Reclassification & Monitoring of Reclassified Students

Reclassification & Monitoring of Reclassified Students
Title III Master Plan Institute Language Acquisition Branch The purpose of this presentation is to discuss Reclassification and the Monitoring of Reclassified Students

What do you know about Reclassification?
Where did you learn this information? What do you know about Reclassification? With a partner - Think-Pair-Share all that you know about Reclassification. Around the Handout 1

What is Reclassification?
Reclassification is the process used to determine if an English learner (EL) has acquired sufficient English language fluency to perform successfully in core academic subjects When ELs have met the reclassification criteria and demonstrate that they are able to compete effectively with English-speaking peers in mainstream classes, they are reclassified to fluent-English proficient (RFEP) Paraphrase information on slide

What is Reclassification?
The reclassification process is based on guidelines approved by the State Board of Education (SBE) LAUSD Follows the reclassification criteria established by the state Establishes policy for schools to follow when reclassifying ELs Paraphrase information on slide

Categorical Program Monitoring (CPM)
As you know, our District is reviewed on a yearly basis for compliance by the State each year using a process called Categorical Program Monitoring (CPM). English Learner item 15 discusses the criteria that districts and schools are expected to follow when reclassifying an English learner – Review (a) thru (d) English Learner Instrument | Revised 4/1/2010 | California Department of Education

2009-10 Notification of Findings
EL 7: Reclassification – Noncompliant “The district’s regular objective reclassification criteria must be considered for students with exceptionally severe disabilities…” “Additionally, a review of student records, documents, and interviews with site staff revealed that School X does not have a mechanism to provide systematic intervention for RFEP students who fail to make academic progress.” In the CPM process took place in Local Districts 1 and 5. The State found areas of concern and noncompliance with the reclassification criteria in place for students with exceptionally severe disabilities, and our mechanisms in place “to provide systematic intervention for RFEP students who fail to make academic progress.” Throughout our presentation, we will look at mechanisms to ensure that your school is compliant in these areas.

Spring 2010 Language Census
As we review data recently issued on our District’s demographics, we see that: English Learners constitute 31% of the District’s K-12 population [Review and Read from Slide] One-in-three (31%) students in LAUSD were classified as English Learner One-in-four (25%) students were former English Learners who had reclassified (RFEP students)

LAUSD’s Action Plan Focused on Five Specific Areas:
High Academic Achievement Graduation Rates Counseling Parent Community Involvement Safe and Orderly Schools On June 9, 2008, Superintendant Cortines set forth an Action Plan that was focused on five Specific Areas: High Academic Achievement Graduation Rates Counseling Parent Community Involvement Safe and Orderly Schools Each containing specific strategies with benchmarks and desired outcomes under each area.

High Academic Achievement
Increase the percentage of ELs reclassified as fluent English speakers by 5% annually Within the area of High Academic Achievement the Superintendant and Local District Superintendants discussed the outcome of increasing the percentage of English learners annually reclassified as Fluent English speakers (RFEP) by 5% annually

Objectives Articulate the criteria used to reclassify ELs
Identify ELs eligible to reclassify and support those not meeting one or more of the reclassification criteria Address the instructional implications for ELs needing to reclassify Explain the system for monitoring Reclassified Fluent-English Proficient (RFEP) students Our objectives today are the following [read from slide]

LAUSD – Graduation Rates
RFEP % EL % LAUSD % Source: Program Evaluation and Research Branch, February 2009 In the Master Plan Evaluation Report for English Learner Programs conducted by the office of Research and Planning found that for the school year, reclassified students (former English learners) had the highest graduation rate under the State formula. Why are RFEPs graduating at a higher rate than ELs? Think – Pair – Share and add your thoughts to your circle map (Handout 1). Why are RFEPs graduating at a higher rate than ELs? Think – Pair – Share Add your thoughts to your circle map

Articulate the criteria used to reclassify ELs
Objective 1 Articulate the criteria used to reclassify ELs

LAUSD’s Reclassification Policy
Handout 2 Handout 3 Reference Guide and Reclassification of ELs Elementary and Secondary, outlines the criteria, process and procedures for reclassifying ELs and entering information into the School’s Student Information System (SIS).

