Reclassification for Long Term English Learners with Disabilities in

Grades 6-12

Professional Learning Norms

1. Presume positive intentions

2. Place inquiry at the center to allow for processing,

probing, and think time

3. Be prompt

4. Build a network through respect and support

Fall 2017

Learning Objectives

▪ Identify characteristics and challenges of Long Term English Learners with disabilities

▪ Review the Reclassification process and criteria

▪ Examine BUL 6890.0 Guidelines for IEP Teams on the Reclassification Procedures for Long Term English Learners with Disabilities in Grades 6-12

Fall 2017

Introduction:Long Term English Learners with Disabilities

Name two assumptions you currently

hold about Long Term English Learners

with disabilities.

Assumption Card

Fall 2017

Long Term English Learner with Disability

▪ Students who are starting 6th year of enrollment in US schools

▪ Has an active IEP and is receiving special education services

▪ Goal is to gain proficiency in English and reclassify (RFEP=Reclassified as Fluent English Proficient)

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Fall 2017

https://www.wested.org/resources/long-term-english-learners-new-directions-for-policy-programs-and-

practice/

West ED

Prefer English –

are increasingly

weak in their

home language

Weak academic

language – with

gaps in reading

and writing

Limited

vocabulary and

expression

Learned passivity

Are “stuck” in

progressing

towards English

proficiency

High functioning in social

situations in both

languages but limited

vocabulary in both

Long Term English Learner with Disability

Active IEP

Fall 2017

LAUSD DISTRICT STRATEGIC PLAN 2016-19

Fall 2017

Multilingual and Multicultural Education Department Initiatives 2017-18

Dual Language Expansion

New ELA/ELD

Curriculum

Seal of Biliteracy

New EL Master

Plan

ELPAC

Newcomer Students

Fall 2017

Multilingual and Multicultural Education Department Goals 2017-18

Number Description

GOAL 1 Increase reclassification rate to 22%

-Monitor RFEP students for 4 years

GOAL 2 Decrease percentage of LTELs to 15%

-Decrease the number of at-risk PLTELs in grade 5

GOAL 3 Decrease the number of English Learners referred to Special Education

and increase reclassification of LTELs with disabilities

GOAL 4 Increase English Learners Class of 2018 On-Track Graduation

GOAL 5 Increase Seal of Biliteracy Awards

GOAL 6 Increase Dual Language Programs

Fall 2017

Who are our Long Term English Learners with Disabilities in LAUSD?

Fall 2017

English Learners LAUSD 2016-17

Fall 2017

Long Term English Learners

LTELS (No disabilities)

LTELS (With Disabilities)

09-06-17Source: MISIS Ad Hoc, EL Dashboard

Our Current Situation

24,505LTELS

6th-12th

11,764 6th-12th

12,7416th-12th

Fall 2017

Fall 2017

Reviewing the new Reclassification Criteria

Reclassification of English Learners

▪ When English Learners have acquired sufficient proficiency in English to perform successfully in core academic subjects without ELD support

▪ BUL 5619.6

http://achieve.lausd.net/cms/lib08/CA01000043/Centricity/domain/22/policies/5619.5BULLETINATTRDSCMD3.pdf

Fall 2017

BUL 5619.6

BUL 5619.6

Four Reclassification CriteriaCalifornia Education Code Section 313(f)

1

Assessment of language proficiency

using an objective assessment

instrument

2

Teacher evaluation, including but not

limited to, a review of student’s

curriculum mastery

3

Comparison of student performance in

basic skills against an empirically

established range of performance in

basic skills based upon performance of

English proficient students of the same

age

4

Parent opinion and consultation

Fall 2017

New Reclassification Criteria Chart

Bulletin 5619.6

2

3

4

1

Handout

Fall 2017

New

New

Parent opinion

and consultation

Criteria for Reclassification: Grades 6th-12th

(Only Secondary Schools)

