The bill amends Chapter 16-24 of the General Laws concerning "Children With Disabilities" by introducing new procedural safeguards specifically for English as a Second Language (ESL) learners and English Language Learners (ELL) during the Individualized Education Program (IEP) process. Key provisions include requirements for school committees and IEP teams to consider a child's English language proficiency during evaluations, ensuring assessments are conducted in the child's primary language. The IEP team must include members knowledgeable about the student's language needs and trained in second language acquisition to differentiate between limited English proficiency and disabilities. Additionally, the bill mandates that IEPs for English learners include services addressing both their English language and special education needs.

Furthermore, the bill prohibits school districts from advising parents to decline services within an English learner program for scheduling reasons. It emphasizes the importance of meaningful communication between school personnel and parents, requiring that interpreters and translators be bilingual and trained in relevant ethical standards. The Department of Elementary and Secondary Education is tasked with implementing these provisions and ensuring that any academic deficits arising from a focus on English language acquisition are addressed in a timely manner. The bill will take effect upon passage.