Reclassification of ELs
LAUSD policy: Outlines criteria for reclassification Lists various SIS reports that can assist with the reclassification process Describes the procedures for entering relevant information in SIS Includes parent notification of reclassification in other languages Let me draw your attention to some Key highlights of REF Guides and

Reclassification Criteria Charts
Grades 1-2; Grades 3-5/6; Grades 6-12 School districts are to develop student reclassification policy and procedures based on the four criteria set forth in Education Code Section 313(d).

Guidelines for Reclassification
Under the State’s reclassification criteria established in , ELs must test: Proficient in English on the CELDT – Overall 4 or 5 and scores of 3 or higher in each skill area Score Basic or higher on the California Standards Test (CST) in English Language Arts (ELA) They must also: Attain ELA report card marks of 3 or 4 in the elementary grades, or “C” or higher in English or ESL 3/4 in the secondary grades Parent consultation and notification As you can see LAUSD has ensured that our criteria looks at multiple measures to identify students eligible for reclassification They are [4 gray bullets]

Criteria Chart for Grades 1 & 2
Grade 1: Overall score of 4 or 5; scores of 3 or above in L & S Grade 2: overall score of 4 or 5; scores of 3 or above in L, S, R, & W Assessment of English Language Proficiency Annual CELDT Scores Language Appraisal Team Teacher Evaluation Elementary Progress Report Score of 3 or 4 in ELA Performance in Basic Grade-Level Skills Grade-Level Benchmarks CELDT LAT may determine if an EL will be successful in a MEP based on Elementary Progress Report marks of 3 or 4 in ELA Performance in Basic Grade- Level Skills Scores for 1ST grade students must be from Units while the 2ND grade scores may be from Units A combination of required and optional periodic assessments can be used to meet reclassification requirements. Along with Parent Consultation and Notification Met benchmark goals on three consecutive ELA Periodic Assessments Parent Consultation and Notification

Open Court: ELA Periodic Three Consecutive Assessments (Grades 1 & 2)
Grade 1: Met benchmark on Weeks 12, 18, 24, 30 or 36 Grades 2: Met benchmark from Units 1 – 5 For 1st and 2nd grade Benchmark scores on 3 consecutive PA must be met and verified

Reclassification Criteria Chart Grades 3 – 5/6
Overall score of 4 or 5; scores of 3 or above in L, S, R, & W Assessment of English Language Proficiency Annual CELDT Scores Teacher or Language Appraisal Team Teacher Evaluation Elementary Progress Report Score of 3 or 4 in ELA Progress Report Performance in Basic Grade-Level Skills California Standards Test Results CELDT Teacher or LAT may determine if an EL will be successful in a MEP based on Elementary Progress Report marks of 3 or 4 in ELA Performance in Basic Grade- Level Skills in CST ELA Last but not least, parent consultation and Notification CST ELA at Basic, Proficient or Advanced level Parent Consultation and Notification

English Proficiency: CELDT
Grade 1: Overall score of 4 or 5; scores of 3 or above in L & S Grade 2-5/6: Overall score of 4 or 5; scores of 3 or above in L, S, R, & W Sample of a CELDT answer book Overall Listening Speaking Reading Writing

CST - ELA Grades 3*-12 Advanced 5 Proficient 4 Basic 3
Sample CST for grades 3-12 grade

Elementary Progress Report
Scores of 3 or 4 in ELA - Reading Writing Listening Speaking Sample of Progress Report

