LOS ANGELES UNIFIED SCHOOL DISTRICT MEMORANDUM REF-1848.1 Planning, Assessment and Research Page 1 of 10 October 9, 2006 TITLE: Reclassification of English Learners, Elementary Schools NUMBER: REF-1848.1 ISSUER: Esther Wong, Assistant Superintendent Planning, Assessment and Research DATE: October 9, 2006 ROUTING Local District Administrators Local District EL Program Staff Principals EL Program Coordinators Testing Coordinators UTLA Chapter Chairs PURPOSE: The purpose of this Reference Guide is to provide schools with the criteria, process and procedures used in the reclassification of English learners in grades K-5. MAJOR CHANGES: This Reference Guide replaces REF-1848, dated August 8, 2005, titled Reclassification of English Learners, Elementary Schools. The English Language Development (ELD) Assessment Portfolio level and the math Elementary Progress Report mark are no longer criteria for reclassification. The revised criteria are outlined in Section II. INSTRUCTIONS: I. INTRODUCTION State law (Education Code sections 313, 60810, and 60812) requires districts to administer the California English Language Development Test (CELDT) to students whose home language is not English. The purpose of the CELDT is to identify new students who are English learners (EL) and to assess their progress annually toward acquiring English proficiency in listening, speaking, reading, and writing until they reclassify as Fluent-English Proficient (RFEP). The Annual CELDT is one of several criteria that the District must consider when determining if English learners, including students with Individualized Education Plans (IEPs), are ready for reclassification from Limited-English Proficient (LEP) to Fluent-English Proficient (FEP). Other factors include teacher evaluation, parent opinion and consultation and performance in basic grade-level skills. For grades 3- 5/6, the English-Language Arts (ELA) section of the California Standards Test (CST) is used to determine performance in basic grade-level skills. An alternate reclassification process has been developed for English learners with severe to moderate disabilities receiving an alternative curriculum (Section VI). This Reference Guide outlines the criteria that school personnel must use in reclassifying English learners, including ELs with disabilities, and the procedures for entering the information into the school’s Student Information System (SIS). Procedures for entering information will be revised with the implementation of the Integrated Student Information System (ISIS).
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LOS ANGELES UNIFIED SCHOOL DISTRICT MEMORANDUM
REF-1848.1 Planning, Assessment and Research Page 1 of 10 October 9, 2006
TITLE:
Reclassification of English Learners, Elementary Schools
NUMBER: REF-1848.1
ISSUER: Esther Wong, Assistant Superintendent Planning, Assessment and Research
DATE: October 9, 2006
ROUTING Local District Administrators Local District EL Program Staff Principals EL Program Coordinators Testing Coordinators UTLA Chapter Chairs
PURPOSE: The purpose of this Reference Guide is to provide schools with the criteria, process and
procedures used in the reclassification of English learners in grades K-5.
MAJOR CHANGES:
This Reference Guide replaces REF-1848, dated August 8, 2005, titled Reclassification of English Learners, Elementary Schools. The English Language Development (ELD) Assessment Portfolio level and the math Elementary Progress Report mark are no longer criteria for reclassification. The revised criteria are outlined in Section II.
INSTRUCTIONS: I. INTRODUCTION State law (Education Code sections 313, 60810, and 60812) requires districts to administer the California English Language Development Test (CELDT) to students
whose home language is not English. The purpose of the CELDT is to identify new students who are English learners (EL) and to assess their progress annually toward acquiring English proficiency in listening, speaking, reading, and writing until they reclassify as Fluent-English Proficient (RFEP).
The Annual CELDT is one of several criteria that the District must consider when
determining if English learners, including students with Individualized Education Plans (IEPs), are ready for reclassification from Limited-English Proficient (LEP) to Fluent-English Proficient (FEP). Other factors include teacher evaluation, parent opinion and consultation and performance in basic grade-level skills. For grades 3-5/6, the English-Language Arts (ELA) section of the California Standards Test (CST) is used to determine performance in basic grade-level skills. An alternate reclassification process has been developed for English learners with severe to moderate disabilities receiving an alternative curriculum (Section VI).
This Reference Guide outlines the criteria that school personnel must use in reclassifying English learners, including ELs with disabilities, and the procedures for entering the information into the school’s Student Information System (SIS). Procedures for entering information will be revised with the implementation of the Integrated Student Information System (ISIS).
LOS ANGELES UNIFIED SCHOOL DISTRICT MEMORANDUM
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II. CRITERIA FOR RECLASSIFYING ENGLISH LEARNERS
A. Grade 1-2 Reclassification Criteria: (Attachment A)
1. The student has an Annual CELDT overall performance level of 4 or 5 based on the listening-speaking skill area.
2. The Language Appraisal Team (LAT) has judged that the student will be
successful in a mainstream English program based on Elementary Progress Report marks of 3 or 4 in English Language Arts.
