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.