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Includes example data from Yuba City

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Reclassification web page on the CDE website

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Reclassification web page on the CDE website

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Reclassification Criteria

The reclassification criteria set forth in California EC Section 313 and 5 CCR Section 11303 remain unchanged. LEAs should continue using the following four criteria to establish reclassification policies and procedures:

Criterion 1: Assessment of English Language Proficiency

Assessment of language proficiency using an objective assessment instrument, including, but not limited to, the English language development test that is developed pursuant to EC Section 60810 :

The English Language Proficiency Assessments for California (ELPAC) constitute the required state assessments for English language proficiency (ELP) administered to students whose primary language is a language other than English. With the possible exception of students with unique needs or who are dually identified, EL students who do not have either a Summative ELPAC or Summative Alternate ELPAC score are not eligible to be reclassified, even if they have met other locally-determined criteria.

The Summative ELPAC Overall Performance Level (PL) 4 was approved by the State Board of Education (SBE) as the statewide standardized ELP criterion for the Summative ELPAC. LEAs shall use ELPAC Overall PL 4 to determine whether a student assessed with the Summative ELPAC has met that criterion.

Students who score at Summative ELPAC Overall PL 4 should be considered for reclassification.

Students who score at Summative ELPAC Overall PL 3 or lower should not be considered for reclassification. However, LEAs are encouraged to convene interest holders for a larger conversation to inform planning, placement, and personal goals for the short term and the next school year. These convenings should include parents, whenever possible, and focus on strengths, growth areas, and opportunities for the student.

Some EL students with unique needs, or dually-identified students, may need specific considerations for how this criterion is met as described in the student's individualized education plan (IEP). In such instances, members of the student's IEP team should confer to document and discuss how the student's unique needs affect their ability to obtain an Overall PL 4.

The Summative Alternate ELPAC is the state test for ELP for students with the most significant cognitive disabilities. LEAs shall use Summative Alternate ELPAC Overall PL 3 (Fluent English Proficient) as the Alternate ELP criterion.
All students with a Summative Alternate ELPAC Overall PL 3 (Fluent English Proficient) are eligible to be considered for reclassification in conjunction with the other three locally determined required reclassification criteria.

Resources to Support Criterion 1

Criterion 2: Teacher Evaluations

Teacher evaluations, including, but not limited to, a review of the pupil's curriculum mastery:

This criterion remains locally determined and LEAs should continue using teacher evaluations per local policy to establish reclassification policies and procedures for Criterion 2. Teacher evaluation is not to be interpreted as teacher opinion and should be based on data as well as the LEA's locally-established process for soliciting teacher evaluation.

For students who score at ELPAC Overall PL 4 or Summative Alternate ELPAC Overall PL 3 (Fluent English Proficient), LEAs should establish a local policy and process to collect feedback on an eligible student's mastery of the curriculum provided by that student's teachers (See Resources to Support Criterion 2).
Because the student may have different language support needs across different subject areas, all teachers and certificated staff with direct responsibility for teaching or placement decisions of the student should be afforded the opportunity to evaluate.

If other reclassification criteria suggest that a student who scored at Summative ELPAC Overall PL 4 or Summative Alternate ELPAC Overall PL 3 (Fluent English Proficient) has learning deficits in other areas, decision-makers are encouraged to discuss these results with those who know the student (e.g., classroom teachers, parents, instructional specialists or coaches) to identify needed services and supports, so as not to preclude a student with unique needs from demonstrating readiness for reclassification.
Please note: Deficits in academic success, although currently unrelated to ELP, may indicate a student has incurred a deficit while learning English. Although this situation does not preclude a student from reclassification, the LEA is obligated to ensure the student is provided ongoing academic support, and any other necessary support, designed to recuperate and remedy any such deficits before reclassification, during the four-year RFEP monitoring period or beyond, until the deficits are remedied.

The CDE is in the process of developing a standardized resource for this criterion. The Observation Protocol for Teachers of English Learners (OPTEL) is an observation protocol currently under development to meet the requirements of EC Section 313.3 .

Resources to Support Criterion 2

Criterion 3: Parent Consultation

Parental opinion and consultation:

This criterion remains locally determined and LEAs should continue using parental opinion and consultation per local policy to establish reclassification procedures for connecting with EL families to answer questions, discuss student performance on each criterion (Criteria 1-4), and set goals for the next school year. Parental consultation and opinion, not consent, is required per EC Section 313 (f)(3). 5 CCR Section 11303 mandates parental involvement through encouragement of the participation of parent(s) or guardian(s) in the school district's reclassification procedure, including seeking their opinion and consultation during the reclassification process, but consent is not required.

