Overview: Every child has the right to a high-quality education, and families play an important role in that journey. In Massachusetts, the Department of Elementary and Secondary Education (DESE) provides guidance to make sure that multilingual learners (MLs) and their families are supported in school. Parents and guardians have specific rights that protect their child’s access to English language services, academic programs, and meaningful communication with the school.

The information below summarizes these rights—including access to translation and interpretation, program options, and opt-out decisions—so that you can make informed decisions and partner with your child’s school.

• Translation & Interpretation; You have the right to get school information in your preferred language. You will identify your preferred language on the Language Survey that you complete when your child starts school. Schools must provide written translations when possible and interpreters for meetings, such as parent–teacher conferences or program discussions, so that you can fully understand and participate.
• Choosing English Language Programs; If your child is identified as an English learner, you will be informed of their program placement for the school year and provided information on other available programs. You have the right to request to change your child’s program. If you would like to do so or learn about other options, you may contact your school’s Language Assessment Team Facilitator (LAT-F).
• Opting Out of Services; Students identified as English learners receive English as a Second Language (ESL) instruction in a program specifically designed to help them obtain English language proficiency and access to grade level content instruction. Pursuant to DESE’s 2024 ELE Guidance, a parent may opt-out of English Language Education (ELE) services for the school year term. While it is your right to opt your child out of ELE services, BPS strongly encourages parents to allow their child to receive ELE services for at least 30 days before making a decision to refuse. To explore other program options or initiate an opt-out request, you may contact your school’s LAT-F. An opt-out request will be followed by a meeting in your preferred language with members of your child’s Language Assessment Team and the Family Resource Team. You have the right to change your decision at any time. If your child is not making academic progress due to language proficiency, the school must contact you to discuss potentially revisiting the opt-out decision and restoring your child’s ELE services.

Overview: Families of multilingual learners receive several important letters throughout the year. These letters explain your child’s placement in English language programs, their progress on English assessments, and any changes to their services. They also share your rights as a parent or guardian, including the ability to make decisions about your child’s program. Each type of letter has a specific purpose, from notifying you of services, to sharing test scores, to informing you when your child is ready to exit the program.

• Annual Program Placement Parent Notification Letter; This letter serves to explain your child’s assessment results, their program placement for the school year, the services being provided to them as a Multilingual Learner, and your rights as a parent/guardian to change your student’s current program placement or opt out of ESL services.
• ACCESS Score report; “This report provides information about the student’s scores on the ACCESS for ELLs English language proficiency test. This test is based on the WIDA English Language Development Standards and is used to measure students’ progress in learning English. Scores are reported as Language Proficiency Levels and as Scale Scores.” (WIDA Individual Student Reports) 
• Individual Learning Plan Parent Notification Letter (if applicable); An Individual Learning Plan (ILP) is a document that identifies a specific learning challenge regarding a student’s attainment of English language proficiency and a related learning goal for the academic year. Any student who has not met their progress target (i.e. “benchmark”) on their most recent ACCESS assessment as determined by the State qualifies for an ILP, and their parents or guardians will be notified via an ILP Parent Notification Letter.
• Program Exit Parent Notification Letter; Once your child meets the qualifying score on ACCESS for ELLs, they will be found to be a former English learner (FEL) and no longer need an ELE program. You will receive this notification via a Program Exit Parent Notification Letter.

Overview: In addition to the letters, there are important district and state procedures that guide how services are provided to multilingual learners. These include how your child’s level of English support is determined, how individual learning plans are created if needed, and how the school monitors students who have exited programs or whose families have chosen to opt out. These procedures are designed to make sure every student receives the right level of support to succeed in school.

