Reclassification of English Learners, ROUTING … PDF 2006 2007... · procedures used in the reclassification of English learners in grades ... When an English learner receives an

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).



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.



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



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.



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.

5. Student shows progress toward meeting previous linguistically appropriate

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.



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.



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



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



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

(6) (7) (8) (9) (10) (-------CELDT SCORES-------- CST

3 3 3 4 4 2222 Kim,S 2 5 1-03 4 4 4 3 B 3333 Taj,M 3 5 1-03 5 5 4 4 P 3 3 3 4 3



A

e

ACHMENT DATTlternate Reclass fication Form i

Pag of

Alter R s on for English Learners with bnate eclas ificati Disa ilities t _ _ __ ____ Sch l: ___ ___________ ____ ____ ____

____ _ __ ____ _ Stu t ID# ____ ____ __ D ____ __

Studen Name: _ _____ _____________ ___ ___ oo ___ __ ___ ___

Birth Date: ___ _____ ___________ ___ ___ den : _ ___ ___ ate: _____

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

nglish pr comparable to that of peers clas

COM go

ment

e communicative language deve

______ __________________ ____ ________________________________ _________ _________________________________________________

Signa s:ture Title: Date:

_____ ______ __ ____ ____________________

______________ _________________________Special Education Teacher/Specialist: _________________

_____ ________________ __ ecialist: ________________

_____ _______________ ___ ______________________

______________________________________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.

___ __

__

______

______

_____ ___________________Principal/Assistant: _______

___ _______ ____________Authorized (B/CLAD) Teacher/Sp

___ _______ ____________________Parent/Guardian: ______

_

LOS ANÔELESI MIAŒYAL DPROŒAKAN ÍRÔAN Dasakargman Haytararu†yun

__________________________________ Dproœ

Aßakert: ___________________________________ Dasaran ________ ˇvakan ________ID # ________________________________________ Senyak

Jer erexan bavararel é het√yal qaπanißnerå dasakargman hamar sahmanaπak Anglerenihmtu†yuniœ (LEP) sahun Anglereni hmtu†yan (RFEP) viçakin, hamajayn nahangi √ us: ßr∆aniøren˚neri.

1: Angleren Lezvi Hmtu†yan Gnahatum: Jer erexan staœel é het√yal miavornerå amenaver∆in tarekan Kaliforniayi Angleren Lezvi Zargaœman nnu†yuniœ (CELDT).

CELDT Åndhanur Makardak ________ (5-iœ)Lsel-Xosel ________Ån†erœanu†yun ________Gravor ________

2: Usuœqi Gnahatum: Lezvi gnahatman xumbå gtnum é, or na patrast é ha∆o¬u†yamb masnakœelu Anglereni himnakan cragrin, orå himnvac é amenaver∆in te¬ekatvakan ˚arti gnahatakanneri vra het√yal cragrayin a®arkanerum:

Anglereni Ån†erœanu†yun ________Anglereni Gravor ________Anglereni Lsum ________Anglereni Xosum ________

3: Himnakan Dasarani Hmtu†yan Katarum: Jer erexan bavararel é us: ßr∆ani gnahatakanneri himnakan ketå yura˚anqyur ere˚ ha∆ordakan, 6-iœ 8 ßaba†va himnakan Anglereni gnahatumnerå.

LAT Naxagahi Storagru†yun ______________________ LAT Veranayman ˇvakan _________

Direktori Storagru†yun ________________________________________ ˇvakan _____________

4: Cno¬i Canuœum √ Xorhrdakœu†yun: Orpes cno¬/xnamakal, du˚ une˚ ørinakan iravun˚, masnakœelu dasakargman ån†aœ˚in.

(Xndrvum é nßel hamapatasxan te¬å, storagrel √ veradarajnel ays ambo¬∆ é∆å dproœ).

( ) Es haskanum em, or im erexan bavararel é verå nßvac cragri veranßanakman qaπanißnerå √ œaci im storagru†yunå œuyœ é talis im hastatumå, πoxoxelu im erexayi iraviçakå Anglereniœ Sahun karo¬u†yan hamar.

( ) Es kœankanayi unenal Ωo¬ov, ˚nnarkelu ays te¬eku†yunå.