For students who score at Summative ELPAC Overall PL 4 or Summative Alternate ELPAC Overall PL 3 (Fluent English Proficient), LEAs are encouraged to convene interested parties (including the student's current teachers, teachers from the previous school year, and relevant academic coordinators) to discuss the eligible student's performance and recommend goals for the next school year.
These consultations should lead to a reclassification discussion, held prior to decisions, that includes parents and yield collaboratively developed ideas, plans, and decisions for any change in classification as well as support to be provided during the four-year RFEP monitoring period.

Access issues should not be a justification for failing to connect with parents. LEAs can think strategically about connecting with parents, including through alternative means (e.g., direct phone calls; one-on-one conferences) if needed. An interpreter should be provided for the parent, when necessary.

LEAs can reach out to parents of all students eligible for reclassification to consult via phone, virtual school platforms, or other technology that is available to parents in order to give parents the opportunity to discuss progress and data or to voice any concerns and questions about their child's likely reclassification.

LEAs should focus on the information that makes the student eligible, any necessary supports for the student to succeed in rigorous, grade-level learning, and how to monitor and meet these needs via the RFEP monitoring process.

It can be productive to ensure that parent consultations involve everyone who knows and will be supporting the student in the coming school year: parents, decision-makers, as well as all relevant teachers and support staff, in order to address parent questions about how the school's instructional environments and supports will continue to benefit the student's academic success. Hearing parent concerns, responding to their questions, and then collaboratively identifying strategies to address those questions is an appropriate use of parent consultation time.

The CDE is in the process of developing a standardized resource for use when addressing this criterion. The OPTEL is an observation protocol currently under development to meet the conditions of California EC Section 313.3 .

Resources to Support Criterion 3

The following resources may be helpful for LEAs looking for tools to support parent consultations during the COVID-19 pandemic.

Criterion 4: Basic Skills Relative to English Proficient Students

Comparison of the performance of the pupil in basic skills against an empirically established range of performance in basic skills based upon the performance of English proficient pupils of the same age, which demonstrates whether the pupil is sufficiently proficient in English to participate effectively in a curriculum designed for pupils of the same age whose native language is English:

LEAs establish the empirical range of performance in basic skills when setting the locally established criteria for reclassification and consider the overall achievement goals set for all students. In doing so, the following definitions of related terms may be helpful:

Performance in basic skills: The score and/or performance level resulting from a recent administration of an objective assessment of basic skills in English (e.g., Smarter Balanced assessments, district benchmarks).

Range of performance in basic skills: A range of scores on the assessment of basic skills in English that corresponds to a performance level or a range of scores within a performance level.

Students of the same age: English-proficient students who are enrolled in the same grade as the student who is being considered for reclassification.

Smarter Balanced Assessment Consortium English language arts scores, LEA benchmarks, or other assessments identified by the LEA that measures progress in English language arts can be used to meet the requirements for Criterion 4. Progress can be measured by a set score or point span depending upon the educational research and value.

The selected assessment must be administered to all students, not solely to English learner students.

The Interim Assessment Blocks (IABs) may not be used to satisfy this criterion per EC Section 60642.7 (b).

If other reclassification criteria suggest that a student who scored at Summative ELPAC Overall PL 4 or Summative Alternate ELPAC Overall PL 3 (Fluent English Proficient) has learning deficits in other areas, decision-makers are encouraged to discuss these results with those who know the student (e.g., classroom teachers, parents, instructional specialists or coaches) to identify needed services and supports, so as not to preclude a student with unique needs from reclassification or reclassify too soon.
Please note, deficits in academic success, although currently unrelated to ELP, may indicate a student has incurred a deficit while learning English. Although this situation does not preclude a student from reclassification, the LEA is obligated to ensure the student is provided ongoing academic support, and any other necessary support, designed to recuperate and remedy any such deficits before reclassification, during the four-year RFEP monitoring period or beyond, until the deficits are remedied.

Resources to Support Criterion 4

The following resources may be helpful for LEAs looking for tools to support the basic skills criterion during the COVID-19 pandemic.

Smarter Balanced Website
The Smarter Balanced assessment system is designed to support instruction and give teachers better information about their students' progress.

California Assessment of Student Performance and Progress (CAASPP)
Students in grades three through eight and grade eleven will receive full-length summative tests for both English language arts/literacy and mathematics, with approximately seven to eight hours of total testing time for each student.

State Board of Education Approved Content Standards
Content standards were designed to encourage the highest achievement of every student, by defining the knowledge, concepts, and skills that all students should acquire at each grade level.