Teacher Evaluation

Pass English or LTEL Course

with a letter grade of

A, B, or C

Performance in Basic Skills Passing of the Reading Inventory

with a Basic, Proficient, or Advanced

score or a Standard Met or

Exceeded on ELA SBAC

English Language

Proficiency Assessment

Pass CELDT with an overall score of 4 or 5

with a score of 3 or more

in the areas of Listening and

Speaking, Reading and Writing

RFEP: Reclassified as Fluent English Proficient

CELDT: California English Language Development Test

RI: Reading Inventory

SBAC: Smarter Balanced Assessment Consortium

LTEL: Long Term English Learner

ELA: English Language Arts

Reclassified

1

2

4

3

Handout

Fall 2017

Student Scenario: Jessica

▪ Jessica is a 9th grader who receives specialeducation services under the eligibility ofspecific learning disability. She is learningdisabled in the areas of attention and auditoryprocessing. She is highly verbal and displaysmuch interest in interacting with her peers.Throughout the years, she has struggled withreading and writing and has received 14 hoursof intervention support. She is reading at a 4th-5th grade level. She was identified as anEnglish learner in 2007 and is considered aLong-Term English Learner.

Handout Handout

Fall 2017

Reviewing Jessica’s Data File

Is Jessica ready for reclassification?

Jessica

Best High School

Fall 2017

Parent opinion

and consultation

Criteria for Reclassification: Grades 6th-12th

(Only Secondary Schools)

Teacher Evaluation

Pass English or LTEL Course

with a letter grade of

A, B, or C

Performance in Basic Skills Passing of the Reading Inventory

with a Basic, Proficient, or Advanced

score or a Standard Met or

Exceeded on ELA SBAC

English Language

Proficiency Assessment

Pass CELDT with an overall score of 4 or 5

with a score of 3 or more

in the areas of Listening and

Speaking, Reading and Writing

RFEP: Reclassified as Fluent English Proficient

CELDT: California English Language Development Test

RI: Reading Inventory

SBAC: Smarter Balanced Assessment Consortium

LTEL: Long Term English Learner

ELA: English Language Arts

Reclassified

1

2

4

3

Jessica obtained a 3

Jessica obtained a B

Jessica obtained a

Below Basic

Fall 2017

Jessica – Does she qualify for reclassification?Reclassification Criteria Data for Jessica Met?

English Language Proficiency

CELDT Overall score of 4 or 5

Scores of 3 or higher in Listening,

Speaking, Reading, Writing

Teacher evaluation

Grade of C or better in English or LTEL

course (A-G credit only)

Basic Skills Assessment

Basic, Proficient, or Advanced score

on Reading Inventory (RI)

Parent consultation and approval

CELDT Overall Score (3)

Reading (1)

Writing (3)

Speaking (4)

Listening (3)

Advanced ELD 2B Grade B

RI Score Below Basic

Parent was consulted.

Fall 2017

No

Yes

No

Yes

Can Jessica qualify for reclassification under the new

policy, BUL-6890.0, Guidelines for IEP Teams for Secondary Long

Term English Learners with Disabilities in Grades 6-12?

Who qualifies for being considered for reclassification based upon this new policy?

Student has

been enrolled

in U.S. schools

for a minimum

of five (5) years

Student is in

Grade 6 or above

Student attends

school regularly

Student has an active IEP

and is eligible for special

education services at the

time this process is being

considered

Student has not

met at least one of

the four criteria for

reclassification

Fall 2017

Who makes the determination to reclassify Long Term English Learners with Disabilities?

MEETING

Fall 2017

Who needs to be on the IEP Team?

▪ It is essential that IEP teams for English learners with disabilities include persons with expertise in second language acquisitionand other professionals, such as speech-language pathologists, who understand how to differentiate between limited English proficiency and a disability.

2016-17 and 2017-18 CELDT information Guide

Fall 2017

MEMBERS ON THE IEP TEAM

General Education Teacher

IEP Case Manager

(Resource Teacher/SDP

Teacher)

Administrator or Designee

Parent

EL Designee, TSP Advisor, and/or Title III

Coach

Fall 2017

What is the role of IEP Team?

▪ In accordance with federal and state law, the local IEP team may address the individual needs of each English learner with a disability using multiple criteria in concert with the four reclassification criteria in EC Section 313(f).

