Chapter 4: Reclassification Process And Monitoring
Reclassification
Definition
Reclassification refers to the process used to identify English learner students who have demonstrated English language proficiency comparable to that of average native English speakers of the same age. Students who meet all reclassification criteria may be reclassified and referred to as Reclassified Fluent English Proficient (R-FEP) Reclassified Fluent English Proficient (R-FEP) A classification given to students who were once identified as English Learners who have met all of the district’s criteria to be considered Fluent English Proficient (FEP). .
Purpose
The purpose of reclassification is to determine whether an English learner has met specific district established criteria and can participate in the school’s mainstream English program.
Criteria
Anaheim Elementary School District uses the following criteria to determine reclassification:
English Language Proficiency
- Summative ELPAC Overall Performance Level 4
Basic Skills
- Smarter Balanced ELA Summative Assessment: 2-Standard Nearly Met, 3-Standard Met, or 4-Standard Exceeded OR
- STAR Reading IRL
- 4.5 or higher for 6th graders
- 4.0 or higher for 5th graders
- 3.0 or higher for 4th graders
- 2.5 or higher for 3rd graders
- 1.8 or higher for 2nd graders
- 1.0 or higher for 1st graders
- 650 Enterprise (769 Unified) or higher scale score on STAR Early Literacy for kindergarteners
- Teacher review of data, the English Learner Expected Progression and Growth Targets chart, and classroom performance, student consistently exhibits listening, speaking, reading, and writing skills at a level of parity with English proficient grade-level peers. The student independently uses grade-appropriate content-based terms, proper grammar, and constructs meaning at a level of parity with English proficient grade-level peers. (Refer to table 5.3 EL Expected Progression and Growth Targets).
- Administrator Review and Parent Review
Reclassification Process
Step 1
The district will collect and update the most recent English learner data, and the principal and teachers will access a reclassification candidate report from SMART (monthly as new SBA, STAR, and ELPAC scores are updated). The report will include the following data for English learners:
- Most recent ELPAC Scores
- Most recent SBA Scores (if applicable)
- Most recent STAR Scores
Although not required, teachers may also consider Designated ELD formative assessments formative assessments Formative assessments are on-going exams, observations, and/or reflections that are given in order to improve instruction and provide students with feedback throughout the learning process. as a multiple measure.
Step 2
The teacher will review student data to determine which students meet reclassification criteria and have demonstrated English Language proficiency comparable to that of average native English Speakers and can participate equally with them in the school’s regular instructional program.
Step 3
The teacher will complete the corresponding English Language Proficiency Reclassification (Forms EL- 5.1A, EL-5.1B, or EL-5.1C) by recommending or not recommending the student for reclassification. This form is found in SMART.
If the teacher does not recommend the candidate for reclassification, the teacher will document the reason and include a plan to ensure the child is ready to be reclassified during a subsequent reclassification window. The parents/guardians will conference with the teacher to review the reason/s for not recommending reclassification.
Step 4
The teacher will send all completed reclassification forms to the principal for review and approval. The
DATA
DATA
Department of Assessment, Translation, and Accountability
department will review and process all reclassification forms for the district. The bilingual testing assistants (BTAs) will change language fluency from EL to R-FEP and enter reclassification data into the student information system (Aeries).
Step 5
For all children being recommended for reclassification, the teacher will schedule a consultation meeting with the parents. As part of the consultation, the parent/guardian will be given a copy of the reclassification form which includes assessment results. The parent/guardian will be advised that the child meets all the qualifications to move from EL English Learner (EL) A classification used in California to identify a student who is not currently proficient in English and whose primary language is not English. An EL student is referred to as a Limited English Proficient (LEP) in federal law. to R-FEP Reclassified Fluent English Proficient (R-FEP) A classification given to students who were once identified as English Learners who have met all of the district’s criteria to be considered Fluent English Proficient (FEP). . The parent/guardian signs the Reclassification Form indicating that they agree their child’s reclassified to R-FEP status. The parent conference will be conducted in a language understandable to the parent or guardian. After all efforts have been made to consult with parent, the student may be reclassified even if the parent/guardian does not attend a consultation meeting or objects to the reclassification. The teacher will send all completed reclassification forms to the principal for review and final approval.