Legislation

Reclassification procedures shall utilize multiple criteria in determining whether to reclassify a pupil as proficient in English, including, but not limited to, all of the following:

1. Assessment of language proficiency using an objective assessment instrument, including, but not limited to, the English language development test that is developed or acquired pursuant to Section 60810.

2. Teacher evaluation, including, but not limited to, a review of the pupil's curriculum mastery.

3. Parental opinion and consultation.

4. Comparison of the performance of the pupil in basic skills against an empirically established range of performance in basic skills based upon the performance of English proficient pupils of the same age, that demonstrates whether the pupil is sufficiently proficient in English to participate effectively in a curriculum designed for pupils of the same age whose native language is English.

EC Section 313(f)
English Language Proficiency (ELP) Assessment requirements are specified in California EC sections 313, 60810, and 60812.

EC Section 60810
California law requires that the assessment for initial identification of an English learner and the summative assessment shall include, but not be limited to, an assessment of achievement of these pupils in English reading, speaking, and written skills.

LEAs Monitor RFEP Students for Four Years

The CDE released guidance regarding RFEP monitoring in a letter to LEAs titled Monitoring of Reclassified Students. State and federal laws require LEAs to monitor students who have exited EL status for a period of four years after they have RFEP status (20 United States Code Section 6841[a][4][5]; Title 5 California Code of Regulations [5 CCR] Section 11304). After students have exited an EL program through the locally-approved reclassification process, LEAs must monitor the academic progress of those RFEP students for at least four years to ensure that:

The students have not been prematurely exited;

Any academic deficit they incurred as a result of learning English has been remedied; and

The students are meaningfully participating in the standard instructional program comparable to their English-only peers.

In preparation for and during the four-year RFEP monitoring period, LEAs can continue to use the results of Criteria 2-4 to inform areas of focus for reclassified students. To this end, LEAs should establish rigorous monitoring systems that include benchmarks for expected growth in acquiring academic content knowledge during the academic year and take appropriate steps to assist students who are not adequately progressing toward those goals. During this monitoring time, LEAs must ensure that RFEP students have met the same academic achievement goals set for all students.

If RFEP students do not yet meet the same academic achievement goals set for all students during the four monitoring years or beyond, intervention and support are to be provided. These services are not dependent on specialized funds. When an LEA's monitoring of an RFEP student indicates that academic deficits were incurred while the student learned English, the LEA should take affirmative steps to provide remedy of those deficiencies and continue to provide support until resolved. For example, RFEP students who score below the adjusted range of performance on Criterion 4, during the four-year monitoring period, should receive focused support to ensure that they reach and maintain parity with native-English peers.

Letters to the Field

Guidance for Reclassification with the Summative Alternate English Language Proficiency Assessments for California for 2022-23
This letter provides updated guidance for reclassification with the Summative Alternate English Language Proficiency Assessments for California for 2022-23.

Reclassification Guidance for 2020-21 and Statewide Testing Window Extension (June 14, 2021)
This letter provides continued reclassification guidance and notifies LEAs of adjustments to the Summative ELPAC testing schedule.

COVID-19 Reclassification Guidance for 2019-20 and Fall Administration (July 1, 2020)
This letter provides guidance regarding ELPAC testing and reclassifying students from English learner to fluent English proficient status for 2019-20.

Letter to Local Educational Agencies Regarding the Monitoring of Reclassified Students (December 20, 2019)
This letter reminds LEAs about requirements of monitoring reclassified students.

Reclassification Guidance for 2019-20 (September 2, 2019)
This letter provides guidance to LEAs regarding reclassifying students from English learner to fluent English proficient status.

Updated Letter to Local Educational Agencies Regarding Reclassification Guidance for 2018-19 (January 18, 2019)
This letter updates the guidance previously provided to local educational agencies regarding reclassifying students from English learner to fluent English proficient status.

Letter to Local Educational Agencies Regarding Interim Reclassification Guidance for 2018-19 (September 14, 2018)
This letter updates to interim guidance provided to LEAs regarding reclassifying students from English learner to fluent English proficient status.

Frequently Asked Questions (FAQs) and Additional Resources

Reclassification FAQs
The above link provides frequently asked questions regarding English learner reclassification.

Surveying the Landscape of California's English Learner Reclassification Policy
This report shares results from a survey of district policies for measuring English learner progress and for removing the English learner designation, before and during school closures due to COVID-19.

English Learners Resources Web Page
The above link provides FAQs regarding English learners in California and appropriate teacher authorizations and links to websites with information about developing programs for linguistically and culturally diverse students.

