Reclassification of English Learners Special Education Students

1. Reclassification of English LearnersSpecial Education Students Presented by Barbara M Ladny Kari Taketa

2. 5 Steps of Reclassification • District CELDT Coordinator compiles lists of students who have not met reclassification criteria.(sorted by school site) • IEP team meets to discuss. EL facilitator should be present. • IEP team completes “Worksheet” at the meeting. • If the team agrees to reclassify, follow district procedures for completing the Reclassification process. • If it is determined that student will be reclassified, case manager and parent are notified and subsequent IEPs reflect “RFEP” (Reclassified Fluent English Proficient).

3. For reclassification: • English overall proficiency must be in early advanced or higher on either CELDT or VCCALPS. • Listening, Speaking, Reading and Writing must be intermediate or higher. If not, the IEP Team can utilize the Worksheet for IEP Team Recommendation for Reclassification of Special Education English Learners to Fluent English Proficient.

4. Worksheet

5. Worksheet • Case manager should have the following student data available in order to fill out worksheet: • Basic data • Language Proficiency Assessments • Teacher evaluation of academic performance. • State testing scores

6. Basic Data • Grade first entered school • Years in the United States • Current Program Model (Structured English Immersion, English Language Mainstream, Alternative Educational Program- also indicated on the ELD page)

7. Basic Data

8. 1. English Language Proficiency Assessments(current and previous year) • Assessment name- may be CELDT or VCCALPS • Year taken • Scores If minimum criteria has been met, check “yes” and proceed to Section 2.

9. If Student Does not Meet Language Proficiency Level Criteria • Team can review/consider other data if in upper end of intermediate or • Consider the impact of the disability on the scores • If either of these apply, check “yes”, and proceed to Section 2, if “no”, stop the process.

10. English Language Proficiency Assessments

11. 2. Teacher’s Evaluation of Academic Performance • Note basis of evaluation • If student met performance indicators, check “yes” and proceed to Section 3 • If student has not met the performance indicators, team needs to consider if deficit is due to disability- if so, check “yes and Proceed to Section 3. If “no” stop the process.

12. Teacher’s Evaluation of Student Academic Performance

13. 3. Comparison of Performance • Indicate which state assessment was taken • Note reading scores • Score must be in basic to mid basic range to have it considered as meeting cut point- if so, check “yes” and proceed to Section 4. • If minimum RLA score is not reached, consider the three questions. If any apply, check “yes” and proceed to Section 4.

14. Comparison of Performance

15. 4. Parent Input and Summary • Check parent participation • Document parent comments, if any

16. Parent Opinion and Consultation

17. Summary Statement • If the team agrees the student should be reclassified, check “yes” • If no or not sure, check “no” and reconsider at a later time • Check with your district regarding how the Reclassification form is used. Find out who the form goes to next, and who is authorized to be the “ELD Representative” to give input on the discussion.