• Initial Identification Screener; When your child starts school, you will fill out a short Language Survey about the languages your child knows and uses. The survey asks:
  • Please list the language(s) that parents and/or primary caregivers use to communicate with your child at home.
  • Please list the language(s) that your child currently uses to communicate with others.
  • Please list the language(s) your child first understood and used to communicate.
  If the survey shows that your child uses a language other than English, the school must give your child a state-required English language proficiency test. Your child will be tested on their use and understanding of English to determine if English language support is needed.
• Service Delivery Determination; An SDD level, or Service Delivery Determination level, is a whole number 1-4 that indicates a student’s appropriate ESL instructional level based on the respective WIDA Proficiency Level Descriptors for that number. The District has developed the ESL Service Delivery Determination (SDD) process that allows teachers to submit evidence in addition to ACCESS scores in order to propose the appropriate level of ELE services.
• Individual Learning Plan (if applicable); An ILP is a document stored in a multilingual learner student’s ELD folder that identifies a specific learning challenge regarding their attainment of English language proficiency and a related learning goal for the academic year. It further identifies specific classroom supports that will be implemented to assist the student in achieving their goal and any input from the student’s parents on these requirements. The ILP then tracks the progress of the student’s achievement of their learning goal in the middle of the school year and at the end of the school year. Any student who has not met their progress target (i.e. “benchmark”) on their most recent ACCESS assessment as determined by the State qualifies for an ILP, and their parents or guardians will be notified via an ILP Parent Notification Letter.
• Formal English Learner (FEL) and Opt Out Monitoring; Per Massachusetts Department of Elementary and Secondary Education (MA DESE) guidance (March 2024), schools must regularly monitor the academic progress of FELs for four years upon their exit from English Learner status and provide support as needed. They must also provide the necessary support and actively monitor opt-out students’ progress so as to meet the student’s English-language and academic needs for the duration of their opt-out status. Failure to make academic progress is measured by grades and content area assessments, along with a school-based team familiar with the student determining that this failure is due to the lack of English proficiency. When academic progress is not made, then districts must rescreen FEL students to see if they must be offered additional ELE services. For opt-out students, the family will be contacted to discuss potentially revisiting the opt-out decision and restoring the student’s ELE services.

Overview: In addition to the Initial Identification Screener, language assessments help schools understand how students are developing their English skills in listening, speaking, reading, and writing. These tests are required by the state and given at specific times to measure progress. The results are used to ensure students receive the most appropriate level of support, track their growth, and determine when they are ready to exit English learner services.

• ACCESS; Each year, all students identified as English learners in kindergarten through grade 12 take the ACCESS test. This test measures how well your child is growing in English in the areas of listening, speaking, reading, and writing. The results help you and your child’s teachers understand your child’s progress and what support they may still need to succeed in school.
• LAS Links; Students are assessed with LAS Links through a computer-based test that measures English language proficiency in listening, speaking, reading, and writing. It is designed to evaluate students’ proficiency in social and academic English across grade-appropriate content.

SY25-26 LAT-F Job Description

The Language Assessment Team Facilitator (LAT-F) is a school-based educator who helps make sure multilingual learners receive the correct services. The LAT-F works with school leaders to put the English Learner Education program into action. They also make sure families receive required letters and updates about their child’s services and progress.

If you have questions about your child’s ESL services or program, your school’s LAT-F is the best person to contact. Each LAT-F receives training and resources through the district and stays up to date with policies and procedures.

*For LAT-Fs: If you have been hired as an LAT-F, you will receive a link to the LAT-F Google Classroom, which will serve as a central hub for all necessary information. For any questions, please reach out to ommeequityteam@bostonpublicschools.org

The LAT is a group of school staff who meet regularly to review the progress of multilingual learners (ELD Levels 1–4) and Former English Learners (FELs) during their four years of monitoring after exiting services. The LAT looks at assessment results, classroom progress, and any additional needs to make sure students are getting the right support.

Who is on the LAT? 

LAT membership may vary based on student needs and should include staff who work closely with the student, such as:

• ESL teacher: Provides English language instruction and monitors your child’s language growth.
• Core content teacher: Supports your child in subjects like math, science, or reading while coordinating with the ESL teacher.
• Guidance counselor, psychologist, or service provider (if applicable): Offers social-emotional support or other specialized services.
• Special education staff (if applicable): Ensures your child’s Individualized Education Plan (IEP) goals are aligned with their language learning needs.
• School leader: Oversees the school’s programs and ensures students receive the required support.

Families can always reach out to their school’s LAT-F for questions about ESL services or program placement. Other staff members — like your child’s ESL teacher, homeroom or core content teacher, or guidance counselor — can also provide support and answer questions about your child’s learning experience.