Federal Program Monitoring (FPM) Instrument California Department of Education (CDE) Web Page
The California Department of Education Monitoring Tool is a web-based system, which allows LEAs to facilitate a response to state and federal requirements for program monitoring.

U.S. Department of Education English Learner Toolkit Web Page
Office of English Language Acquisition's EL Tool Kit was published in 2015 as a companion to support the January 7, 2015 Dear Colleague Letter (PDF) produced by the Department of Education, Office for Civil Rights, and the Department of Justice, outlining legal obligations for English learner students. Some chapters of the tool kit have been updated related to the Every Student Succeeds Act (ESSA) of 2015.

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Information on how a local educational agency (LEA) determines whether or not an English learner (EL) student has sufficient English proficiency to be reclassified as a fluent English speaker.

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Analysis for Remote Testing for the Optional Fall 2019-2020 ELPAC administration:  

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Analysis for Remote Testing for the Optional Fall 2019-2020 ELPAC administration:  

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CERS User Guide: https://www.elpac.org/s/pdf/CERS-User-Guide.2020-21.pdf

CERS Sandbox: https://cerssandbox.smarterreporting.org/

CERS/SIS Integration Info: https://www.caaspp.org/administration/reporting/cers-sis-integration.html

Creating Groups in CERS video: https://www.youtube.com/watch?v=xGTQqtmUboU

Smarter Balanced CERS video: https://www.youtube.com/watch?v=tHRe3ewaA-4

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List of Links-CAASPP/ELPAC Post Assessment

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Bakersfield City's Failure to Assess letter

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Bakersfield City's Failure to Assess letter

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BCSD  ELPAC FAILURE TO ASSESS PARENT NOTICE Final.docx

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313.

(a) Each school district that has one or more pupils who are English learners, and, to the extent required by federal law, each county office of education and each charter school, shall assess the English language development of each pupil in order to determine the level of proficiency for purposes of this chapter.

(b) The department, with the approval of the state board, shall establish procedures for conducting the assessment required pursuant to subdivision (a) and for the reclassification of a pupil from English learner to English proficient.

(c) Commencing with the 2000-01 school year until subdivision (d) is implemented, the assessment shall be conducted upon initial enrollment, and annually, thereafter, during a period of time determined by the Superintendent and the state board. The annual assessments shall continue until the pupil is redesignated as English proficient. The assessment shall primarily utilize the English language development test identified or developed by the Superintendent pursuant to Chapter 7 (commencing with Section 60810) of Part 33 of Division 4 of Title 2.

(d) (1) This subdivision shall not be implemented unless and until the department receives written documentation from the United States Department of Education that federal law permits the implementation of the changes set forth in this subdivision or until the 2013-14 school year, whichever occurs later.

(2) The summative assessment shall be conducted annually during a four-month period after January 1 determined by the Superintendent with the approval of the state board. Annual assessments shall continue until the pupil is redesignated as English proficient. The annual assessment shall primarily utilize the English language development assessment identified or developed by the Superintendent pursuant to Chapter 7 (commencing with Section 60810) of Part 33 of Division 4 of Title 2.

(3) The assessment for initial identification shall be conducted upon the initial enrollment of a pupil in order to provide information to be used to determine if the pupil is an English learner.

(A) If the initial enrollment of a pupil occurs on a date outside of the testing period identified pursuant to paragraph (2), the prior year's annual assessment for the grade in which the pupil is enrolling shall be used for this purpose.

(B) If the initial enrollment of a pupil occurs on a date within the testing period identified pursuant to paragraph (2), the initial assessment of the pupil shall be conducted as part of the annual assessment conducted pursuant to paragraph (2).

(4) Notwithstanding paragraph (2), a school district shall assess the English language development of a pupil pursuant to this section no more than one time per school year for each assessment purpose pursuant to Chapter 7 (commencing with Section 60810) of Part 33 of Division 4 of Title 2.

(e) The assessments conducted pursuant to subdivision (d) shall be conducted in a manner consistent with federal statutes and regulations.

(f) The reclassification procedures developed by the department shall utilize multiple criteria in determining whether to reclassify a pupil as proficient in English, including, but not limited to, all of the following:

(1) Assessment of language proficiency using an objective assessment instrument, including, but not limited to, the English language development test that is developed or acquired pursuant to Section 60810.

(2) Teacher evaluation, including, but not limited to, a review of the pupil's curriculum mastery.

(3) Parental opinion and consultation.

(4) Comparison of the performance of the pupil in basic skills against an empirically established range of performance in basic skills based upon the performance of English proficient pupils of the same age, that demonstrates whether the pupil is sufficiently proficient in English to participate effectively in a curriculum designed for pupils of the same age whose native language is English.

