instruction, co-teaching or push-in models, sheltered instruction, dual language or bilingual programs, and newcomer programs for recently arrived students. Families who understand the model their child is in and why the district uses it are better partners in supporting language development at home.

How do you communicate the academic expectations for multilingual learners?

Be direct that multilingual learners are expected to achieve grade-level academic standards alongside English language development. Explain the language proficiency levels used in your state and what each level means for the kind of support a student receives. Share how teachers in content classes support multilingual learners with language scaffolds while maintaining academic rigor.

How should a district communicate reclassification criteria to families?

Explain what it means to be reclassified as fully English proficient, what criteria are used, and what happens after reclassification including the monitoring period. Families often do not know that reclassification is a goal of the program or what it involves. Clear communication about the exit criteria and the monitoring process helps families understand the full arc of language support.

What platform helps districts send multilingual learner program updates to all families?

Daystage supports multilingual newsletters and lets district teams send translated versions to families based on language preferences. District communications can reach all schools at once while ensuring families receive information in their home language.

District Newsletter: Multilingual Learner Program

Multilingual learners are one of the fastest-growing student populations in the country, and the families of those students deserve clear, accessible communication about the programs designed to support their children. A newsletter focused on the multilingual learner program both fulfills legal communication obligations and builds the trust that makes the program work better for students.

Explain Who the Program Serves

Open by describing who multilingual learners are: students whose home language is not English and who are identified through a language assessment as needing English language development services. Explain the identification process: the home language survey completed at enrollment, the language proficiency assessment administered to students who indicate a home language other than English, and the placement process that follows. Families who understand how students are identified are less likely to feel that the placement was arbitrary.

Describe the Program Models

Different districts use different program models depending on the language communities they serve and the resources available. Describe the specific models in your district. A pull-out English language development model provides dedicated instruction in a small group setting. A co-teaching model places an EL specialist in the general education classroom alongside the content teacher. A dual language program develops proficiency in both English and another language simultaneously. Be specific about which schools offer which models and why.

Explain Family Rights

Under federal law, families have the right to receive information about their child's language proficiency level and the services being provided, to refuse EL services while maintaining access to other academic supports, and to receive annual notices of their child's progress toward English proficiency. Stating these rights plainly in your newsletter fulfills a legal obligation and builds trust by demonstrating that the district is not withholding information.

Share Current Program Outcomes

Report on how multilingual learners in your district are progressing. What percentage of students are advancing language proficiency levels each year? What is the average time to reclassification? How are reclassified students performing in general education courses compared to their peers? Data on program outcomes helps families evaluate whether the program is working and builds confidence in the district's investment in language services.

A Sample Language Proficiency Level Explanation

"English language proficiency is measured in five levels using our state assessment. Level 1 students are entering and communicate primarily nonverbally or with single words. Level 3 students are developing and can participate in structured academic conversations with support. Level 5 students are bridging and are often ready for reclassification. Your child's current proficiency level is included in the annual notification letter you receive each fall. If you have questions about what the level means or what supports your child is receiving, contact the EL coordinator at your school."

Describe Support for Heritage Language Development

Research consistently shows that developing students' home language alongside English supports English development and long-term academic achievement. Acknowledge the value of families speaking their home language at home and reading together in the home language. If your district offers heritage language programs, world language courses, or dual language options, describe them here. Supporting families' home language use at home is one of the most effective things a district can do for multilingual learner outcomes.

Explain Reclassification and the Monitoring Period

Describe the criteria used to reclassify students as fully English proficient: state language proficiency assessment scores, teacher input, student performance on state academic assessments, and classroom-based evidence. Explain that reclassified students are monitored for at least two years to ensure they are succeeding without additional language support. Families who understand this process feel more confident that the district is tracking their child's progress responsibly.

Provide Contact Information in Multiple Languages

Close with contact information for the district's EL coordinator or multilingual learner program director, and note which languages staff can assist in. Make the contact information specific: a name, a phone number, and an email address. Families who have questions about their child's program should never have to navigate a general information line to find someone who can actually help.

District Newsletter: Multilingual Learner Program Update