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 Multilingual learner to fluent English proficient.  As outlined below in step one, the guidelines for reclassification of Multilingual Learners describes four basic reclassification criteria.  The first criterion is an assessment of English language proficiency, which in California is the English Language Proficiency Assessment (ELPAC).  The next criterion is a review and analysis of student performance as compared to their English only peers. This analysis is based on, but is not limited to, local formative assessments, state assessments or other means of assessment appropriate to all students.  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 as compared to the students English only peers. 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.
 

1. Review an assessment of English language proficiency, which in California is the ELPAC.  This is a review of the student’s ELPAC annual assessment results.  For this criterion, the student must receive an overall score of 4 in order 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.
 
 
2.  Review of the ELD Standards and Assessments.  Review student Benchmark Tests, Illuminate Reports, and Student Progress Profiles to confirm mastery of ELD Standards as compared to their English only peers.  If a student meets this criterion, move to the next step in the process.  In not, the student should remain an English learner.
 
 3.  Teacher evaluation of student academic performance in the classroom or specialized programs. The teacher will evaluate student assessments and students ability in comparison to their English only peers and submit an evaluation/input form with feedback and recommendations.
 
 4.  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.
 
 5.  All parties sign and date the forms. Documentation is then sent to the accountability department for review. After review student status is updated in their electronic student profile and documents are uploaded into the profile.
 
 6. Schools are encouraged to recognize those students who earn reclassification at an upcoming academic assembly, ELAC, SART, IDAC Meetings, classroom presentation, or a letter of congratulations sent home to the family.
 
 7. Begin the Four-Year Monitoring Process as outlined on next page.
 

California Education Code 313(d) requires that all English Learners who have been reclassified be monitored for a four-year period. 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 four-year monitoring in CUSD requires teachers and site administrators to complete a reclassification evaluation in the student's electronic profile bi-annually. The monitoring questions reflect a students grades, assessments and social emotional progress as compared to peers. 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.