2016-17 and 2017-18 CELDT Information Guide

Fall 2017

WAIVERFall 2017

Role of IEP Team in Reclassification Process

Can do

▪ Make decisions about appropriate accommodations in taking state assessments and program supports

Cannot do

▪ Cannot waive an English Learner with a disability from participation in annual state English Language Proficiency exam (CELDT/ELPAC)

• Act upon parent recommendation

to exclude student participation in

ELD services

▪ Determine alternate assessment instead of state language proficiency exam for students on the alternate curriculum (VCCALPS)

▪ Make recommendation to reclassify LTEL student based upon consideration of impact of disability on language acquisition

Fall 2017

Is the student’s English Language Proficiency commensurate with that of an English-speaking peer?

with

disability with

same disabilityFall 2017

Reclassification for Long Term English Learners with Disabilities in Grades 6-12

Reclassification of Long Term English Learners with Disabilities

▪ BUL 6890.0

Fall 2017

Attachment Menu

Attachment A

Flowchart

Attachment B

Preparatory Activities

Attachment C

IEP Team Worksheet

Attachment D

Checklist

Fall 2017

Reclassification

process for Long Term

English Learners with

Disabilities and with

an active IEP

Attachment A

Fall 2017

Student meets the

reclassification

criteria level

established

Student does not meet the

reclassification criteria

established and it is evident that

continued instruction in English

Language Development is needed

Student does not meet the

reclassification criteria

established but it is evident that

the student may be English fluent

proficient

Attachment B Documentation of Interventions Provided

Most recent IEP goal (found in section “G” in IEP)

ELD Curriculum

Instructional Accommodations(found in FAPE Part 1 in IEP)

Instructional Modifications(found in FAPE Part 1 in IEP)

Instructional Strategies

Assessment Measures

Formal

Informal

Fall 2017

Various Data Tools

IEP

Fall 2017

Attachment C

• Needs to be completed by the IEP team

LTEL

Fall 2017

Question:

Where is Attachment C IEP

Team Worksheet located in

Welligent?

Answer: Go to Communication

Center (envelope icon) and click

on Downloads. Then scroll

down to:

IEP Team Worksheet to

Determine Reclassification of

English Learners with Active

IEPs in Grades 6-12

Fall 2017

After IEP Meeting………..

Upload copy of signed Attachment C IEP Team Worksheet into

Attached Documents located in IEP Management screen.

Fall 2017

Attachment DChecklist for Teams Considering Reclassification of Long Term English Learners with Disabilities and an Active IEP

Review Policy Bulletin

Conduct review of student progress and

complete Attachment B Documentation of

Interventions Provided

Complete Attachment C IEP Worksheet

Submit Attachment B and Attachment C

Worksheet to Local District EL Programs

Coordinator

Upload scanned signed copy of

Attachment C in Welligent

Fall 2017

Digging Deeper into Attachment C

Attachment CIEP Team Worksheet to Determine Reclassification of English Learners with active IEPs in Grades 6-12

learning disability impacts grade level reading and writing skills.

LTEL

Student’s auditory processing challenges due to specific

Fall 2017

Jessica CELDT Scores

Overall Intermediate 3

Reading Beginning 1

Writing Early Intermediate 2

Listening Intermediate 3

Speaking Early Advanced 4

1. English Language Proficiency Assessment

Error patterns in reading & writing are typical of students with specific learning disability versus students with second language

issues.

Fall 2017

The IEP team has determined the student

has demonstrated an appropriate level of

English Language Proficiency

commensurate with his/her abilities.

1. English Language Proficiency Assessment

Fall 2017

What is the VCCALPS?

▪ The Ventura County Comprehensive Alternate Language Proficiency Survey (VCCALPS) is an alternate language proficiency assessment used to assess the language proficiency of students who cannot access the CELDT (as determined by completion of Participation Criteria Checklist for Alternate Assessments by IEP team)

• Assesses proficiency in both English and the primary language

• Assesses proficiency in Listening, Speaking, Reading, Writing

Fall 2017

When will the VCCALPS be implemented?

