296 0 obj <>/Filter/FlateDecode/ID[<4134BC0D7BBB1340A3C346E395F75EE5>]/Index[280 40]/Info 279 0 R/Length 80/Prev 230784/Root 281 0 R/Size 320/Type/XRef/W[1 2 1]>>stream LEAs monitor, for at least four years, the academic progress of students who have exited an EL program to ensure that the students have not been prematurely exited, any academic deficits they incurred resulting from the EL program have been remedied, and they are meaningfully participating in the district’s educational programs comparable to their never-EL peers. 280 0 obj <> endobj I agree with Shelly that access to core instructional content rests with schools and districts, not with reclassification criteria. Click here for EdSource's Comments Policy. Guidance includes complete descriptions of the different options for administering the assessments, communications for stakeholders, directions for local educational agencies (LEAs), test examiners, parents/guardians, and students. The factors that do come into play when students do not reclassify are the lack of consistency in the teaching of ELD; the lack of linguistic knowledge and background for teachers to know how English Language Development lessons should look very different than a general English language arts lesson and a lack of a monitoring system to intently look at a student’s progress from TK to 2nd grade (a pivotal age for transitioning from learning to read to reading to learn). If a student was reclassified multiple times during the Report Period at the same school, only the most recent reclassification is reported. To get more reports like this one, click here to sign up for EdSource’s no-cost daily email on latest developments in education. As a Mexican-American (Chicana/Latina) who went through traditional schooling from 1957 to 1969 before entering college to become a teacher, I know what it is like to struggle as an English learner. If we consider that reclassification means that the student can meaningfully benefit from general education instruction without additional language supports, and we are going to make that determination using only a language proficiency assessment, that assessment has to be a powerful predictor of future success in mainstream English language arts classes. Sarah Neville-Morgan I have been a Bilingual Educator for 45 years, teaching in both bilingual and SEI settings, high school ELD and adult ESL. SB 463, authored by Sen. Ricardo Lara, D-Bell Gardens, would adopt the four current state criteria used for reclassification: performance on the state assessment of English language proficiency; evaluation by teachers; consultation with parents; and the mastery of basic skills as measured by comparable scores of English-only students on a standardized English language arts test that all students take annually. But, as a former English learner who still struggles at times in writing due to the way my bilingual brain functions, I hope this issue is resolved and that the guidelines for reclassification take into account a grade level, standardized assessment in English language arts to optimize the student’s academic performance “after” reclassification. But Shelly Spiegel-Coleman, executive director of Californians Together, a coalition of organizations that advocate for English learners, said it is premature to conclude that ELPAC will be a better test. SB 463 requires ELPAC scores to be used for EL reclassifications for the 2018-19 school year, … Read More. I am glad that there is such an extensive dialogue taking place around the topic of the reclassification of English learners. All Rights Reserved. If that score exceeds the state-defined threshold, then the student is eligible to be reclassified. The researchers are worried about the denial of accessibility to a full curriculum for students who have not been reclassified. This letter serves to remind local educational agencies (LEAs) of state and federal laws that require four years of monitoring of students who have exited from English learner (EL) status because they have been reclassified to fluent English proficient (RFEP) status. When we used the California Standards Test (CST) years back, our cut-off was at Mid-Basic (student had to score 325 or above). There is an additional practical problem with SB 463. reclassification is not appropriate because of the nature of the student's disabling condition. Because these Reclassified Fluent English Proficient (RFEP) students have much better academic outcomes than English Learner (EL) students, policymakers conjecture that reclassifying ELs more Lara’s bill doesn’t suggest a score on Smarter Balanced that would qualify an English learner for reclassification, but Linquanti noted that only half of English-only speakers scored proficient last year. Unfortunately in many school districts, the needs of English learners are looked at as a “side-job” in their teaching; something they must consider, but not really put that much effort into because they have so many other responsibilities in learning all about the Common Core, SBAC etc. With two years of student test data in hand, state experts will set a score signifying proficiency, the level at which English learners will have an “equal chance” at successfully performing academically as English-only students. Every year tens of thousands of children are reclassified as English proficient using vastly different criteria,” he wrote. As we move forward to establish reclassification guidelines applied throughout the state, we need to be very careful. Once reclassified, assuming it has been done well, does not mean that support services are no longer needed. Whereas we cannot eliminate the impact a teacher can make in student’s academic progress, I attribute the increase more to the commitment in our office to inform parents about the reclassification process to provide them with the pertinent questions to ask at a parent-teacher conference and by forming their schools ELAC committees that allows them the opportunity to take part in reviewing the quality of the programs designed for English learners at their child’s school.

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