Cno¬i/Xnamatari Storagru†yun _________________________________ ˇvakan _____________

Grades 1-2 English Reclassification Letter (Revised 9/06)

8018-Translated by the LAUSD,Translations Unit (Armenian)

LOS ANÔELESI MIAŒYAL DPROŒAKAN ÍRÔAN Dasakargman Haytararu†yun

__________________________________ Dproœ

Aßakert: ___________________________________ Dasaran ________ ˇvakan ________ID # ________________________________________ Senyak

Jer erexan bavararel é het√yal qaπanißnerå dasakargman hamar sahmanaπak Anglerenihmtu†yuniœ (LEP) sahun Anglereni hmtu†yan (RFEP) viçakin, hamajayn nahangi √ us: ßr∆aniøren˚neri.

1: Angleren Lezvi Hmtu†yan Gnahatum: Jer erexan staœel é het√yal miavornerå amenaver∆in tarekan Kaliforniayi Angleren Lezvi Zargaœman nnu†yuniœ (CELDT).

CELDT Åndhanur Makardak ________ (5-iœ)Lsel-Xosel ________Ån†erœanu†yun ________Gravor ________

2: Usuœqi Gnahatum: Lezvi gnahatman xumbå gtnum é, or na patrast é ha∆o¬u†yamb masnakœelu anglereni himnakan cragrin, orå himnvac é amenaver∆in te¬ekatvakan ˚arti gnahatakanneri vra het√yal cragrayin a®arkanerum:

Anglereni Ån†erœanu†yun ________Anglereni Gravor ________Anglereni Lsum ________Anglereni Xosum ________

3: Himnakan Dasarani Hmtu†yun Katarum: Jer erexan hava˚el é________________katarman makardaki hamar, amenaver∆in Kaliforniayi Standart Anglereni nnu†yuniœ.

Direktori Storagru†yun ______________________________________ ˇvakan _______________

4: Cno¬i Canuœum √ Xorhrdakœu†yun: Orpes cno¬/xnamakal, du˚ une˚ ørinakan iravun˚, masnakœelu dasakargman ån†aœ˚in.

(Xndrvum é nßel hamapatasxan te¬å, storagrel √ veradarajnel ays ambo¬∆ é∆å dproœ).

( ) Es haskanum em, or im erexas bavararel é verå nßvac cragri veranßanakman qaπanißnerå √ œaci im storagru†yunå œuyœ é talis im hastatumå, πoxoxelu im erexayi iraviçakå Anglereniœ Sahun karo¬u†yan hamar.

( ) Es kœankanayi unenal Ωo¬ov, ˚nnarkelu ays te¬eku†yunå.

Cno¬i/Xnamatari Storagru†yun _________________________________ ˇvakan _____________

Grades 3-5 English Reclassification Letter (Revised 9/06)

8020-Translated by the LAUSD,Translations Unit (Armenian)

8018ml Chinese, Translated by the LAUSD Translations Unit

洛杉矶联合学区重新鉴定英语流利等级通知

Notification of Reclassification 学校名称：___________________________________

学生 ______________________________________ 年级： ___________ 日期：__________________ 身份号码ID# _______________________________ 教室：___________ 你的孩子符合下列多项准则，根据加州及学区指导准则从英语不流利者（LEP）等级重新鉴定为英语流利者（RFEP）的等级。 1. 英语熟练鉴定：你的孩子在最近的每年《加州英语发展》考试（CELDT）中的得分如下：总体CELDT表现水平： ______ （满分 5）听与说能力： ______ 阅读： ______ 作文： ______ 2．老师评鉴：《语言评估小组》(LAT) 按最近的成绩单上以下各科成绩审定他／她已有充分准备可成功地进入主流英语课程：英语阅读:________ 英语写作:________ 英语聆听:________ 英语说话:________ 3. 基本的年级水平能力表现：你孩子在每6 – 8周的标准英语语文评鉴中已达到学区的基准数据目标。 LAT主席签名：___________________________________________ LAT复审日期：____________ 校长签名_________________________________________________ 日期______________________ 4. 家长通知与咨询：家长/监护人在法律上有权参加重新鉴定的程序。（请在适当的项目勾选，并签名后将整页交回学校）（）我明白我的孩子符合上述重新鉴定的准则，我在以下签名认知我的孩子变更为英语流利者的等级。（）我希望召开会议来讨论这项资料。家长/监护人签名：_____________________________________________ 日期：_________________

