Chapter Three: Student Progress

“If it’s not monitored, it’s considered optional. Our work is not optional.” - Karen Kendall

Monitoring of Student Progress and Reclassification

Student progress is monitored annually, based on a set of district-adopted assessments. These assessments are used to determine English language proficiency, evaluate students’ language proficiency, and evaluate students’ language growth and academic performance. Student progress is monitored with formative assessments that are given throughout the school year in listening, speaking, reading, and writing.

District Assessments

District assessments are the same as those used with English Only (EO) and Initial Fluent English Proficient (IFEP) students in the mainstream program. These include the state mandated tests California Assessment of Student Performance and Progress (CAASPP), California Science Tests (CAST) and California Alternate Assessment (CAA), which are taken by all students regardless of their language classification. The Alternate ELPAC will be given to students with IEPs who are English learners and possess cognitive disabilities which prevent them from taking the ELPAC. The IEP must indicate the student is eligible for the Alternate ELPAC. The EL program shall also provide positive reinforcement of the self-image, promote cross-cultural understanding and provide equal opportunity for academic achievement (Ed. Code 52161).

Use of Assessment Data for Instructional Planning

Teachers use the language arts and mathematics curriculum-embedded assessments to review student progress and plan modifications in instruction and classroom interventions as appropriate. ELPAC annual data is used for instructional grouping in ELD at the elementary level, and placement in the appropriate ELD courses at the middle school. i-Ready ELA Diagnostic data will also be used to inform instruction.

Annual Review of Student Progress

Each fall, the ELD department collects and reviews the CAASPP test results, the latest official ELPAC scores, other assessment data, student grades, teachers’ recommendations, and parent input. On the basis of this collaboration, the ELD department will identify those students who are eligible for reclassification and those requiring continued support services.

Reclassification

The Reclassification Process

Monitoring and Follow-Up on Reclassified Students

Reclassified students are to be monitored for four years. Teachers and principals review formative assessments and other data to ensure reclassified students are continuing to make growth. English learner progress monitoring will occur a minimum of twice per year through the district’s online EL platform, Ellevation.

Retention and Promotion of English Language Learners

The Governing Board of Evergreen School District expects students to progress through each grade within one school year. Students shall progress through the grade levels by demonstrating growth in learning and meeting grade-level standards of expected student performance. To accomplish this goal, instruction should accommodate the varying interests and growth patterns of individual students and include strategies for addressing academic deficiencies when needed. Therefore, instruction must be differentiated.

Assessments Given to English Learners

The Evergreen School District uses standard assessments and procedures to gather information on language acquisition and academic progress of English learners. The following assessment matrix details the instrument, grade level and time frame for the assessment during the school year.

Primary Language Assessment

L1 assessment is performed for LEP students whenever possible.
The assessment is performed within 90 days of identification of EL status.

Reclassification Celebration

The Reclassification Celebration is the culminating spring event for families, which acknowledges students’ accomplishments and their exiting from the English Learner Program. In addition to celebrating reclassified students, select students demonstrating proficiency in their primary language will be awarded the Pathway Recognition Award. The Governing Board and Superintendent present students with awards at this celebratory event.

Reclassification Guidelines for Kindergarten through 8th Grade

II-EL 04: 4.6 Each English Learner is annually assessed for English language development and academic progress during the annual assessment window. (5 CCR* 11306)

I-FEP (Initially Fluent English Proficient) Criteria for Grades TK-8:

First time taking the ELPAC (English Language Proficiency Assessment for California)
Initial ELPAC determination of IFEP

Reclassification Criteria for Kindergarten AND First Grade (Annuals):

Summative ELPAC Overall Proficiency Level 4
On or above grade level on the i-Ready Reading Diagnostic at the time of the year reclassification status is being considered
Teacher input
Parent consultation: Parents must be consulted on the recommendation

Reclassification Criteria for Grade 2-3 (Annuals):

Summative ELPAC Overall Proficiency Level 4
On or above grade level on the i-Ready Reading Diagnostic at the time of the year reclassification status is being considered
Teacher input
Parent consultation: Parents must be consulted on the recommendation

Reclassification Criteria for Grades 4–8 (Annuals):

Summative ELPAC Overall Proficiency Level 4
On or above grade level on the i-Ready Reading Diagnostic at the time of the year reclassification status is being considered or meeting or exceeding standard on the most recent ELA CAASPP
Teacher input
Parent consultation: Parents must be consulted on the recommendation

* CCR = California Code of Regulations

Updated August 2023

English Learner with Special Needs Reclassification Guidelines

Dually identified English learners with special needs, including severe cognitive disabilities, are to be provided the same opportunities to be reclassified as students without disabilities based on California Department of Education regulations. Reclassification criteria, pursuant to California Education Code (EC) 313(f), have remained unchanged since the 2015–16 school year. Local IEP teams, therefore, may determine appropriate measures of ELP and performance in basic skills and minimum levels of proficiency on these measures that would be equivalent to an English proficient peer with similar disabilities, in accordance with local reclassification policies based on the state definition of English Language Proficiency. The Alternate ELPAC replaces all locally determined alternate assessments and provides a consistent, standardized measurement of ELP across the state for students with the most significant cognitive disabilities.

Reclassification Criteria

Assessment of English language proficiency on the Alternate English Language Proficiency Assessment of California (ELPAC);
Teacher evaluation, including, but not limited to, a review of the student’s curriculum mastery;
Parent opinion and consultation; and
Comparison of student performance in basic skills against an empirically established range of performance in basic skills based on the performance of English proficient students of the same age.

Criterion 1: Summative Alternate ELPAC Overall Performance Level 3 (pending approval by the State Board of Education)

The Alternate ELPAC will replace all locally determined alternate assessments and provide a consistent, standardized measurement of English Language Proficiency (ELP) across the state for students with the most significant cognitive disabilities. Assessment of ELP using an objective assessment instrument is one of four criteria, in state law per EC 313(f), to be used by LEAs in determining whether an English learner should be reclassified as RFEP.

Criterion 2: Teacher Evaluation

The student’s academic performance information, that is based on the student’s IEP goals for academic performance and ELD, should be used for reclassification consideration.

Criterion 3: Parent Opinion and Consultation

The parent or guardian should be encouraged to be a participant on the IEP team and in understanding and making a decision on reclassification.

Criterion 4: Comparison of Performance in Basic Skills

The IEP team should specify in the student’s IEP an assessment of basic skills to meet the guidelines for reclassification. The IEP team may consider using other assessments that are valid and reliable and designed to compare the basic skills of English learners with disabilities to primary speakers of English with similar disabilities to determine whether the English learner with disabilities has sufficiently mastered the basic skills for reclassification consideration.

English Learner with Special Needs Reclassification Form