Opt-Out Policy: Lowell Middlesex Academy Charter School (LMACS) allows parents/guardians to formally request that their child opt out of direct English Language Development (ELD) instruction. If a parent of an English Learner (EL) chooses to opt out, the student is placed in a mainstream classroom with an SEI-endorsed teacher, and a signed Opt-Out Request Form is maintained in the student’s file.
While the student will not receive separate ESL instruction, the district remains responsible for ensuring access to grade-level curriculum and providing academic support aligned with state standards and federal obligations under Title VI and the Equal Educational Opportunities Act (EEOA).
Annual Reconfirmation Requirement: Parents must submit a new opt-out request each academic year. This process ensures families continue to make informed decisions based on their child’s current language development and academic progress.
Opt-Out Form: LMACS uses a simple one-page Opt-Out Request Form that includes:
- Student and parent/guardian information
- Explanation of the rights and implications of opting out
- Signature line and date
Monitoring Opt-Out Students
Even when parents opt out of ELD instruction, LMACS continues to actively monitor the student’s English proficiency and academic success.
District Monitoring Tools Include:
- Annual ACCESS for ELLs assessments
- State assessments such as MCAS
- Local assessments and classroom performance data
- Student portfolios, writing samples, and differentiated reading assessments
Ongoing Progress Monitoring:
- Weekly staff meetings to review academic and language progress
- Bi-weekly parent communication by the student’s Advisor
- Midterm and end-of-term reviews of student records by the ELL Coordinator
- Meetings with families and staff if progress concerns arise
- Instructional or scheduling adjustments are made if academic or linguistic needs are not being met
If a student who has opted out of formal ELD services is not demonstrating adequate academic or linguistic progress, LMACS initiates a collaborative review process to determine appropriate instructional or scheduling adjustments. These adjustments may include, but are not limited to:
- Increased in-class supports from SEI-endorsed teachers through differentiated instruction or scaffolding strategies tailored to the student’s language needs
- Flexible grouping or peer support structures within the classroom to reinforce academic vocabulary and comprehension
- Additional literacy intervention blocks or academic support classes aligned with the student’s areas of need
- Revisiting the opt-out status with the family to discuss the possibility of re-enrolling the student in ELD services
- Targeted tutoring or language development sessions, even if the student remains opted out, when allowable under federal guidance
- Adjustments to course schedules or assignments to reduce linguistic demands while maintaining rigorous academic expectations