Grade 1-2 English Reclassification Letter ( Revised 9/06)

8020ml Chinese, Translated by the LAUSD Translations Unit

洛杉矶联合学区重新鉴定英语流利等级通知

Notification of Reclassification 学校名称：___________________________________

学生 ______________________________________ 年级： ___________ 日期：__________________ 身份号码ID# _______________________________ 教室：___________ 你的孩子符合下列多项准则，根据加州及学区指导准则从英语不流利者（LEP）等级重新鉴定为英语流利者（RFEP）的等级。 1. 英语熟练鉴定：你的孩子在最近的每年《加州英语发展》考试（CELDT）中的得分如下：总体CELDT表现水平： ______ （满分 5）听与说能力： ______ 阅读： ______ 作文： ______ 2．老师评鉴：《语言评估小组》(LAT) 按最近的成绩单上以下各科成绩审定他／她已有充分准备可成功地进入主流英语课程：英语阅读:________ 英语写作:________ 英语聆听:________ 英语说话:________ 3. 基本的年级水平能力表现：你孩子在最近加州标准英语语文评鉴中的得分达到______________ 的成绩水平。校长签名：___________________________________________ 日期：______________________ 4. 家长通知与咨询：家长/监护人在法律上有权参加重新鉴定的程序。（请在适当的项目勾选，并签名后将整页交回学校）（）我明白我的孩子符合上述重新鉴定的准则，我在以下签名认知我的孩子变更为英语流利者的等级。（）我希望召开会议来讨论这项资料。家长/监护人签名：_____________________________________________ 日期：_________________

Grade 3-5 English Reclassification Letter ( Revised 9/06)

8018 ym – Translated by the LAUSD Translations Unit (Korean)

로스앤젤레스 통합교육구

재배정 통지서(Noti fication of Reclassi fication)

__________________________________ 학교

학생 성명:___________________________________ 학년:_______________ 날짜:_________________

ID #:______________________________________ 반 번호:_______________

주정부 및 교육구 지침사항에 의거하여, 자녀는 다음의 복수 재배정 기준에 도달했음으로, 영어 미숙

학생(LEP)으로부터 영어 능숙 학생(RFEP)으로 재분류되었습니다.

1. 영어 능숙도 평가시험: 자녀는 최근에 실시한 연례 캘리포니아 영어 언어 발달 시험에서(California English Development Test-CELDT) 다음의 점수를 받았습니다:

종합 CELDT 등급 :___________ (5점 만점)

듣기-말하기 :___________

읽기 :___________

쓰기 :___________

2. 교사 평가: 다음 학과목의 최근 성적표에 의거하여, 언어 감정 팀(The Language Appraisal Team)은 자녀가 주류 영어 프로그램을 성공적으로 참여할 준비가 되었다고 판단합니다:

영어 읽기: :___________

영어 쓰기: :___________

영어 듣기: :___________

영어 말하기: :___________

3. 학년별 기초 수행력: 자녀는 3번 연속적으로 6-8주 학습기준에 준한 영어 언어 평가에서 교육구

기준을 달성했습니다.

LAT 책임자 서명:___________________________________ LAT 심의 날짜:______________

교장 서명:____________________________________________________ 날짜:______________

4. 학부모 통지 및 자문: 학부모/보호자는 재배정 절차에 참여할 수 있는 법적 권리를 가지고 있습니다.

(해당되는 곳에 표시하시고 서명한 다음, 본 페이지 전체를 학교로 보내주십시오.)

( ) 본인은 자녀가 위에 설명된 재배정 기준을 달성했고, 아래에 서명함으로써 자녀가 영어 능숙

학생으로 재배정됨을 이해합니다.

( ) 본인은 본 정보에 관해 컨퍼런스를 하고 싶습니다.

학부모/보호자 서명:______________________________________________ 날짜:______________

1-2학년 영어 재배정 서신(9/06 수정)

Grade 1-2 English Reclassification Letter (Revised 9/06)

8020 ym – Translated by the LAUSD Translations Unit (Korean)

로스앤젤레스 통합교육구

재배정 통지서(Noti fication of Reclassi fication)

__________________________________ 학교

학생 성명:___________________________________ 학년:_______________ 날짜:_________________

ID #:______________________________________ 반 번호:_______________

주정부 및 교육구 지침사항에 의거하여, 자녀는 다음의 복수 재배정 기준에 도달했음으로, 영어 미숙

학생(LEP)으로부터 영어 능숙 학생(RFEP)으로 재분류되었습니다.