Reclassification Criteria Chart Grades 6 -12
Overall score of 4 or 5; scores of 3 or above in L, S, R, & W Assessment of English Language Proficiency Annual CELDT Scores Teacher Evaluation Elementary Progress Report Score of A, B or C in English or ESL 3/4 Performance in Basic Grade-Level Skills California Standards Test Results CELDT Teacher or LAT may determine if an EL will be successful in a MEP based on Elementary Progress Report marks of 3 or 4 in ELA Performance in Basic Grade- Level Skills in CST ELA Last but not least, parent consultation and Notification CST ELA at Basic, Proficient or Advanced level Parent Consultation and Notification

Secondary Progress Report
Scores of A, B or C in an English class or ESL3/4 Sample of Progress Report

Reclassification Letter for Elementary and Secondary Students
Parent Notification & Consultation 7/28/2010 Notification of Reclassification Letter for Elementary and Secondary Students Sample letter of notification to parents R Cardona Maria Garcia

Grade 1 LAT Chairperson’s Signature Date Principal’s Signature
Elementary Screen 14 Option 26 Secondary ID27 <F3> LAT Chairperson’s Signature Date Principal’s Signature L. Gomez Date 7/28/2010 Z. Miller 7/28/2010 Inform parents that their child is Reclassified and file one letter in a binder and a second copy in the child’s CUM folder Parent Inform Date ELEM Screen 5, Field 322 SEC ID01 Field 382

State CPM Review When your school is reviewed by the State, you will be expected to show these signed letters as documentation Remember to remove the LAU sticker from each student’s CUM envelope, to write RFEP and date

“Reasonable Attempts” with Letters
7/27/ st Notice 8/3/ nd Notice 8/10/ rd Notice 9:30 8/12 RC

Informing Parents Once the letter is generated:
The language classification will change from LEP to RFEP You have a limited number of days to reprint the letter (make copies) Send notice to parents Place the signed letter in the student’s Master Plan blue folder, and place a copy in your “RFEP Letters” Binder Once a student is eligible, parents must be notified Note: If the student's Online Progress Report scores or CST scores drop below the standard, a letter will not reprint

Reclassification Label
A reclassification label must be printed from SIS and affixed to the student’s cumulative record Affix label to appropriate section of the CUM Elementary SIS – Screen 15, Option 14 LOS ANGELES UNIFIED SCHOOL DISTRICT RECLASS SCHOOL: Excel MS NAME: PINEDA, AMANDA DIST ID: Fxxx GRADE: 7 LST/SPK: READ : 4 HLS: Spanish OVERALL: 4 WRITE : 5 TEST DATE : 07/19/05 LANG CLASSIF: RFEP RECLASS DATE: 01/06 Secondary SIS – ID 28

Elementary CUM English Proficiency Test Label
Initial English Language Test CELDT (2001 and later) Pre-LAS English (prior to 2001) Primary Language Proficiency Test Blue label produced by School Information Branch (Eva Garcia) Pre-LAS Español (Pre-K/K) LAS LINKS Español (1-12)

Secondary CUM Initial Eng. Test Label L1 Test Label RFEP Label

Discuss with your partner(s) the
Let’s Review Objective #1 Receive Discuss with your partner(s) the criteria used to to reclassify English learners (ELs) Clarify Review Question

Objective 2 Identify ELs eligible to reclassify and support those not meeting one or more of the reclassification criteria

Elementary Online Tools
Master Plan Roster EL Monitoring Roster Potential Reclass Roster Reclassification Letter RFEP Monitoring Roster RFEP Monitoring Letter Annual Monitoring Letter EL Labels Reclass Labels Updating Portfolios OCR Marks – 1st Grade OCR Marks – 2nd Grade Alerts, Elementary EL Reports CELDT Reports CST Reports Attendance Reclassification

Secondary Online Tools
Master Plan Roster EL Monitoring Roster Reclassification Reports Reclassification Letter RFEP Monitoring Roster RFEP Monitoring Letter Annual Monitoring Letter ESL Labels Reclass Labels Updating Portfolios Alerts, Secondary EL Reports CELDT Reports CST Reports Attendance Reclassification

