Reclassification Criteria

RECLASSIFICATION AND PROGRAM EXIT CRITERIA

The purpose of the reclassification process is to document when an English learner has demonstrated sufficient proficiency to be reclassified as fluent English proficient (RFEP).  The ultimate goal of our ELD program is for all English learners to reach or exceed the level of proficiency and basic skills compared to their native English-speaking peers.

Once the Summative ELPAC results are received, the reclassification process can begin for transitional kindergarten through 12th grade students.  Teachers, school administrators, support staff, parents, and students all participate in the reclassification process. 

In order to change an English learner’s classification from English Learner (EL) to Fluent English Proficient (FEP) the school must go through a reclassification process. The factors for reclassification are English language proficiency, performance in basic skills, teacher evaluation, parent opinion and consultation.

Annually, parents will be notified of the board-approved reclassification criteria for EL students. Parents have a legal right to participate in the reclassification process. Reasonable attempts to contact parents regarding their opinion and consultation must be documented on the English Learner Reclassification Form.

RECLASSIFICATION OF ENGLISH LEARNERS WITH DISABILITIES

Under current state law, all English learners must participate in the annual administration of the ELPAC until they are reclassified as Fluent English Proficient (RFEP).  This means ALL students, including English learners with disabilities.

The reclassification process is based on guidelines approved by the State Board of Education and recommendations listed in the California Practitioners' Guide for Educating English Learners with Disabilities.  Our school and ELD Department will continue to use this guidance document to provide additional professional development for staff members working with English learners and Individualized Education Program (IEP) team members to better support our English learners with disabilities.

Our school is equipped to provide ELs with IEPs with linguistically-appropriate programs and support services to meet their unique needs.  English learners with disabilities, including those with severe cognitive disabilities, will be provided the same opportunities to be reclassified as students without disabilities.  Our school utilizes multiple measures and criteria in determining whether a student has acquired sufficient English skills to perform successfully in academic subjects and meet IEP goals without ELD support.

Considering all guidelines, criteria, resources, and the individual needs of each English Learner with an IEP, the IEP or 504 team will determine the following:

●      Appropriate measures of English language proficiency (ELP).

a.     The Alternate ELPAC is available to assess ELs with significant cognitive disabilities;

b.     Appropriate measures of performance in basic skills.

●      Appropriate designated supports or accommodations.

●      Minimum levels of proficiency that would be equivalent to an English proficient peer with similar disabilities in accordance with district reclassification policies.

In accordance with federal and state law, the IEP team may address the individual needs of each English learner with a disability using multiple measures referenced in the board-approved reclassification criteria.

RECLASSIFICATION PROCESS