1. 영어 능숙도 평가시험: 자녀는 최근에 실시한 연례 캘리포니아 영어 언어 발달 시험에서(California English Development Test-CELDT) 다음의 점수를 받았습니다:

종합 CELDT 등급 :___________ (5점 만점)

듣기-말하기 :___________

읽기 :___________

쓰기 :___________

2. 교사 평가: 다음 학과목의 최근 성적표에 의거하여, 언어 감정 팀(The Language Appraisal Team)은 자녀가 주류 영어 프로그램을 성공적으로 참여할 준비가 되었다고 판단합니다:

영어 읽기: :___________

영어 쓰기: :___________

영어 듣기: :___________

영어 말하기: :___________

3. 학년별 기초 수행력: 자녀는 3번 연속적으로 6-8주 학습기준에 준한 영어 언어 평가에서

____________ 수행력 점수를 받았습니다.

교장 서명:____________________________________________________ 날짜:______________

4. 학부모 통지 및 자문: 학부모/보호자는 재배정 절차에 참여할 수 있는 법적 권리를 가지고 있습니다.

(해당되는 곳에 표시하시고 서명한 다음, 본 페이지 전체를 학교로 보내주십시오.)

( ) 본인은 자녀가 위에 설명된 재배정 기준을 달성했고, 아래에 서명함으로써 자녀가 영어 능숙

학생으로 재배정됨을 이해합니다.

( ) 본인은 본 정보에 관해 컨퍼런스를 하고 싶습니다.

학부모/보호자 서명:______________________________________________ 날짜:______________

3-5학년 영어 재배정 서신(9/06 수정)


8018/st Translated by the LAUSD Translations Unit (Russian)

Los Angeles Unified School District Notification of Reclassification

____________________________yfpdfybt irjks

J,(tlby=yysq irjkmysq jrheu u. Kjc Fyl;tktcf Edtljvktybt hjlbntktq j gthtdjlt irjkmybrf d rfntujhb/ exfob[cz

c [jhjibv pyfybtv fyukbqcrjuj zpsrf

bvz b afvbkbz irjkmybrf%______________________________ rkfcc% ____________lfnf%_________________ extnysq §% ____________________________________________ § rkfccyjq rjvyfns% ___________________ Dfi ht,=yjr eljdktndjhztn nht,jdfybzv ghtl(zdkztvsv r ntv> rnj bvttn ghfdj gtht[jlf d rfntujhb/ exfob[cz c [jhjibv pyfybtv fyukbqcrjuj zpsrf (RFEP)> d cjjndtncndbb c yjhvfnbdfvb infnf b irjkmyjuj jrheuf. 1. Jwtyrf ehjdyz pyfybq gj fyukbqcrjve zpsre% dfi ht,=yjr gjkexbk cktle/obt jnvtnrb yf gjcktlytv ujljdjv ntcnt ehjdyz hfpdbnbz fyukbqcrjuj zpsrf California English Language Development Test (CELDT).

j,obq ehjdtym CELDT % __ !yfbdscifz jwtyrf 5@

ckeifybt-hfpujdjhyfz htxm % __

xntybt % __

gbcmvj % __

2. Pfrk/xtybt ghtgjlfdfntkz% Uheggf cgtwbfkbcnjd gj jwtyrt ehjdyz pyfybz zpsrf> n.y. Language Appraisal Team ghbikf r pfrk/xtyb/> xnj extybr ljcnbu ytj,[jlbvjuj ehjdyz pyfybq gj fyukbqcrjve zpsre b ujnjd r gtht[jle d j,oe/ ghjuhfvve pfyznbq. Lfyyjt pfrk/xtybt jcyjdfyyj yf jnvtnrf[ gj cktle/obv ghtlvtnfv% xntybt yf fyukbqcrjv zp. % __