Tools to Identify Eligible ELs
Elementary Potential Reclassification Eligibility Roster This option provides a roster of ELs at ELD level 3 or above who are potentially eligible for reclassification based on: Annual CELDT CST ELA ELA Progress Report Secondary Reclassification Eligibility Roster This extract provides a roster of selected students who meet the criteria for reclassification: Annual CELDT Academic Marks CST ELA What tools are used to identify eligible ELs? Note: A student may reclassify at any time as long as he/she met reclassification criteria. Events that trigger reclassification: Release of annual CELDT results Release of CST results Reporting Period Screen 14, Option 25 ID 27 <F1> <F2>

Reading an Elementary Roster
4 – 4 – 4 – 3 - 3 P 2 – 3 – 3 – CELDT Levels 4-5 Overall 3-4-5 Sub-skills CST ELA Basic, Proficient or Advanced ELA/Math Grades 3s or 4s Elementary - Screen 14, Option 25

2nd Grade Potential Reclass Roster
Are any of these students eligible for reclassification? What other document do we need to review?

Open Court: ELA Periodic Three Consecutive Assessments (Grades 1 & 2)
Grade 1: Met benchmark on Weeks 12, 18, 24, 30 or 36 Grades 2: Met benchmark from Units 1 – 5 For 1st and 2nd grade Benchmark scores on 3 consecutive PA must be met and verified

4 – 4 – 4 – 3 - 3 P 2 – 3 – 3 – CELDT Levels 4-5 Overall 3-4-5 Sub-skills CST ELA Basic, Proficient or Advanced ELA/Math Grades 3s or 4s Elementary - Screen 14, Option 25

Reading a Secondary Reclass Eligibility Roster

Reviewing an Elementary Roster
Handout 4 4 – 5 – 5 – 3 - 2 P 2 – 2 – 3 – CELDT Levels 4-5 Overall 3-4-5 Sub-skills CST ELA Basic, Proficient or Advanced ELA/Math Grades 3s or 4s Elementary - Screen 14, Option 25

Instructional Implications
Are students eligible to reclassify? Handout 5 Student Eligible Instructional Implications (CELDT, CST, Grades) Castro Yes No Flores Flores-Sanchez Now let’s look complete activity #2: Specifically looking to see if students are eleigible to reclassify? Work with a partner using this table. You are going to look at ELs (A, B, C, & D) using a sample Potential Reclassification Eligibility Roster, you will jot down, their CELDT scores, CST ELA scores, and their ELA grades. Answer the last column? Be prepared to share why and what you’ll so they meet the reclassification criteria.

Let’s Review Objective #2
Receive Discuss with your partner the implications in reviewing the Potential Reclassification Roster and the EL monitoring Roster Clarify Review Question

Address the instructional implications for ELs needing to reclassify
Objective 3 Address the instructional implications for ELs needing to reclassify

Handout 4 4 – 5 – 5 – 3 - 2 P 2 – 2 – 3 – CELDT Levels 4-5 Overall 3-4-5 Sub-skills CST ELA Basic, Proficient or Advanced ELA/Math Grades 3s or 4s Elementary - Screen 14, Option 25

Who is Eligible to Reclassify? Handout 5 Student Eligible Instructional Implications (CELDT, CST, Grades) Castro Yes No CELDT – Writing (2) Grades – Reading (2) and Writing (2) Flores Flores-Sanchez Now let’s look complete activity #2: Specifically looking to see if students are eleigible to reclassify? Work with a partner using this table. You are going to look at ELs (A, B, C, & D) using a sample Potential Reclassification Eligibility Roster, you will jot down, their CELDT scores, CST ELA scores, and their ELA grades. Answer the last column? Be prepared to share why and what you’ll so they meet the rclassification criteria.

