“Improving Student Achievement for All Clovis Kids”
Clovis Unified School District (CUSD) takes the reclassification of our English Learners very seriously. We believe that before any student is considered for reclassification they must meet specific standards and attain the appropriate level of proficiency in English. CUSD currently serves 2,104 EL Students. You will find a historical chart below indicating the number of EL Students and the number of students that were reclassified. Our staff believes that the students must have the needed skills that ensure he/she graduates from high school. If you would like additional information the Reclassification Process or Criteria, please call your child’s school or Bob Kampf in the Department of Supplemental Services at 327.0661 or email at email@example.com
. The California Department of Education offers additional information; please refer to the Guidelines for Reclassification of English Learners
document is available at the CDE Web Site at http://www.cde.gov/ta/el.
Education Code Section 306 defines “English learner” as “a child who does not speak English or whose native language is not English and who is not currently able to perform ordinary classroom work in English…………” Reclassification is the process through which students who have been identified as English learners are reclassified to fluent English proficient (RFEP) when they have demonstrated that they are able to compete effectively with English-speaking peers in mainstream classroom. Ultimately, the students must pass the CAHSEE.
|Total EL Students
Number of Students Reclassified
|Percent of Students Reclassified
GUIDELINES FOR RECLASSIFICATION
The State Board of Education (SBE) has established four reclassification criteria, based on Education Code Section 313(d), for school districts to use reclassifying students from English learner to fluent English proficient. As outlined below in step one, the guidelines for reclassification of English Learners describes four basic reclassification criteria. The first criterion is an assessment of English language proficiency, which in California is the CELDT coupled with mastery of the ELD Standards at the student’s grade level. The next criterion is a review and analysis of student performance, which the SBE has indicated should be, based on results of the student’s latest California English-Language Arts Test, or the CST in English-Language Arts. The third criterion is teacher evaluation of a student’s academic performance, which can be based on the student’s current report cards, grade point average (GPA), writing sample, and formative assessments reflecting the mastery of State Standards. The fourth and final criterion is parent opinion and consultation, which involves parents or guardians in discussing their student’s English-language proficiency and meeting the guidelines for reclassification.
CRITERIA FOR RECLASSIFICATION IN CUSD
Step I: Review an assessment of English language proficiency, which in California is the CELDT. This is a review of the student’s CELDT annual assessment results. For this criterion, the student must meet the CELDT definition of proficiency, which is an overall score of Early Advanced or Advanced, and scores are intermediate or above for each of the sub-skill areas: listening, speaking, reading, and writing. If a student meets this criterion, move to the next step in the process. In not, the student should remain an English learner.
Step II: Review of the ELD Standards and Assessments. Review student Benchmark Tests, Illuminate Reports, and Student Progress Profiles to confirm mastery of ELD Standards. If a student meets this criterion, move to the next step in the process. In not, the student should remain an English learner.
Step III: Review the academic achievement of meeting grade levels standards. This review focuses on the latest SBAC in English-Language Arts or CAPA results for the student. The student must have scored at a scale score of at least 340 on the CST: ELA Assessment to be considered for reclassification. If a student meets this criterion, move to the next step in the process. In not, the student should remain an English learner. We believe our students should be held to the same standards as all students, this helps to ensure the passing of the CAHSEE and ultimately graduating high school. If Alternative Assessment(s) were used from the student IEP or 504 Plan, indicate the test, date and proficiency levels.
Step IV: Review of teacher evaluation of student academic performance in the classroom or specialized programs. The teacher will summarize the student’s level of skills, for example, on or above grade level in subject areas. List performance level of academic indicators established by the school and district. Formative assessments are provided to show mastery of State Standards as well as a recent writing sample. Reports cards and progress reports are attached to the reclassification form. A student must have at least a 2.0 GPA to be considered for reclassification. If a student meets this criterion, move to the next step in the process. In not, the student should remain an English learner. For students receiving Special Education Services, regular education, special education, speech and language, etc. should be part of the summary and input.
Step V: This step includes parent opinion and consultation. If the student has satisfied all criteria for reclassification, a parent conference is scheduled to review student performance and solicit parental input. Inform the parent of their right to challenge the decisions of placement and language reclassification. Be sure to include parent comments and ideas in the document. Parent/Guardian sign and date the reclassification form.
Step VI: All parties sign and date the forms. All documentation must be kept on file at the school and sent to the Department of Special Projects. Special Projects will review all reclassifications for final approval and change student status in Zangle.
Step V: Schools are encouraged to recognize those students and their parents who earn reclassification at an upcoming academic assembly, ELAC, SART, IDAC Meetings, classroom presentation, or a letter of congratulations sent home to the family.
Step VI: Begin the Two-Year Monitoring Process as outlined on next page. Schools are reminded to send EL Folders to the next site for monitoring to continue. For example; student reclassified in 8th grade must be monitored at the high school for grades 9 and 10.
TWO-YEAR MONITORING OF RECLASSIFIED EL STUDENTS IN CUSD
California Education Code 313(d) requires that all English Learners who have been reclassified be monitored for a two-year period. Monitoring does not mean the CELDT should be administered again, rather, the student’s academic progress and achievement should be monitored and reviewed on a periodic basis to be certain the student is continuing to progress. If the student fails to make progress, it is necessary to intervene and not allow him/her to fall behind.
The two-year monitoring in CUSD requires schools to list the student’s academic grades in each academic area each semester of the two years. In addition, all CST proficiency levels in ELA and Mathematics must be listed on an annual basis. For students having taken the CAHSEE, those scores must also be listed on the two-year monitoring report. Students are required to be monitored and reviewed for two years or four semesters. Schools are reminded to send EL Folders to the next site for monitoring to continue. For example; a student reclassified in 8th grade must be monitored in grades 9 and 10 at the high school. If a student shows signs of failing or falling behind, schools must provide, list, and monitor all intervention and additional support provided to the student to ensure success in the school’s regular education program.