3. The LAT has judged that the student will be successful in a mainstream
English program based on three consecutive scores of benchmark on English Language Arts periodic assessments (Open Court or Reading Mastery).
Note: Scores for first grade students must be from Units 2 - 5 while the second grade scores may be from Units 1 - 5. Since first grade Units 3-4 and second grade Unit 4 assessments are being administered on an optional basis, students may meet reclassification criteria with scores from a combination of required and optional periodic assessments. Optional periodic assessments may be administered to individual students for reclassification purposes and special attention must be provided to the verification of the periodic assessment scores before printing the Notification of Reclassification letter.
4. The parent has been consulted and notified that the student is eligible for
reclassification using the district’s Notification of Reclassification letter that is generated by SIS.
B. Grades 3 – 5/6 Reclassification Criteria: (Attachment B)
1. The student has demonstrated English proficiency on the Annual CELDT by achieving an overall performance level of 4 or 5 and skill area scores of 3 or higher in listening-speaking, reading, and writing.
2. The teacher or LAT has judged that the student will be successful in a mainstream English program based on Elementary Progress Report marks of 3 or 4 in English Language Arts.
3. The student has demonstrated basic grade-level skills on the CST by
achieving scores in the Basic, Proficient or Advanced performance range on the ELA section of the test.
4. The parent has been consulted and notified that the student is eligible for
reclassification using the district’s Notification of Reclassification letter that is generated by SIS.
Note: The LAT alone cannot reclassify students. ELs must meet all the criteria as described in this reference guide.
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III. ANNUAL CELDT SCORES The Annual CELDT results do not automatically reclassify a student; however they serve as a primary criterion for identifying potential candidates for reclassification. When an English learner receives an Annual CELDT overall performance level of 4 or 5 and requisite skill area scores of 3 or higher for the current year, the Annual CELDT results will be automatically downloaded into SIS Screen 5 in the following fields: Field Description 315 English Post Test
320 English Post Date 321 English Post ID
317 Oral RS/Lvl 316 Read RS/Lvl 318 Wrtg RS/Lvl
Note: CELDT results will be deleted from the above mentioned fields if the CELDT scores from a more recent administration are too low for reclassification. Only current CELDT scores may be used for the purpose of reclassification.
IV. USING SIS TO IDENTIFY ENGLISH LEARNERS ELIGIBLE FOR
RECLASSIFICATION SIS may be used to assist in identifying English learners who are eligible for reclassification based upon the criteria described in Section II and in notifying their parents. A. Eligibility Roster for Reclassification: (Attachment C)
From the Main Menu, select Screen 14 (Report Menu), Option 25 Reclassification Eligibility. This option provides a roster of English learners at ELD Levels 3 or higher who are potentially eligible for reclassification based on CELDT and CST/ELA criteria. Although the roster continues to display ELD Levels and Progress Report marks for math, they are no longer criteria for reclassification. Schools must review the roster and identify students that have ELA marks of 3 or higher in Listening, Speaking, Reading, and Writing and complete the reclassification process for these students by informing parents. If students are in first or second grade, the three consecutive scores of benchmark on the ELA periodic assessments must also be verified and documented before printing the letter to inform parents.
B. Parent Notification Letter for Reclassification (Attachment E)
Once the student has met all the reclassification criteria, print the Notification of Reclassification letter (Screen 14, Option 26). The Notification of Reclassification letter will be generated in English, and if Field 39 on Screen 3 indicates that the parent’s primary language is Spanish, the letter will be printed in both English and Spanish. If parent’s primary language is other than Spanish or English, the letter in
LOS ANGELES UNIFIED SCHOOL DISTRICT MEMORANDUM
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the appropriate language must be completed by hand, attached to the English letter, signed by the principal and sent home. Translations exist in Armenian, Chinese, Farsi, Korean, Russian, Tagalog, and Vietnamese. In cases where it’s difficult to get a signed notification letter returned, the school must demonstrate it has made an effort to contact the parent. Annotate a copy of the letter with the dates it was sent (a minimum of 2 attempts), and note the time and date when a telephone contact was made, and then place this annotated letter in the student’s cumulative record. Note: 1. Once the Notification for Reclassification letter is generated from SIS, the
language classification (Field 162) will automatically change from LEP to RFEP, and the date the letter is printed will be automatically entered in Reclass to FEP Date (Field 323).
2. The letter can be reprinted for up to 60 days from the initial printing provided
the student still meets the criteria, therefore the school is responsible for making a copy of the letter to place in each student’s CUM, which will be replaced when the original is returned signed by the parent/guardian.
3. The ability to print the Notification of Reclassification letter using the “ALL”
option is only available for students in grades 3-5/6. Schools will then need to print letters for first and second grade students that have met all the criteria on a student by student basis by entering the local student identification number.
