SEARCHMONITORING AND RECLASSIFICATION
The ultimate goal of the English learner programs in SLUSD is for our multilingual learners to achieve proficiency in English and succeed academically across all content areas. To achieve this goal, we strategically focus on how students’ language skills are advancing through multiple measures.
Monitoring English Learner Progress
Teachers and administrators monitor EL students’ English language development in listening, speaking, reading, and writing, along with their academic performance. The district uses ELLevation, a web-based platform specifically designed to sync with the Student Information System (AERIES) to provide a systematized way of consistently monitoring EL student achievement and tracking data. This system gives administrators, counselors, specialists, and teachers rapid access to EL data. This information is used for many purposes, including but not limited to:
- Monitoring student progress during the school year and instructional planning.
- Identification of students who need additional tiered support.
- Monitoring student progress towards reclassification.
- Placement of English learners in appropriate programs.
- Determination of whether schools and the district meet state and federal accountability criteria.
The assessments used include state-mandated assessments, such as the English Language Proficiency Assessments for California (ELPAC) and the Smarter Balanced Assessment Consortium summative assessment (CAASPP), as well as district and curriculum embedded assessments. Student data reviews are done by site administrators, counselors, specialists, and teachers to continuously monitor English learners’ progress toward meeting language development and academic content learning goals.
English Language Proficiency Assessments for California (ELPAC)
One of the measures used to monitor English learner student progress is the state-adopted English Language Proficiency Assessments for California (ELPAC). Students with English learner status must be assessed yearly using the ELPAC until they are reclassified as Fluent English Proficient (RFEP). The Summative ELPAC measures how well English learner students progress with English language development within four domains: Listening, Speaking, Reading, and Writing. The Summative ELPAC is administered every spring, and the results help determine whether a student is making progress toward English proficiency and ensure that students continue to receive the support they need to be successful in school (ELPAC Parent Guide).
When administering any ELPAC assessment to a student with a disability, the district shall provide designated supports or accommodations per the student’s individualized education program (IEP) or Section 504 plan. When an IEP team determines that a student has a significant cognitive disability, that student may be eligible to take the Alternate ELPAC (Alternate ELPAC Parent Guide).
Reclassification
The purpose of the reclassification process is to document when an English learner has demonstrated sufficient proficiency in developing English. Students are considered for reclassification from EL to Redesignated Fluent English Proficient (RFEP) at the point when specialized language and academic support services are deemed no longer necessary for ELs to be successful at a level commensurate to non-ELs. Reclassified students have the opportunity to earn the Seal of Biliteracy upon graduation.
The reclassification criteria include multiple measures outlined by the California Department of Education (CDE). See SLUSD criteria below.
| ELEMENTARY SCHOOL RECLASSIFICATION CRITERIA | |
|---|---|
| CDE Required Criteria | SLUSD Criteria |
| Assessment of English Language Proficiency (ELPAC) | Overall ELPAC proficiency level of 4 (taken once a year in Spring) |
| Teacher Evaluation | Classroom teacher uses district and classroom assessments to provide input on student’s academic achievement and English language development progress |
| Parent/Guardian Opinion and Consultation | Parent/guardian provide input and consultation with school staff |
| Student Performance on Assessment of Basic English Skills |
Kindergarten and 1st Grade STAR Early Literacy: at or above 40th percentile (administered three times a year at minimum) |
| 2nd Grade STAR Reading: at or above 40th percentile (administered three times a year at minimum) |
|
| 3rd, 4th and 5th Grade STAR Reading: at or above 40th percentile (administered three times a year at minimum) OR SBAC: performance level 3 or 4 (taken once a year in Spring) |
|
| SECONDARY SCHOOL RECLASSIFICATION CRITERIA | |
|---|---|
| CDE Required Criteria | SLUSD Criteria |
| Assessment of English Language Proficiency (ELPAC) | Overall ELPAC proficiency level of 4 (taken once a year in Spring) |
| Teacher Evaluation | ELA/ELD teacher uses district and classroom assessments to provide input on student’s academic achievement and English language development progress |
| Parent/Guardian Opinion and Consultation | Parent/guardian provide input and consultation with school staff |
| Student Performance on Assessment of Basic English Skills |
STAR Reading: at or above 30th percentile (administered three times a year at minimum) OR SBAC: performance level 3 or 4 (taken once a year in Spring) |
Students with disabilities, including severe cognitive disabilities, are to be provided the same opportunities to be reclassified as students without disabilities. Following federal and state laws, local IEP teams may address the individual needs of each English learner with a disability, using multiple criteria in concert with the four reclassification criteria above. They may determine appropriate performance measures in basic skills equivalent to an English proficient peer with similar disabilities.
Steps to Reclassification
All reclassification forms are housed in ELLevation.
- Site administrator or designee reviews which students have met the criteria to become candidates for reclassification.
- Teacher evaluation forms are assigned to teachers for input and recommendation on students who have met the criteria.
- Parent input and opinion are solicited.
- Site administrators or designee approves reclassification and uploads documents to AERIES.
- District staff updates AERIES to reflect new RFEP status.
- RFEP students are monitored for four years following the status change.
Monitoring Reclassified Students
Once ELs are reclassified, they retain RFEP status for the rest of their educational careers. However, the academic progress of RFEP students must be regularly monitored for a minimum of four years, as required by state and federal guidelines. If their continued linguistic and academic performance declines or stalls, interventions are provided to ensure that these students reach and maintain grade-level academic proficiency.
ELLevation, the web-based platform that houses the district’s EL data, maintains a roster of RFEP students who must be monitored three times each year in concert with district assessment windows. Teachers are sent an RFEP Monitoring Form from ELLevation to document student progress and academic achievement. This form is also used to recommend students for intervention.
Reclassified students having difficulty in the core curriculum will have access to the tiered support services and interventions offered at the site to all students who are not meeting academic standards. Those support services are outlined in the Multi-tiered Integrated Intervention Support System. If the student’s grades fall below grade level or the student is not making adequate progress in any academic class, the site administrator or designee will convene a meeting with support staff and/or instructors to evaluate the student’s progress.
The progress of ELs and Reclassified students are examined annually in comparison with the data of the average native English speaker, and this student achievement data is included in the CA Dashboard data for the school district.