(g) This section does not preclude a school district or county office of education from testing English learners more than once in a school year if the school district or county office of education chooses to do so.
(Amended (as added by Stats. 2013, Ch. 478, Sec. 3) by Stats. 2018, Ch. 426, Sec. 3. (AB 1840) Effective September 17, 2018.)

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313. (a) Each school district that has one or more pupils who are English learners, and, to the extent required by federal law, each county office of education and each charter school, shall assess the English language development of each pupil in order to determine the level of proficiency for purposes of this chapter.

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CDE press release on ED approval of assessment plans

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CDE press release on ED approval of assessment plans

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https://www.cde.ca.gov/nr/ne/yr21/yr21rel26.asp

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https://oese.ed.gov/files/2021/04/CA-assessment-response-letter.pdf

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Shared Experiences from Paramount Unified

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Shared Experiences from Paramount Unified

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https://oese.ed.gov/files/2021/01/English-Learner-Fact-Sheet-Addendum-01-18-2021.pdf

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Whittier Union HS District, Shared Slides

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Whittier Union HS District, Shared Slides

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Issues with DEI and Web based Student Testing Interface?

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Issues with DEI and Web based Student Testing Interface?

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Delete some cookies - here is a helpful video from Catherine Siemens at SFUSD:

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Fix: ELPAC Summative Missing Session ID Box (tds)for Student Testing Interface

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Spring Administration Websites Cheat Sheet

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Spring Administration Websites Cheat Sheet

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Everything you need to know about what is available on the Spring Admin websites!

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Spring Administration Websites Cheat Sheet

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California Department of Education
News Release

California Department of Education
News Release

SACRAMENTO-The State Board of Education voted today to seek relief from certain federal testing, accountability, and reporting requirements and directed staff to explore other options for assessing student learning given the many challenges facing schools, educators, families, and students this year.

The Board's action is in response to federal guidance (PDF) released Monday that allows states to ask for latitude to account for the impact of the COVID-19 pandemic on schools. Unlike last year, the U.S. Department of Education is not inviting states to apply for blanket waivers that would allow states to opt-out of annual testing altogether, citing the role testing data plays in supporting students.

"We understand that this is an emotional issue and that these are difficult circumstances with less than perfect choices," said State Board President Linda Darling-Hammond. "Supporting schools in caring for students and staff and supporting learning must be our most important priorities. We clearly need to value time for learning and carefully prioritize how we allocate time for assessments so that results can be useful and well-used."

Board Vice President Ilene Straus noted: "At this point, with more and more schools just starting to bring students back to the classroom for in-person instruction, there are complex issues demanding educator and student time, ranging from managing new routines required by mitigation strategies to supporting students who are experiencing trauma in their lives to seeking to understand and address learning gaps."

If granted, California's federal flexibility request would:

Decouple state assessments from federal accountability requirements, as applicable. Instead, any data collected would be used to inform local educators, parents, and the public and align resources to student supports.

Waive federal penalties for student testing participation rates of less than 95 percent on the state's Smarter Balanced English language arts and math assessments.

Extend the window by which schools must complete test administration to July 30 for both the California Assessment of Student Performance and Progress (CAASPP) and the English Language Assessments for California (ELPAC), which measures English learners' progress toward language proficiency, as applicable.

Waive administration of the state's science test altogether for 2021.

Under the Every Student Succeeds Act, all states that receive federal funds for low-income students and English learners must assess annual learning progress in math, language arts, science, and English learner language proficiency, as applicable.

At its November meeting, the State Board voted to approve shortened blueprints of the Smarter Balanced assessments in English language arts and math in order to administer shorter tests in these subjects during the 2020-21 school year. The Board also requested that CDE staff make available to interested districts the Smarter Balanced Consortium's offer to allow performance tasks to be completed in the classroom to shorten testing time further.

With about 80 percent of the state's students still engaged in distance learning, board members emphasized-as the federal guidance states-that students should not be brought back to in-person instruction solely for the purpose of standardized testing.

The State Board today also directed staff to "develop a waiver proposal to bring back to the Board that focuses on a plan for assessments that provide data to parents, educators, and the public which monitors the progress of students in ELA/math and that will propose a means for uniform reporting of that data in both aggregated and disaggregated forms."