Step 6
The site BTA will file all reclassification forms in student EL Folder (date, fill out R-FEP box with data) located in student cumulative record folders. The EL Folder will be updated with R-FEP status. A copy of the form will be sent to parents (even if reclassification is denied). The BTA must verify that all data in the student record is current regarding language fluency, language services, and program.
| Reclassification Role | Reclassification Responsibility |
|---|---|
| Site Administrator | Oversee the reclassification process throughout the year Oversee R-FEP monitoring process including Reclassification Candidate Report and Annual Review of students previously reclassified Ensure that at-risk R-FEP students receive appropriate interventions Monitor annual reclassification trends and take additional steps as needed |
| Classroom Teacher | Attend required district reclassification training sessions for English learners Evaluate student work and make recommendation for reclassifications Complete reclassification paperwork Notify parents of the recommendation for reclassification Monitor and document student progress for a two-year period following reclassification Implement appropriate interventions for R-FEP candidates not reclassified and at-risk R-FEPs |
| Bilingual Testing Assistant (BTA) | Provide support as needed for teacher access to reclassification reports and EL assessment data Monitor teacher completion of reclassification forms Ensure that R-FEP codes have been updated in AERIES in preparation for Language Census reporting/ensure that teachers complete reclassification forms Update EL Folders to reflect R-FEP status Monitor teacher completion of annual R-FEP reviews |
| Director of DATA | Ensure training for site administrators, teachers and BTAs regarding reclassification and monitoring Oversee collection and analysis of data regarding reclassified students Monitor reclassification process and R-FEP monitoring throughout the district to ensure compliance |
Reclassification Monitoring
R-FEP Follow-up Monitoring
Students who have been reclassified as R-FEP must be monitored for two years after the official reclassification date. The DATA DATA Department of Assessment, Translation, and Accountability Department provides the principal or designee with a roster of students who are in this category. The classroom teacher monitors each student using the Reclassification Annual Review (Form EL-5.2) as a tool to monitor academic progress for four years after reclassification. The R-FEP Monitoring Form is filed by the BTA in the student’s EL Folder located in the student’s cumulative record. If the student’s grades fall below grade level in any subject area, the school re-evaluates the student’s progress and intervention measures are recommended. Follow-up support services will be provided for students who do not demonstrate satisfactory progress. These may include, but are not limited to:
- Adjustment of language scaffolding based on student’s needs
- Small Group Instruction
- Specialized Reading Instruction
- Targeted, Designated English Language Development (ELD) instruction
- Specially Designed Academic Instruction in English (SDAIE)
- Primary Language Support
- Referral to a collaborative problem solving team (grade level or school-wide)
- Development of an Action Plan describing the problem solving process
- Additional diagnostic assessment
The BTA will keep documentation of the student’s state-required Reclassification Monitoring documentation in the EL Folder.
Reclassification Provisions for Special Education Students
English learner students with an IEP must also meet reclassification criteria. The reclassification process used for general education English learner students is also used for ELs with Individualized Education Plans (IEPs) when they are being instructed using the general education curriculum with accommodations and/or modifications. If a student does not meet reclassification within the expected time frame using Table 5.3 EL Expected Progression and Growth Targets, then the IEP team will review and reassess for appropriate goals, modifications, and accommodations. If an IEP team determines low performance on Basic Skills criteria is due to a disability rather than English language proficiency and the student has acquired language proficiency, the IEP team may recommend reclassification.
Reclassification of Students with Severe Cognitive Disabilities
There is alternate reclassification criteria for students with severe cognitive disabilities who participate in alternate assessments.
The alternate criteria are as follows:
English Proficiency
- VCCALPS VCCALPS Ventura County Comprehensive Alternate Language Proficiency Survey Overall Performance Level: Early Advanced or Advanced AND
- VCCALPS Listening, Speaking, Reading, and Writing Domain Levels: Intermediate or higher
Basic Skills
- California Alternate Assessment ELA Summative Assessment: 2-Foundational Understanding or 3-Understanding.
Teacher, Administrator, Parent
- Teacher review of data, IEP goal progress, and classroom performance AND
- Administrator Review and Parent Consultation
| Alternate Assessment | Grade Level | Alternative To | Purpose |
|---|---|---|---|
| Ventura County Comprehensive Alternate Language Proficiency Survey (VCCALPS) | TK-6 | English Language Proficiency Assessment of California (ELPAC) | Annual assessment of English language proficiency |
| California Alternate Assessment (CAA) | 3-6 | Smarter Balanced Assessment (SBA) | Annual assessment of Basic Skills in English language arts and mathematics |