Reclassification for Long Term English Learners with ... · ELPAC Newcomer Students Fall 2017....
Transcript of Reclassification for Long Term English Learners with ... · ELPAC Newcomer Students Fall 2017....
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
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
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
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
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
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
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
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
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
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
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