MA H650

Requires school committees to consider English language proficiency when evaluating English learner students, with assessments administered in the child's primary language to yield accurate academic, developmental, and functional information

Mandates that IEP teams for English learners include participants with expertise in second language acquisition who can differentiate between limited English proficiency and disability, and requires IEPs to address both language and special education needs

Prohibits school districts from recommending that parents decline English learner program services for scheduling reasons, including to accommodate special education services

Requires the Board of Education to ensure qualified interpreters and translators in public schools who are bilingual, trained in ethics and confidentiality, and knowledgeable in specialized terminology

Expands anti-discrimination protections in public school admissions to explicitly include immigration status, citizenship status, and disability alongside existing protected categories