V. OFFICIALLY IDENTIFYING THE ENGLISH LEARNER AS AN “RFEP’ IN SIS
After completing the procedures described in Section IV and the decision is made to reclassify the student as Fluent-English Proficient, enter the information listed below in SIS. If schools do not enter this information, it will affect the school’s RFEP counts for various surveys and reports that are conducted throughout the school year. A. Enter the appropriate dates in the following SIS fields:
Screen 5 Field 314
Teacher Recommend Date
When the teacher/LAT judges the student is ready for the mainstream English program.
Screen 5 Field 322
Parent Inform Date
When the signed parent notification letter is returned and filed in the student’s cumulative record (CUM).
B. A reclassification label must be printed from SIS and affixed to the student’s
cumulative record. To print a reclassification label, go to Screen 15, Option 14. If a label was not generated at the time of reclassification, a receiving school may request a label from the school that reclassified the student. Please call SIS for assistance.
LOS ANGELES UNIFIED SCHOOL DISTRICT MEMORANDUM
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VI. ALTERNATE RECLASSIFICATION PROCESS FOR ENGLISH LEARNERS WITH DISABILITIES In some cases, an English learner receiving special education services may be reclassified using an Alternate Reclassification process. This would apply in cases where the student’s overall academic and linguistic needs bear little resemblance to those of a typical English learner, the implementation of English Language Development (ELD) strategies would be inappropriate, and language development strategies using the Communicative Observation Matrix (COM) are a major part of the IEP. Note: For additional information regarding the COM please see Bulletin No. M-120, Guidelines for English Learners with Disabilities (K-12) dated April 3, 2000. A. Alternate Reclassification Criteria:
Alternate Reclassification primarily applies to English learners with severe disabilities that would never be able to meet standard reclassification requirements and for whom Master Plan services such as ELD, Content-Based ELD, Specially Designed Academic Instruction in English (SDAIE), and Primary Language Instruction/Support would be of no instructional benefit. In a limited number of cases, Alternate Reclassification may be applied to English learners with mild to moderate disabilities, including those identified as low-verbal/non-verbal. To be considered for reclassification under alternate criteria these students must receive special education services through Special Day Program (SDP) and the IEP team must be convened to make a recommendation on the basis of the following alternate criteria:
1. Student is enrolled in a public school for at least five years. 2. Section M of the IEP reflects that the student participates in an Alternate
District Curriculum (AC) designed to prepare the student to access the district’s general education curriculum.
3. Student is unable to meet standard reclassification criteria due to documented
disability.
4. Student demonstrates English proficiency comparable to that of peers classified as English-Only (EO) with the same or similar disability.
goals and objectives commensurate with his/her ability (i.e., COM goals and objectives).
6. IEP goals and objectives reflect the communicative language development
needs of the student, and specific English Language Development strategies and grade level support methodologies such as Content-Based EDL, SDAIE, and/or are no longer beneficial or appropriate in meeting these goals.
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B. Alternate Reclassification Form: (Attachment D)
The IEP Team would complete the Alternate Reclassification for English Learners with Disabilities tracking form, and include it as a numbered page of the IEP. The statement “Alternate Reclassification” should be written on the first page of the IEP along with the IEP recommendation date. Subsequent IEPs would continue to document this IEP Team’s decision in the same fashion. An authorized (BCLAD/BCC or CLAD/LDS/SB1969/SB395/) teacher/specialist must participate in the portion of the IEP meeting in which the Alternate Reclassification for English Learners with Disabilities is completed and signed. The completed form along with supporting documents must be sent to your regional Special Education Support Unit Administrator. The regional Special Education Support Unit Administrator must forward the approved form with supporting documents to Eva Garcia, School Information Branch. At that time, SIS will be updated to reflect the change of language classification from LEP to RFEP. All original documents will be returned to the school along with a reclassification label for the student’s cumulative record.
RELATED RESOURCES:
REF-1392.1, Monitoring Academic Progress of Elementary Reclassified (RFEP) Students, Instructional Support Services, July 31, 2006. Bulletin No. M-120, Guidelines for English Learners (ELs) with Disabilities (K-12) Deputy Superintendent, Instruction and Curriculum, dated April 3, 2000.
ASSISTANCE: For information regarding the CELDT, please call Eva Garcia, School Information Branch (213) 241-2450. For assistance with Elementary SIS, please call (213) 241-4617. For information regarding reclassification, please call Local District EL Program staff. For information regarding Alternate Reclassification, contact your regional Special Education Support Unit Administrator.