# # # #

Tony Thurmond - State Superintendent of Public Instruction
Communications Division, Room 5602, 916-319-0818, Fax 916-319-0100

Last Reviewed: Thursday, February 25, 2021

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SBE Seeks Relief from Federal Testing Requirements - Year 2021 (CA Dept of Education)

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California Department of EducationNews Release California Department of EducationNews Release SACRAMENTO-The State Board of Education voted today to seek relief from certain federal testing, accountability, and reporting requirements and directed staff to explore other options for assessing student learning given the many challenges facing schools, educators, families, and students this year.

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Resources from Parent Institute for Quality Education

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Resources from Parent Institute for Quality Education

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A strong parent-teacher partnership benefits class' motivation, behavior and grades. It creates a positive learning environment for every student. PIQE is committed to supporting our teachers and schools in creating school environments for all to learn, grow and thrive.

TEACHER-PARENT ENGAGEMENT WORKSHOP

In collaboration with the Stanford Research Institute (SRI), PIQE designed a six-hour teacher workshop to help teachers and counselors review current research on parent involvement and its impact on student achievement. The workshop helps teachers and counselors develop skills to increase meaningful parent involvement. They reflect on the role of the parent and the role of the teacher: same world, different universe. There is a conversation about the many assumptions that can misrepresent the parent-teacher relationship, and the workshop concludes by designing a school-site Parent Involvement Action Plan.

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A strong parent-teacher partnership benefits class' motivation, behavior and grades. It creates a positive learning environment for every student. PIQE is committed to supporting our teachers and schools in creating school environments for all to learn, grow and thrive.

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Families In Schools (FIS) recognizes the value of strong family-school partnerships in supporting student achievement. Consequently, we provide programs and professional development that fosters authentic parent engagement by building the skills, knowledge and confidence of both parents and staff on how to work together. FIS serves low-income and underserved communities recognizing that access to quality education continues to be the gateway out of poverty and the road to the American dream.
Recent research from Chicago shows that "When schools use effective family engagement practices, students are 10 times more likely to improve their math performance and 4 times more likely to improve their reading performance." - Byrk, Sebring, Allensworth, Luppescu,& Easton, 2012
Training Opportunities for Staff

Tailored professional development for staff on parent engagement best practices. These are short 4-hour modules on key components of parent engagement, such as improving welcoming environment or outreach, recruitment and retention strategies. Learn more

Research-based and culturally relevant parent curricula that range from early education to college awareness and preparation. FIS can train your staff on how to deliver the curricula or one of our certified facilitators can deliver the workshops at your site. Learn more

Some of our recent curriculum and professional development partners include:

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Families In Schools (FIS) recognizes the value of strong family-school partnerships in supporting student achievement. Consequently, we provide programs and professional development that fosters authentic parent engagement by building the skills, knowledge and confidence of both parents and staff on how to work together.

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San Diego Unified School District ELPAC Failure to Assess Parent Notice

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San Diego Unified School District ELPAC Failure to Assess Parent Notice

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REV. ELPAC FAILURE TO ASSESS PARENT NOTICE.docx

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Glendale USD Testing Information Quick Reference Guides

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Glendale USD Testing Information Quick Reference Guides

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B - 2020-21 Testing Information Quick Reference Guide.docx

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Delano Union Elementary School District - Speaking Domain Instructions PPT

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Delano Union Elementary School District - Speaking Domain Instructions PPT

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Delano Union Elementary SD - Log in Instructions PPT

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Delano Union Elementary SD - Log in Instructions PPT

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https://linktr.ee/caloutreach

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Recordings: previous Office Hours & Coffee Sessions playlist

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Recordings: previous Office Hours & Coffee Sessions playlist

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https://youtube.com/playlist?list=PLFEmF7tMjzzgnaEgMGqIjo0RgcywSxoQQ

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Glendale Unified School District CAASPP Site Coordinator Training

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Glendale Unified School District CAASPP Site Coordinator Training

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A - REVIEW - CAASPP Site Coordinator Training.pptx

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https://www.cde.ca.gov/ta/tg/sa/assessmentspotlight.asp

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Glendale USD New Remote Testing Information - CAASPP Site Coordinator Training

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Glendale USD New Remote Testing Information - CAASPP Site Coordinator Training

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C - NEW REMOTE TESTING INFO - CAASPP Site Coordinator Training.pptx

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Educator Spring Admin Site Helpful Q&As 

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Educator Spring Admin Site Helpful Q&As 

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https://ca-toms-help.ets.org/spring-21-educators/q-and-a/

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El Centro Elementary School District Training

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El Centro Elementary School District Training

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ETW Resource on Family Engagement during COVID-19

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ETW Resource on Family Engagement during COVID-19

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Reclassification Guidance for 2020–21 and Statewide Testing Window Extension

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Reclassification Guidance for 2020–21 and Statewide Testing Window Extension

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Found on the Letters tab on the Reclassification web page.

