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English Learner Reclassification

In order to be reclassified from an English Learner to proficient in English, the student must meet state and district criteria that include an assessment of their proficiency in the English language as well as an assessment of performance in basic skills (5CCR 11303 [a] [d]). 

Read the Ed Code on Reclassification - Multilingual Learners

Below, you can find the criteria MPESD follows to reclassify English Learners.

Criterion 1: Assessment of Language Proficiency

This is done by using an objective assessment instrument, including, but not limited to, the English language development test that is developed pursuant to EC Section 60810.

English Learners with No IEP

A student must attain a score of Overall Performance Level 4 (“Well Developed”) on the Summative ELPAC as the statewide standardized ELP criterion approved by the CA State Board of Education (SBE) for reclassification on January 9, 2019.

English Learners with an IEP

Student must attain a score of Overall Performance Level 4 (“Well Developed”) on the Summative ELPAC
OR Summative Alternate ELPAC Overall Performance Level 3 as the Alternate ELP criterion.

Criterion 2: Teacher Evaluation

English Learners with No IEP

Observation Protocol for Teachers of English Learners: 3 or above in both expressive and receptive language.

This protocol is also referred to as OPTEL.

English Learners with an IEP

Observation Protocol for Teachers of English Learners: 3 or above in both expressive and receptive language.

OR The student’s OPTEL scores in listening and speaking at level 3; however,  they have not met all criteria in reading and writing due to a diagnosed disability, such as a specific learning disability in the areas of basic reading skills, reading comprehension, and/or written expression.

OR the student’s language learning disability precludes them from demonstrating level 3 performance on the OPTEL rubric, but they have shown growth on IEP goals and/or other metrics,

OR The student’s skills in English Oral Language and English Language Arts appear to be commensurate with their cognitive ability due to a diagnosed disability such as intellectual disability, traumatic brain injury, autism, etc.

Criterion 3: Parent or Guardian Consultation

The parent/guardian consultation form applies to all students regardless of IEP status.

Criterion 4: Basic Skills Relative to English Proficient Students

English Learners with No IEP

Grades K-2: A student meets the criteria if any one of the following applies:

  • Student scored At or Above Benchmark on the most recent mCLASS Reading Composite Score, or iReady Reading
  • Student scored At or Above Benchmark dORR appropriate reading level:
    • Grade K: C
    • 1st Grade: H
    • 2nd Grade: L

Grades 3-5: A student meets the criteria if any one of the following applies:

  • Scored At or Above Benchmark on the most recent i-Ready Reading Composite assessment
  • Scored Standard Met (3) or Standard Exceeded (4) on the prior spring’s CAASPP Smarter Balanced ELA assessment
  • Score of 2 or higher in ELA on the most recent trimester report card

Grades 6-8: A student meets the criteria if any one of the following applies:

  • Scored At or Above Benchmark on the most recent i-Ready Reading Composite assessment
  • Earned Standard Met (3) or Standard Exceeded (4) on the previous spring’s CAASPP Smarter Balanced ELA assessment
  • Earned a grade of C- or higher in the most recent ELA class
  • Earned a grade of B- or higher in the most recent ELD class (if the ELD class was taken in place of an ELA class)

English Learners with an IEP

Student with an IEP, depending on their grade level, meets one or more of the general education criteria. 

OR Student scored Foundational Understanding (2) or Understanding (3) on the previous spring’s California Alternate Assessments (CAAs), if applicable for students with significant cognitive disabilities,

OR Student meets the individual language proficiency goals in ELA/ELD as determined by the IEP team (which includes an ELD specialist such as an ELD teacher or the EL Program Coordinator/Director). 

OR The IEP team (which includes an ELD specialist, such as an ELD teacher or the EL Program Coordinator) may consider alternative data by taking into account the impact of the student’s disability(ies) on their English Language Proficiency.