CELDT Supports for Students and Teachers
› Testing & Accountability › Testing › CELDT › Resources › Released Test Questions

Writing Sentences _________________ _________________
Write a sentence that describes what is happening in each picture. Be sure to tell who or what is in the picture and describe in detail what is happening write only one complete sentence for each picture. Make your handwriting clear and neat. _________________ _________________

Who is Eligible to Reclassify? Handout 5 Student Eligible Instructional Implications (CELDT, CST, Grades) Castro Yes No CELDT – Writing (2) Grades – Reading (2) and Writing (2) Flores Grades – Math (2) Flores-Sanchez Now let’s look complete activity #2: Specifically looking to see if students are eleigible to reclassify? Work with a partner using this table. You are going to look at ELs (A, B, C, & D) using a sample Potential Reclassification Eligibility Roster, you will jot down, their CELDT scores, CST ELA scores, and their ELA grades. Answer the last column? Be prepared to share why and what you’ll so they meet the rclassification criteria.

Support on Grades Have conversations as leadership teams regarding:
Grading Practices Meetings with teachers and reviewing student work › Curriculum & Instruction › Content Standards (K-12) › English Language Arts › Grade Four

Who is Eligible to Reclassify? Handout 5 Student Eligible Instructional Implications (CELDT, CST, Grades) Castro Yes No CELDT – Writing (2) Grades – Reading (2) and Writing (2) Flores Grades – Math (2) Flores-Sanchez Now let’s look complete activity #2: Specifically looking to see if students are eleigible to reclassify? Work with a partner using this table. You are going to look at ELs (A, B, C, & D) using a sample Potential Reclassification Eligibility Roster, you will jot down, their CELDT scores, CST ELA scores, and their ELA grades. Answer the last column? Be prepared to share why and what you’ll so they meet the rclassification criteria.

Support on CST Release Test Questions Scale Scores and Cut Points
Awareness of Sub-strands › Testing & Accountability › Testing › Standardized Testing and Reporting (STAR) › Program Resources › California Standards Test (CST) Release d Questions › Grade 4

Promising Practices for Parents
Elementary Secondary How did my child perform on the CELDT? What scores did he or she receive in Listening, Speaking, Reading and Writing? What grades is my child receiving in English Language Arts (listening, speaking, reading and writing) and in Math? How did my child do on the CST? What portfolio level is my child in? How long have they been at this level? How can I help my child improve in an academic area? How did my child perform on the CELDT? What scores did he or she receive in Listening, Speaking, Reading and Writing? What grade is my child receiving in English or ESL 3/4 and in Math? How did my child do on the CST? What ESL level does the portfolio indicate my child is in? How long have they been at this level? How can I help my child improve in an academic area? Handout 6

Best Practices at Your School Site
What are you doing at your school to support ELs that have not reclassified? Supports for ELs Needing to Reclassify CELDT CST Grades Other

Practices taking place
Let’s Review Objective #3 Receive Discuss the Promising Practices taking place at your school site Clarify Review Question

Explain the system for monitoring RFEP students
Objective 4 Explain the system for monitoring RFEP students

Who is an RFEP? A former EL who met the established criteria for reclassification A student who meets or exceeds State academic standards comparable to that of native English speaking peers

Reclassification Rates by Local District - Spring 2010

Monitoring RFEP Students
HANDOUT 7 HANDOUT 8 EL 7.2 The school monitors for a minimum of two years the progress of pupils reclassified to ensure correct classification, placement, and additional academic support, if needed. Timeline Documentation Maintaining Binders Master Plan Roster Potential Reclassification Eligibility Roster Reclassification Letters gives schools information for monitoring the academic progress of reclassified students for a minimum of two years.