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ATTACHMENT A
RECLASSIFICATION CRITERIA CHART Grades 1 and 2
Teacher Evaluation Language Appraisal Team judges the student will be successful in a
mainstream English program based on a review of the following:
Elementary Progress Report Marks of 3 or 4 in English Language Arts
Performance in Basic Grade-Level Skills Language Appraisal Team judges the student will be successful in a
mainstream English program based on a review of the following:
Grade-Level Benchmarks Met benchmark goals on three consecutive
English Language Arts periodic assessments
(Excludes First Grade Unit One)
Parent Consultation and Notification
Assessment of English Language Proficiency
Annual CELDT Scores Overall performance level of 4 or 5 based on the
listening-speaking skill area only
LOS ANGELES UNIFIED SCHOOL DISTRICT MEMORANDUM
REF-1848.1 Planning, Assessment and Research Page 8 of 10 October 9, 2006
ATTACHMENT B
RECLASSIFICATION CRITERIA CHART
Grades 3 – 5/6
Teacher Evaluation Teacher or Language ll be successful in a
mainstr wing:
Elementary Progress Report Marks of 3 or 4 in English Language Arts
Appraisal Team judges the student wieam English program based on a review of the follo
Performance in Basic Grade-Level Skills
in English Lat B vel
California Standards Test Results
anguage Arts asic, Proficient or Advanced le
Parent Consultation and Notification
Assessment of English Language Proficiency
Annual CELDT Scores Overall performance level of 4 or 5
with skill area scores of 3 or higher in listening-speaking, reading, and writing
LOS ANGELES UNIFIED SCHOOL DISTRICT MEMORANDUM
REF-1848.1 Planning, Assessment and Research Page 9 of 10 October 9, 2006
ATTACHMENT C Sample Reclassification Eligibility Roster
RECLASSIFICATION ELIGIBILITY ROSTER 20 Sept 2006
ROOM ---- TEACHER ---
Reclassifi er Key
COLUMN NUMBER COLUMN TITLE DESCRIPTION
cation Eligibility Rost
1 ID # St de udent’s 4-digit school identification co
2 NAME Student’s last and first names
3 GRADE Grade level
4 ELD Level Current English Language Development level based on ELD Portfolio, Screen 6.
5 DATE Date of most recent CELDT administration.
6 OVER reen 7, Option 6, Selection 1. Overall CELDT proficiency level (1-5), from Sc
7 ORAL ). Listening and Speaking skill area score (1-5
8 READ Reading skill area score (1-5).
9
CE
LD
T S
CO
RE
S
WRIT Writing skill area score (1-5).
10 CST
SC
OR
ES
ELA Most recent California Standards Test scores for English Language Arts.
11 READ Most recent report card mark (1-4) for reading.
12 WRIT Most recent report card mark (1-4) for writing.
13 LIST Most recent report card mark (1-4) for listening.
14 SPK Most recent report card mark (1-4) for speaking.
15
EL
A
GR
AD
ES
MATH Most recent report card mark (1-4) for math.
(1) (2) (3) (4) (5) 11) (12) (13) (14) (15) ID # NAME GR ELD
LVL ------ELA GRADES------
DATE OVER ORAL READ WRIT ELA READ WRIT LIST SPK MATH 1111 Dama,A 1 5 1-03 5 5
Student is severely disabled [NOTE: Student will never benefit from ELD, Content-Based ELD, SDAIE and/or
Primary Language In struction/Support services available to Els with disabilities.]
non-severely disabled [NOTE: Except for low-verbal/non-verbal English learners, these students must have received ELD services in a Special Day Class (SDC) for a minimum of five years and will never benefit from receiving the Master Plan
Home l nguage (from Hom guage Su
Services listed above.
a e Lan rvey):
Pri OM assessme ow-verbal/no
Curren ELDT date: _ _ overa
or C nt (for l n-verbal ELs) is attached to this form.
t C _______ ll score: ELD 1 Beginning ELD 2 Early Intermediate ELD 3 Intermediate ELD 4 Early Advanced ELD 5 Advanced
The IEP Team r hat thecommends t is student be reclassified on the basis of meeting all of the following required alternate criteria: (Plea the
Student is enrolled in a public sch
Sectio f the I that (AC) designed to prepare the student to access the district’ duca
Stude nable t dard ted disability.
Student demonstrates E oficiency sified as English-Only (EO) with the same or similar disability.
Student shows progress toward meeting previous linguistically appropriate goals and objectives commensurate with his/her ability
(i.e., als and objectives).
IEP goals and objectives reflect th lopment needs of the student, and specific English Language Develop strategies and supports are no longer beneficial or appropriate in meeting these goals.
Comments:
se mark criteria supported by attached documentation.)
ool for at least five years.
n M o
nt is u
EP reflects s general e
the student participates in an Alternate District Curriculumtion curriculum.
o meet stan reclassification criteria due to documen
______________________________________Regional Special Education Support Unit Administrator: __________ Approved original form and supporting documents must be forwarded to the School Information Branch, at 333 S. Beaudry Ave, 21st Floor.
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