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Dear County and District Superintendents and Direct-funded Charter School Administrators:

This letter provides guidance on reclassification specific to the testing schedule of the Summative English Language Proficiency Assessments for California (ELPAC). The adjusted testing schedule was the result of the COVID-19 pandemic.

Prior guidance was issued by the California Department of Education (CDE), in a letter to the field dated July 1, 2020, regarding Criteria 1 and 4 as well as the suspension of the California summative assessments for English language proficiency (ELP).

In 2019, the CDE provided guidance on the Summative ELPAC threshold scores and the policy decision of the State Board of Education (SBE) to standardize the ELPAC criterion used to make decisions about reclassifying English learner (EL) students as ELPAC Overall Performance Level (PL) 4.

Existing Reclassification Criteria

The reclassification criteria set forth in both California Education Code Section 313 and Title 5 California Code of Regulations Section 11303 remain unchanged. Local educational agencies (LEAs) should continue to establish reclassification policies and procedures in accordance with the following four criteria:

1. Assessment of ELP (ELPAC Overall PL 4 is the statewide standardized ELP criterion used to determine whether a student has met this criterion);

2. Teacher evaluation, including, but not limited to, a review of the student's curriculum mastery (locally determined);

3. Parent opinion and consultation (locally determined); and

4. Comparison of student performance in basic skills against an empirically established range of performance in basic skills of English proficient students of the same age (locally determined).

Extension of the ELPAC Testing Window

On March 17, 2021, the SBE approved an extension of the testing administration window through July 30, 2021, for both the ELPAC and the California Assessment of Student Performance and Progress. Please note the following information about the 2020-21 ELPAC testing windows:

No action is needed by LEAs to extend the 2020-21 Summative ELPAC testing window. The Summative ELPAC testing window will be available for all LEAs through July 30, 2021.

For the 2020-21 Initial ELPAC administration, all responses and scores must be entered into the Teacher Hand Scoring System and Data Entry Interface by June 30, 2021. Failure to do so will result in students not receiving a student score report and having to retake the Initial ELPAC the following year.

The Initial ELPAC will not be available from July 1 through July 5, 2021, in order to allow for the transition of the test delivery system to the new school year.

The paper-pencil Initial ELPAC will be available only for students with individualized education programs or plans specifying the accommodation.

Reclassification can happen at any time during the academic year. In order to be included in the 2020-21 Re-designated Fluent English Proficient (RFEP) Count, reclassification prior to June 30, 2021, is recommended. In 2020-21, the official RFEP count transitioned from a count of students who were reclassified from Census Day to Census Day, to a count of students reclassified during the school year, from July 1 to June 30. This will align the RFEP count with the timeframe used for the English Learner Progress Indicator (ELPI) on the California School Dashboard.

RFEP counts are determined as follows:

For the 2019-20 year, students with RFEP start dates from October 2, 2019 through October 7, 2020 are counted (as certified on the 2020-21 Fall 1 Submission)

For the 2020-21 year, students with RFEP start dates from July 1, 2020 through June 30, 2021 are counted (as certified on a report available in the spring of 2021)

Questions regarding ELPAC administration testing windows should be directed to the California Technical Assistance Center by phone at 800-955-2954 or by email at caltac@ets.org.

For ELPAC questions, please contact the English Language Proficiency and Spanish Assessments Office by email at ELPAC@cde.ca.gov.

For questions about the reclassification process, please contact Sandra Covarrubias, Education Programs Consultant, Language Policy and Leadership Office, by email at SCovarrubias@cde.ca.gov.

More information is also available on the CDE Reclassification web page at https://www.cde.ca.gov/sp/el/rd/ and the California Longitudinal Pupil Achievement Data System (CALPADS) Update Flash #189 at https://www.cde.ca.gov/ds/sp/cl/calpadsupdflash189.asp.

Sincerely,

/s/

Sarah Neville-Morgan, Deputy Superintendent
Opportunities for All Branch

SNM:sc

cc:
Regional Assessment Network
Title III Directors
Title III Regional EL Specialists
Bilingual Coordinators Network
LEA ELPAC Coordinators

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Guidance Letter for Reclassification 2020-21 - Reclassification (CA Dept of Education)

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Dear County and District Superintendents and Direct-funded Charter School Administrators: This letter provides guidance on reclassification specific to the testing schedule of the Summative English Language Proficiency Assessments for California (ELPAC). The adjusted testing schedule was the result of the COVID-19 pandemic.

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What are the reclassification criteria set forth in California Education Code?