RFEP Monitoring Timeline
Elementary Secondary “Provide a copy of the final annotated RFEP Follow-Up Monitoring Roster to the Local District English Learner Program staff by December.” (REF-1392 pages 2-3) “Provide a copy of the highlighted RFEP Follow-Up Monitoring Roster to the Local District English Learner Program staff by the end of February.” (REF-3590, page 2)

State law (Education Code sections 305, 306, 310, 313, 51101,
District Policy Schools must: Regularly gather and review data to monitor reclassified students’ progress Notify parents of ongoing progress after reclassification for a minimum of two years Provide appropriate and additional education services when needed State law (Education Code sections 305, 306, 310, 313, 51101, , and 62002) and federal law (Title III of the No Child Left Behind Act of 2001)

Elementary RFEP Roster

Secondary RFEP Roster Let’s review a secondary sample

RFEP Monitoring Letter
Elementary Secondary

Parent acknowledges Progress Request Additional Services
Mr. Smith 2/10/2010 Parent may request conference Mr. Bueno

Challenges RFEPs Face Plateau at Basic on CST – must perform at Proficient and Advanced Perception is that once reclassified, the student no longer requires academic supports RFEPs are often overlooked and do not receive differentiated instruction and targeted intervention services

Supporting RFEP Students
Analyzing SIS, MyData and English Learner Subgroup Self-Assessment (ELSSA) data provided to schools at the beginning of the school year Title III EL Initiative SDAIE Access to Core Methodologies

When RFEP students are not meeting grade-level standards, what do we do?
In-Class Accommodations Extended Learning Program (ELP) Local Design Program Other Intervention Services IN-CLASS ACCOMMODATIONS: Modified classroom instruction that meets the student’s diagnosed linguistic or academic need EXTENDED LEARNING PROGRAM (ELP): The school must group students by grade and skill need using SOAR information and provide intervention based on the identified needs SUMMER SCHOOL: *Teacher must fill out a student needs profile for the receiving intervention teacher *The teacher would use the district designated intervention materials to assist students’ academic and linguistic needs

Documentation Systems
Files or binders Time-Task Calendar Date each printout Highlight and make notes Distribute! One thing that SIS can do is generate a lot of paper. Keeping it organized is the key. I suggest you use files or binders or bins – whatever works for you. It is a good idea to also keep a calendar to make sure you monitor the aspects of your program regularly. If you print certain rosters once a month, an office technician can assist you – keeping a calendar means that it’s easier to get support. Date each printout. Some come out with a date printed in the corner, some don’t. It’s helpful to write CL23 Track B Fall 2007 because once you collect a few printouts they look alike. It’s common to highlight or check or mark rosters. Add a legend so you remember what the highlighting signifies – this also helps others support your efforts.

Process Timeline Documentation Maintaining Binders Master Plan Roster
Potential Reclassification Eligibility Roster Reclassification Letters RFEP Monitoring Rosters RFEP Monitoring Letters Binder Organization - Use Monthly Tabs / Alphabet Tabs

Key Questions Are ELs being reclassified in a timely manner?
Is documentation in place regarding reclassification? What is the system at your school to monitor RFEP students for two years?

Let’s Review Objective #4
Receive Discuss with your partner the systems for monitoring an RFEP student Clarify Review Question

Objectives Articulate the criteria used to reclassify ELs
Identify ELs eligible to reclassify and support those not meeting one or more of the reclassification criteria Address the instructional implications for ELs needing to reclassify Explain the system for monitoring Reclassified Fluent-English Proficient (RFEP) students

Resources Reference Guide Reclassification of English Learners, Elementary Schools Reference Guide Reclassification of English Learners, Secondary Schools Reference Guide Monitoring the Academic Progress of Elementary Reclassified (RFEP) Students Reference Guide Monitoring the Academic Progress of Secondary Reclassified (RFEP) Students Elementary SIS - California Department of Education Language Acquisition Branch - Master Plan for English Learners, Publication No. GC-155 Instructional Programs for English Learners, Elementary School Guide, February 2002

Reclassification & Monitoring of Reclassified Students

Similar presentations

Presentation on theme: "Reclassification & Monitoring of Reclassified Students"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Reclassification & Monitoring of Reclassified Students

Similar presentations

Presentation on theme: "Reclassification & Monitoring of Reclassified Students"— Presentation transcript:

Similar presentations

About project

Feedback