gbcmvj yf fyukbqcrjv zp. % __

ckeifybt yf fyukbqcrjv zp. % __

hfpujdjhyfz htxm yf fyukbqcrjv zp. % __

3. Ecgtdftvjcnm gj frfltvbxtcrbv ghtlvtnfv yf ehjdyt nht,jdfybq rkfccf% Htpekmnfns ntcnjd gj hfpdbnb/ htxb yf fyukbqcrjv zpsrt yf ghjnz;tybb 6-8 ytltkm gjrfpsdf/n> xnj ecgtdftvjcnm dfituj ht,tyrf gj hfpdbnb/ htxb yf fyukbqcrjv zp. cjjndtncndetn nht,jdfybzv ext,ys[ cnfylfhnjd. _________________________________ ________________________________________ gjlgbcm pfd. LAT cjd. cjcnjzkjcm%lfnf gjlgbcm lbhtrnjhf_________________________________ lfnf _____________________________ 4. Edtljvktybt hjlbntktq% Ds rfr hjlbntkb#jgtreys dghfdt exfcndjdfnm d ghjwtcct gthtdjlf ht,=yrf d dsitegjvzyene/ rfntujhb/. !Gj;fkeqcnf> gjvtnmnt cjjndtncnde/obq geyrn> gjlgbibntcm b dthybnt lfyyjt gbcmvj d irjke.@ ! @ Z gjybvf/> xnj vjq ht,=yjr cjjndtncndetn nht,jdfybzv ehjdyz ecgtdftvjcnb lkz gtht[jlf d rfntujhb/ exfob[cz c [jhjibv pyfybtv fyukbqcrjuj zpsrf. Vjz gjlgbcm zdkztncz gjlndth;ltybtv gthtdjlf ht,=yrf d rfntujhb/ exfob[cz c [jhjibv pyfybtv fyukbqcrjuj zpsrf. ! @ Z ghjie ghjdtcnb cj,hfybt c wtkm/ j,ce;ltybz lfyyjq byajhvfwbb. gjlgbcm lbhtrnjhf_________________________________ lfnf _____________________________


8020/st Translated by the LAUSD Translations Unit (Russian)

Los Angeles Unified School District

Notification of Reclassification _________________________yfpdfybt irjks

J,(tlby=yysq irjkmysq jrheu u. Kjc Fyl;tktcf Edtljvktybt hjlbntktq j gthtdjlt irjkmybrf d rfntujhb/ exfob[cz

c [jhjibv pyfybtv fyukbqcrjuj zpsrf

bvz b afvbkbz irjkmybrf%______________________________ rkfcc% ____________lfnf%_________________ extnysq §% ____________________________________________ § rkfccyjq rjvyfns% ___________________ Dfi ht,=yjr eljdktndjhztn nht,jdfybzv ghtl(zdkztvsv r ntv> rnj bvttn ghfdj gtht[jlf d rfntujhb/ exfob[cz c [jhjibv pyfybtv fyukbqcrjuj zpsrf (RFEP)> d cjjndtncndbb c yjhvfnbdfvb infnf b irjkmyjuj jrheuf. 1. Jwtyrf ehjdyz pyfybq gj fyukbqcrjve zpsre% dfi ht,=yjr gjkexbk cktle/obt jnvtnrb yf gjcktlytv ujljdjv ntcnt ehjdyz hfpdbnbz fyukbqcrjuj zpsrf California English Language Development Test (CELDT). j,obq ehjdtym CELDT % __ !yfbdscifz jwtyrf 5@

ckeifybt-hfpujdjhyfz htxm % __

xntybt % __

gbcmvj % __

2. Pfrk/xtybt ghtgjlfdfntkz% Ghtgjlfdfntkb dfituj ht,tyrf ghbikb r pfrk/xtyb/> xnj jy ujnjd r gtht[jle d j,oe/ ghjuhfvve pfyznbq gj fyukbqcrjve zpsre Mainstream English. Lfyyjt pfrk/xtybt jcyjdfyyj yf jwtyrf[> dscnfdktyys[ gj cktle/obv ghtlvtnfv% xntybt yf fyukbqcrjv zp. % __