The reclassification criteria set forth in California Education Code (EC) Section 313 and Title 5 California Code of Regulations (5 CCR) section 11303, remain unchanged. Local educational agencies (LEAs) should continue using the following four criteria to establish reclassification policies and procedures:

1. Assessment of English language proficiency (ELP), using an objective assessment instrument, including, but not limited to, the state test of English Language Proficiency Assessments for California (ELPAC); and

2. Teacher evaluation, including, but not limited to, a review of the student's curriculum mastery; and

3. Parent opinion and consultation; and

4. Comparison of student performance in basic skills against an empirically established range of performance in basic skills of English proficient students of the same age.

Are any of these criteria standardized across California?

Yes. The State Board of Education (SBE) approved the use of ELPAC Overall Performance Level (PL) 4 as the statewide standardized ELP criterion for reclassification beginning with the 2018-19 Summative ELPAC administration for grades K-12 (see Criterion 1 above).

Which reclassification criteria remain locally determined?

Which Summative ELPAC threshold scores should LEAs use?

LEAs should use the Summative ELPAC Scale Score Ranges (PDF) approved by the SBE in November 2018. These are available on the CDE ELPAC web page, to determine level designation for English language proficiency. The Summative ELPAC Scale Score Ranges are identified for each grade level for (K-8) and by grade span for grades 9-10 and 11-12.

Do all of the reclassification criteria apply to all grades K-12? Do they apply to students with exceptional needs?

Yes, the reclassification criteria apply to all English learners in grades K-12, including students with exceptional needs. For further information, please see page 24 of the 2019-20 ELPAC Information Guide (PDF) .

Does a student have to score an Overall PL 4 to be considered for reclassification?

Yes. If a student will be taking the Summative ELPAC during the 2018-19 administration or later, then that student must score an Overall PL 4. The SBE approved the use of the ELPAC Overall PL 4 as the statewide standardized ELP criterion (see Criterion 1 above) for reclassification on January 9, 2019.

If listening, speaking, reading, or writing domain scores are less than four but meet an average Overall PL 4, can those students still be reclassified?

Yes. Those students can still be reclassified. Only ELPAC Overall PL 4 was approved as the statewide standardized ELP criterion. Thresholds for the individual domains were not approved.

When can assessment of students, particularly those who have taken the Summative ELPAC for reclassification purposes, be reported in the California Longitudinal Pupil Achievement Data System (CALPADS)?

Whether using the paper-pencil or computer-based initial ELPAC (for 2019-20 or 2020-2021) results to identify an English learner or the Summative ELPAC (for 2018-19 or 2019-20) results to reclassify a student, updates to a student's English Language Acquisition Status (ELAS) can be reported in CALPADS as long as the following conditions have been met:

1. Students enrolled on or before October 7, 2020 (Census Day), assessed by November 13, 2020 with the Initial ELPAC, and identified as EL student or initial fluent English proficient (IFEP) student will be entered into California Longitudinal Pupil Achievement Data System (CALPADS) automatically from Test Operations Management System as EL or IFEP.

2. Students administered the 2019-2020 Summative ELPAC by October 30, 2020, with Overall PL 4 who meet the three locally-determined criteria should complete the process of reclassification. Local educational agency staff must update CALPADS with a reclassified fluent English proficient (RFEP) status before February 1, 2021, which is the start of the 2020-2021 Summative ELPAC administration. This will ensure that these students will not be required to take the Summative ELPAC in spring 2021. If the RFEP date is on or before Census Day, the student will be included in the 2019-2020 RFEP count. If RFEP date is after Census Day, the student will be included in the 2020-2021 RFEP count.

3. Students enrolled on Census Day, who met Overall Level 4 on the 2018-2019 Summative ELPAC and the remaining three locally-determined criteria, are eligible to be reclassified on or before December 15, 2020.The RFEP date must be entered into CALPADS as on or before Census Day to be included in the 2019-2020 RFEP count.

Are LEAs required to present the district reclassification policy to the District English Learner Advisory Committee (DELAC)?

Yes, LEAs are required to present the reclassification policy to the DELAC in order to solicit advice on reclassification procedures. The DELAC shall review and comment on the school district reclassification procedures, pursuant to 5 CCR, 11308 (c)(6) (Advisory Committees). For further information, please visit the CDE DELAC web page.

Questions: Language Policy and Leadership Office | 916-319-0845

Last Reviewed: Monday, August 3, 2020

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What are the reclassification criteria set forth in California Education Code? The reclassification criteria set forth in California Education Code (EC) Section 313 and Title 5 California Code of Regulations (5 CCR) section 11303, remain unchanged.