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English Learner AcademyReclassification Criteria for English Language Students2014-2015

Los Angeles Unified School District Parent Community Student Services

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Objectives

Understand reclassification and the new requirements

Review reclassification criteria by grade-levels

How to monitor and support English Learners (EL) and Long Term English Learners (LTELS)

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LAUSD’s Five Goals

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English learners demonstrate proficiency and mastery of of the English language.

English learners have the ability to participate effectively with English-speaking peers in a Mainstream English program.

Reclassification

Bulletin 5619.2

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Initial Language Identification

English Learner

California English Language

Development Test

English Speaker

Initially Fluent English Proficient (IFEP)

Possible English Learner

Home Language

8What requirements must English Learners meet in order to

reclassify?

California English Language Development

Test (CELDT)

Teacher Evaluation

Basic Skills Assessment

Parent Consultation & Approval

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What is the California English Language Development Test

(CELDT)?

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What is the purpose of CELDT?

The CELDT has three purposes:

• To identify students who are limited English proficient

• To determine the level of English language proficiency of students who are limited English proficient.

• To assess the progress of limited English proficient students in acquiring the skills of listening, speaking, reading, and writing in English.

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California English Language Development Test (CELDT)

CELDT Performance Levels:

Level 1 – Beginning

Level 2 – Early Intermediate

Level 3 – Intermediate

Level 4 – Early Advanced

Level 5 – Advanced

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CELDT Student Performance Level Report:

The report displays a bar graph illustrating the student’s overall proficiency levels in each of the skill areas of language (Listening, Speaking, Reading and Writing).

Overall

ListeningSpeaking ReadingWriting

Beginning

Advanced

Early Advanced

Intermediate

Early Intermediate

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What is the Teacher Evaluation?

Elementary

Secondary

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Teachers are to evaluate on the degree to which the student is progressing toward the achievement of grade level standards and English language proficiency standards for EL’s.

What is the purpose of the Teacher

Evaluation?

Elementary Schools (K-5/6) Secondary Schools(6th -12th )

Progress Reports are given quarterly (3 times a year)

4-Advanced3-Proficient2-Partial Proficient1-Not Proficient

Report Cards are given at the end of each semester (2 times a year)

A-Markedly superiorB-SuperiorC-SatisfactoryD-Needs to improveF-Little or no progress

*The 5, 10 and 15 week progress reports do not count toward reclassification.

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What is the Basic Skills Assessment?

DIBELSK-5th Grade

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Scholastics Reading Inventory College & Career (SRI)6th-9th Grade

California High School Exit Exam (CAHSEE)10th-12th Grade

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Basic Skills AssessmentDynamic Indicators of Basic Early Literacy Skills (DIBELS)

Kindergarten – 5th Grade

Scholastic Reading Inventory College & Career (SRI)

6th – 9th Grade

California High School Exit Exam (CAHSEE)

10th – 12th Grade

Kindergarten/1st GradeBenchmark scores on all skills Middle of Year (MOY) orEnd of Year (EOY) Grade

2nd-5th GradeBenchmark scores on all skills assessed for the grade level of the DIBELS Middle of Year (MOY) orEnd of Year (EOY) Grade

Score at a Basic level

6th – 730 to 920 Lexial7th – 770 to 965 Lexial8th – 790 to 1005 Lexial9th – 850 to 1075 Lexial

*Next testing window:May 4th – May 29th

Must score a 350 higher on the Language arts section.

*Students take the test in 10th grade and must have a minimum of 50 credits.

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Parent Approval and Consultation

Parent Notification of Reclassification

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Reclassification CriteriaHandout #2

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What is the Language Appraisal Team (LAT)?

The Language Appraisal Team is a multidisciplinary team charged with the the responsibility of

monitoring and supporting the progress of all English Learners.

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LATFunction

and Purpose

Monitor the Instruction

students receive in the EL

program and after

reclassification

Monitor Progress of EL’s and

RFEP’s

Monitor individual

students and review referrals by teachers or staff members

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and Reclassification • If an EL student in K & 1st Grade meets reclassification criteria LAT

must recommend reclassification.

• If an EL student in grade 2nd -12th meets all reclassification criteria except Report Card scores, the student may be referred to the Language Appraisal Team (LAT) to analyze other student data that demonstrates grade level proficiency and recommend reclassification or the LAT can recommend instructional supports and/or intervention supports.

*The Language Appraisal Team must complete and submit the Reclassification Recommendation Form -BUL-5619.2 to the Multilingual Multicultural Education Department (MMED) for final decision.

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Reclassification Recommendation FormBulletin 5619.2

23Reclassification Criteria

Kindergarten*- 1st Grade

1. CELDT overall score of 4 and scores of 4 or 5 in Listening, Speaking, Reading and Writing OR CELDT overall score of 5 and scores of 3 or higher in Listening, Speaking, Reading and Writing2. Progress Report Card Marks of 3 or 4 in English Language Arts (ELA)3. Benchmark score on all skills assessed of the DIBELS Middle of Year (MOY) or End of Year (EOY)4. Parent consultation and approval

LAT Recommendation Required *TK or 2nd year Kindergarten students only.