gbcmvj yf fyukbqcrjv zp. % __

ckeifybt yf fyukbqcrjv zp. % __

hfpujdjhyfz htxm yf fyukbqcrjv zp. % __

3. Ecgtdftvjcnm gj frfltvbxtcrbv ghtlvtnfv yf ehjdyt nht,jdfybq rkfccf% Dfi ht,tyjr yf,hfk _________ ,fkkjd yf gjcktlytv ntcnt gj hfpdbnb/ htxb yf fyukbqcrjv zpsrt> n.t. California Standards Test in English Arts. ___________________________________ ________________________________ gjlgbcm lbhtrnjhf lfnf 4. Edtljvktybt hjlbntktq% Ds rfr hjlbntkb#jgtreys dghfdt exfcndjdfnm d ghjwtcct gthtdjlf ht,=yrf d dsitegjvzyene/ rfntujhb/. !Gj;fkeqcnf> gjvtnmnt cjjndtncnde/obq geyrn> gjlgbibntcm b dthybnt lfyyjt gbcmvj d irjke.@ ! @ Z gjybvf/> xnj vjq ht,=yjr cjjndtncndetn nht,jdfybzv ehjdyz ecgtdftvjcnb lkz gtht[jlf d rfntujhb/ exfob[cz c [jhjibv pyfybtv fyukbqcrjuj zpsrf. Vjz gjlgbcm zdkztncz gjlndth;ltybtv gthtdjlf ht,=yrf d rfntujhb/ exfob[cz c [jhjibv pyfybtv fyukbqcrjuj zpsrf. ! @ Z ghjie ghjdtcnb cj,hfybt c wtkm/ j,ce;ltybz lfyyjq byajhvfwbb. _________________________________ _____________________________ gjlgbcm hjlbntktq#jgtreyjd lfnf


8018 bc, Translated by The LAUSD Translations Unit (Vietnamese)

KHU HOÏC CHAÙNH LOS ANGELESThoâng Baùo veà Söï Taùi Phaân Loaïi

Tröôøng ________________________________

Hoïc sinh: _________________________________ Lôùp: _____ Ngaøy: __________________Soá ID: _______________________ Phoøng: _____________

Con cuœa quyù vò ñaõ ñaït ñöôïc tieâu chuaån chung sau ñaây cho vieäc taùi phaân loaïi töø tình traïng bieát Anh ngöõcoù giôùi haïn (LEP) qua thoâng thaïo Anh ngöõ (RFEP) theo nhöõng chæ ñaïo cuœa Tieåu Bang vaø Hoïc Khu.

1. Thaåm Ñònh veà Söï Thaønh Thaïo Anh Ngöõ: Con cuœa quyù vò ñaõ nhaän ñöôïc caùc ñieåm sau ñaây trong baøi thi thöôøng nieân Traéc Nghieäm Phaùt Trieån Anh Ngöõ California (CELDT) môùi ñaây nhaát:

Trình ñoä CELDT Toång quaùt: _____ (treân 5 caáp) Nghe-Noùi : _____ Ñoïc : _____ Vieát : _____

2. Ñaùnh Giaù cuœa Giaùo Vieân: UŒy Ban Ñaùnh Giaù Ngoân Ngöõ phaùn ñònh raèng em aáy ñaõ saün saøng ñeå thamdöï moät caùch thaønh coâng trong chöông trình Anh ngöõ doøng chính döïa treân nhöõng ñieåm trong phieáuñieåm môùi nhaát ôœ caùc laõnh vöïc giaùo trình sau ñaây:

Ñoïc Anh Ngöõ : _____Vieát Anh Ngöõ : _____Nghe Anh Ngöõ: _____Noùi Anh Ngöõ : _____

3. Thaønh Tích trong Kyõ Naêng Caên Baœn Trình Ñoä-Lôùp: Con cuœa quyù vò ñaõ ñaït ñieåm chuaån cuœa Hoïc Khutrong ba laàn lieân tieáp caùc giaùm ñònh 6 tôùi 8 tuaàn Anh Vaên döïa-treân-tieâu-chuaån.

Chöõ Kyù cuœa Chuœ Tòch LAT: ___________________________ Ngaøy Xeùt Duyeät LAT ______________

Chöõ Kyù cuœa Hieäu Tröôœng: _____________________________________ Ngaøy _________________

4. Thoâng Baùo vaø Tö Vaán cho Phuï Huynh: Laø phuï huynh/giaùm hoä, quyù vò coù quyeàn hôïp phaùp ñeå tham gia vaøo tieán trình taùi phaân loaïi.

(Xin ñaùnh daáu vaøo oâ thích hôïp, kyù teân vaø göœi traœ toaøn theå trang naày cho tröôøng.)