▪ Estimated date is February –May 2018 during the ELPAC Summative Window

▪ Administer the VCCALPS after IEP team determination of need for alternate assessment

Fall 2017

Training and Support

▪ VCCALPS training will be provided starting in Fall 2017. Training dates to be determined.

▪ VCCALPS training will be embedded in future Oxford Picture Dictionary instructional training for alternate curriculum teachers/staff

▪ Moderate/Severe Instructional Team available to support EL staff/teachers in implementation

Fall 2017

The IEP team has determined the student has

demonstrated an appropriate level of academic

performance commensurate with his/her abilities.

2. Teacher’s Evaluation of Student Academic Performance

Grades

Fall 2017

3. Comparison of Performance in Basic Skills

SBAC CAA RI OTHER

Other Assessments:

I. Woodcock-Johnson Tests of Achievement, Fourth Edition (WJ-IV)

II. Kaufman Test of Educational Achievement, Third Edition (KTEA-III)

III. Brigance Comprehensive Inventory of Basic Skills (CIBS II)

Fall 2017

The IEP team has determined that the student has

demonstrated an appropriate level of performance in

ELA Basic Skills commensurate with his/her abilities.

3. Comparison of Performance in Basic Skills

Student’s Basic Skills assessment scores appear to be commensurate with his/her intellectual ability.

Error patterns noted mirror the patterns of errors made by students with the same disability versus a language

difference.

Student has received ELD services for more than three years and academic progress in ELA is commensurate

with that of grade level peers who manifest similar disabilities who are not English learners.

Fall 2017

4 . Parent Opinion and Consultation

The parent/guardian participated in this discussion.

Parent comments:

If no, an opportunity for parent consultation must be

given before a final decision will be made.

Date consultation held:

Fall 2017

5. Determination

• The members of the IEP team

determines that the primary reason

the student does not meet

reclassification criteria is due to the

disability rather than limited English

proficiency and the student no

longer needs English Language

Development services.

Parent signature

and Date

ELD Representative

IEP Case Manager

Celia Gonzalez 10-21-17

Fall 2017

Where is the Reclassification determination documented on the IEP?

1. Go to IEP FAPE Part 2 Summary of Services

2. Go to Part 4 Additional Discussion Section

3. Write the following statement:

Part 4-Additional Discussion (This section is optional)

A discussion was held regarding Reclassification, and

the IEP team determined that student no longer needs

ELD services and can reclassify. See attachment C in

IEP Management section.

Fall 2017

After the meeting has been held…

Fall 2017

LD EL Coordinators Role

▪ LD EL Programs Coordinators will receive and review Attachment C and Attachment B for completeness

▪ Will submit names for reclassification to Eva Garcia, CC Reina Diaz

▪ Include a note that the LTEL student (grade 6th -12th) with disabilities is being “Reclassified per IEP Team.” per IEP Team

Fall 2017

Scenarios for Consideration

▪ You received an incomplete

attachment C. What do you do? What are the implications for

the school site?

▪ You received attachment C with no

parent signatures. What do you do?

What are the implications for the

school site?

Fall 2017

One language sets you

in a corridor for life.

Two languages open

every door along the

way.

Frank Smith

Fall 2017

References

▪ BUL 6890.0 Guidelines for IEP Teams on the Reclassification Procedures for Long Term English Learners with Disabilities in Grades 6-12

▪ REF 5994.2 Scheduling Appropriate English Language Development (ELD) Instruction for Secondary English Learners with Disabilities, July 3, 2017

▪ MEM 6411.2 Guidelines for Administering the Reading Inventory (RI) for Reclassification of English Learners in Grades 6-12, September 29, 2016

▪ BUL 5619.6 Reclassification of English Learners, February 22, 2017

▪ 2016-17 and 2017-18 CELDT Information Guide, April 2016

▪ Meeting the Needs of English Learners (Els) with Disabilities Resource Book, June 2017, SELPA Administrators of California Association

▪ Guidelines for Reclassification of English Learners with Disabilities 2016, Ventura County SELPA

Fall 2017

Fall 2017