24Reclassification Criteria2nd grade – 5th grade

1. CELDT overall score of 4 or 5 and scores of 3 or higher in Listening, Speaking, Reading and Writing 2. Progress Report Card Marks of 3 or 4 in English Language Arts (ELA)3. Benchmark score on all skills assessed for the grade level of the DIBELS MOY or EOY4. Parent consultation and approval

LAT Recommendation if applicable

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6th grade – 9th grade

1. CELDT overall score of 4 or 5 and scores of 3 or higher in Listening, Speaking, Reading and Writing 2. Grade of C or better in a grade-level English or LTEL class (9th grade A-G credit only)3. Basic score on the Scholastic Reading Inventory College & Career4. Parent consultation and approval

LAT Recommendation if applicable

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Reclassification Criteria10th grade – 12th grade

1. CELDT overall score of 4 or 5 and scores of 3 or higher in Listening, Speaking, Reading and Writing

2. Grade of C or better in an English or LTEL class (A-G credit only)

3. Passing score on CAHSEE-English Language Arts

4. Parent consultation and approval

LAT Recommendation if applicable

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How does the school monitor reclassified students?

Notification of Annual Progress of RFEPS *2 years

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Long Term English Learner (LTEL)

LAUSD defines Long Term English Learners as students who have been English Learners for five or more years and have not reclassified.

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LAUSD Total Student Enrollment

74%

26%

Out of these 565,086 students

EO, IFEP, RFEP English Learners

145,840

419,246

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English Learners

28% 40,519

72% 105,321

Long Term English Learners (LTELs) 5 or More Years

ELs Less than 5 Years

Out of these 145,840 students

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English Learner Enrollment

Elementary ELs Middle School ELs High School ELs

106,707

17,183 21,950

73%

12% 15%

Out of these 145,840 students

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Long Term English Learner Courses

1. Literacy and Language for English Learners

2. Advanced ELD

These classes are in addition to the grade level English class and are designed to provide the support students need to reclassify

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Monitoring and Support for Long Term English Learners (LTELs)

• LTELs are monitored and supported by the Long Term English Learner designee.

• The progress of LTELs toward reclassification continues to be monitored through:

• test scores

• school work

• teacher assessments

• LTEL designee will communicate with parents at least twice a year.

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Monitoring and Support for Long Term English Learners (LTELs)

• Additional support for these students will be recommended by the Language Appraisal Team (LAT) as needed.

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English Learners with Special Needs

Yes! English learners with Individual Education Plans (IEP) reclassify. “An IEP team meeting should be scheduled and convened for the purpose of discussing reclassification,” once a member of the IEP team believes that the student meets all the criteria.

“A staff member with specific knowledge and expertise in English Language Learner curriculum, instruction, and assessment should participate in the IEP”.

Bulletin 5619.2

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Reclassification Considerations ELs with Disabilities (BUL-5619.2, pp. 10-12)

Reclassification Measures

Annual CELDT or Alternate Assessment

Teacher Evaluation

BasicSkills

Assessment

Parent Notification & Approval

District Criteria

Overall score of 4 or 5

with each subtest score at least a 3

Grade of 3 or C (or better)

Reading/ELA or B-requirement

English/ELD

Score of Basic or better on District’s

basic skills assessment

or passing score on CAHSEE ELA

Parent notification

and approvalrequired

Considerations for EL

SWDs

BUL-5619.2Attachment J

Use for recommending an

EL SWD for reclassification if

taking CELDT with modifications or if

taking COM/Alternate Assessment.Refer to BUL-

3778.0 for students to be

assessed with COM.

BUL-5619.2Attachment B

Use to recommend an EL SWD for

reclassification who has not met Teacher Evaluation criterion. To be discussed in IEP meeting first,

then LAT with parent/guardian

present.

Students who are Deaf or Hard of

Hearing:Do not use DIBELS

Next or SRI; teacher will administer MAP

through DHH Program.

Assessments other than DIBELS/SRI can be considered for all EL SWDs who may need to meet this

criterion alternately. Use Attachment J.

IEP meeting may need to be held prior

to recommending an EL SWD

for reclassification. Confer with

IEP Case Manager.

BUL-5619.2: Reclassification of English LearnersBUL-3778.0: Policies and Procedures for Identifying Students with Disabilities as Low-Verbal/Non-Verbal and as Potential ELs

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Benefits of Reclassification

Students who reclassify are more likely to:

• have opportunities to enroll in A-G courses and college preparatory electives

• graduate on time and are college and career ready

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How is your child doing?Handout #3

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Thank you for your participation!