( ) Toâi hieåu con toâi ñaõ ñaït tieâu chuaån taùi phaân loaïi ñöôïc trình baøy ôœ treân vaø chöõ kyù cuœa toâi döôùi ñaây xaùc ñònh söï thöøa nhaän cuœa toâi veà vieäc thay ñoåi tình traïng cuœa con toâi sang thoâng thaïo Anh ngöõ.

( ) Toâi muoán coù moät buoåi hoïp ñeå thaœo luaän veà thoâng tin naày.

Chöõ kyù cuœa Phuï huynh/Giaùm hoä: ___________________________________ Ngaøy: _______________


8020 bc, Translated by The LAUSD Translations Unit (Vietnamese)

KHU HOÏC CHAÙNH LOS ANGELESThoâng Baùo veà Söï Taùi Phaân Loaïi

Tröôøng ________________________________

Hoïc sinh: ________________________________ Lôùp: __________ Ngaøy: ____________Soá ID : ________________________________ Phoøng: ________

Con cuœa quyù vò ñaõ ñaït ñöôïc tieâu chuaån chung sau ñaây cho vieäc taùi phaân loaïi töø tình traïng bieát Anh ngöõcoù giôùi haïn (LEP) qua thoâng thaïo Anh ngöõ (RFEP) theo nhöõng chæ ñaïo cuœa Tieåu Bang vaø Hoïc Khu.

1. Thaåm Ñònh veà Söï Thaønh Thaïo Anh Ngöõ: Con cuœa quyù vò ñaõ nhaän ñöôïc caùc ñieåm sau ñaây trong baøi thi thöôøng nieân Traéc Nghieäm Phaùt Trieån Anh Ngöõ California (CELDT) môùi ñaây nhaát:

Trình ñoä CELDT Toång quaùt: ___ (treân 5 caáp) Nghe-Noùi : ___ Ñoïc : ___ Vieát : ___

2. Ñaùnh Giaù cuœa Giaùo Vieân: Giaùo vieân cuœa con quyù vò phaùn ñònh raèng em aáy ñaõ saün saøng ñeå tham döïmoät caùch thaønh coâng trong chöông trình Anh ngöõ doøng chính döïa treân caùc ñieåm ghi treân phieáuñieåm gaàn ñaây nhaát ôœ nhöõng laõnh vöïc giaùo trình sau ñaây:

Ñoïc Anh ngöõ: ___ Vieát Anh ngöõ: ___ Nghe Anh ngöõ: ___ Noùi Anh ngöõ: ___

3. Thaønh Tích veà Kyõ Naêng Caên Baœn Trình Ñoä-Lôùp: Con cuœa quyù vò ñaõ ñaït ñieåm _____ ôœ trình ñoä thöïchieän Baøi Traéc Nghieäm môùi ñaây nhaát Caùc Tieâu Chuaån Anh Vaên California.

Chöõ Kyù cuœa Hieäu Tröôœng: _______________________________________ Ngaøy _______________

4. Thoâng Baùo vaø Tö Vaán cho Phuï Huynh: Laø phuï huynh/giaùm hoä, quyù vò coù quyeàn hôïp phaùp ñeå thamgia vaøo tieán trình taùi phaân loaïi.

(Xin ñaùnh daáu vaøo oâ thích hôïp, kyù teân vaø göœi traœ toaøn theå tôø naày cho tröôøng.)

( ) Toâi hieåu con toâi ñaõ ñaït tieâu chuaån taùi phaân loaïi ñöôïc trình baøy ôœ treân vaø chöõ kyù cuœa toâi döôùi ñaâyxaùc ñònh söï thöøa nhaän cuœa toâi veà vieäc thay ñoåi tình traïng cuœa con toâi sang thoâng thaïo Anh ngöõ.

( ) Toâi muoán coù moät buoåi hoïp ñeå thaœo luaän veà thoâng tin naày.

Chöõ kyù cuœa Phuï huynh/Giaùm hoä: ___________________________________ Ngaøy: _______________

Thö Taùi Phaân Loaïi Anh Ngöõ Lôùp 3-5 (Hieäu-ñính 9/06)(Grade 3-5 English Reclassification Letter – Revised 9/06)

Documents

Reclassification of English Learners, ROUTING … PDF 2006 2007... · procedures used in the reclassification of English learners in grades ... When an English learner receives an