Assignment 1: Reclassification Criteria for Livermore Valley Charter School
Prompt: What are the requirements for reclassification (also called redesignation in some districts) in your California school district? There are about five criteria that an English Learner must satisfy before being reclassified as Fluent English Proficient (R-FEP). Please submit as a Word doc. You may cut and paste from the internet. (This is probably about 1 paragraph long)
**This MUST be for a California public school. If you are not in California or a public school please pick one you are interested in.
CELDT Testing
All students who indicate that their home language is other than English will be California English Language Development Test (“CELDT”) tested within thirty days of initial enrollment[1] and at least annually thereafter between July 1 and October 31st until re-designated as fluent English proficient.
The Charter School will notify all parents of its responsibility for CELDT testing and of CELDT results within thirty days of receiving results from publisher. The CELDT shall be used to fulfill the requirements under the No Child Left Behind Act for annual English proficiency testing.
Reclassification Procedures
As part of the Charter School’s monitoring program, the CELDT is also administered annually to students who are identified as English Learners. The Charter School monitors students’ CELDT and CST scores along with teacher recommendations to track student progress towards reclassification. The Charter School hopes to reclassify EL students as soon as feasible and, to this end, will continue to implement a school-wide commitment to emphasize academic vocabulary across content areas.
Reclassification can occur when a student successfully reaches the appropriate proficiency level on the CELDT, receives a score of basic on ELA testing, and obtains teacher recommendation in conjunction with parent/guardian communication. Parents’ input into the English Language program will take place through parent meetings, and annual written notification of their child’s CELDT score and course placement.
Reclassified students will be monitored for at least two years by classroom teachers. Should additional support or services be needed, a Student Success Team (SST) will be held.
**This MUST be for a California public school. If you are not in California or a public school please pick one you are interested in.
CELDT Testing
All students who indicate that their home language is other than English will be California English Language Development Test (“CELDT”) tested within thirty days of initial enrollment[1] and at least annually thereafter between July 1 and October 31st until re-designated as fluent English proficient.
The Charter School will notify all parents of its responsibility for CELDT testing and of CELDT results within thirty days of receiving results from publisher. The CELDT shall be used to fulfill the requirements under the No Child Left Behind Act for annual English proficiency testing.
Reclassification Procedures
As part of the Charter School’s monitoring program, the CELDT is also administered annually to students who are identified as English Learners. The Charter School monitors students’ CELDT and CST scores along with teacher recommendations to track student progress towards reclassification. The Charter School hopes to reclassify EL students as soon as feasible and, to this end, will continue to implement a school-wide commitment to emphasize academic vocabulary across content areas.
Reclassification can occur when a student successfully reaches the appropriate proficiency level on the CELDT, receives a score of basic on ELA testing, and obtains teacher recommendation in conjunction with parent/guardian communication. Parents’ input into the English Language program will take place through parent meetings, and annual written notification of their child’s CELDT score and course placement.
Reclassified students will be monitored for at least two years by classroom teachers. Should additional support or services be needed, a Student Success Team (SST) will be held.
Reclassification Criteria
Area |
Data Collection Method |
Reclassification Criteria |
1. English Language proficiency |
Most recent CELDT test |
Overall level: Advanced or Early Advanced Listening/Speaking: Intermediate or higher Reading: Intermediate or higher Writing: Intermediate or higher |
2. Academic Achievement |
Most recent California Standards Tests in English Language Arts (ELA). |
Mid-Basic CST Score (Scale Score of 324 or higher) in ELA |
3. Teacher Evaluation |
Teacher’s recommendation and current report card |
Grades 2-6 Teacher agrees that student is performing successfully in all academic areas. Report card indicates that student meets approaching standards in all areas. Grades 7-8 Minimum of “C” in all academic areas (Language Arts, Math, Social Science, and Science) on most current report card If there are any deficits, the teacher agrees that: · the student is performing successfully in academic areas -or- · any deficits in motivation or performance are unrelated to English language proficiency |
4. Parent Opinion & Consultation |
Description and results of consultation with parent |
Parent agrees that reclassification is appropriate |
Assignment 2 - Who is an English Learner?
Prompt: Who is an English Language Learner? By Adrienne Lu 1) Opinion paper: After reading the article Who is an English Learner by Adrienne Lu online, write one page (250 words) essay summarizing the article and adding your own opinion. What has been your experience with English learners? Has your school been prepared? Do you think the States should all have the same standards?
The article, Who is an English-language learner? By Adrienne Lu, discusses the definition, or lack of a definition, for an English language learner.
According to, The Glossary of Education Reform, “English Language Learners, are students who are unable to communicate fluently or learn effectively in English, who often come from non-English-speaking homes and backgrounds, and who typically require specialized or modified instruction in both the English language and in their academic courses.” This definition or any other definition for an English language learner has not been agreed upon at the district or state level. This effects the quality of education a student receives. In one place a student can qualify for one level of support and in another area a completely different level. But how do we get all states to agree upon a definition? The government gives money for English language learners and has even offered incentives to those that agree upon a definition. States that belong to: Smarter Balanced, Partnership for the Assessment of Readiness for College and Careers, English Language Proficiency Assessment for the 21st Century and Assessment Services Supporting ELL’s through Technology Systems, are assisting in the development of common core standardized tests and/or the measurement of English language proficiency, and thus earn money for their English Language Learners.
English language learners are entitled to receive extra support as an English Language Learner, however, the classification and amount differ per state. The extra support could be: small group English instruction, listening to lessons in their native tongue, extra time on assignments, and/or tests. English-language learners are required to receive extra services to help them master the grade level curriculum under the federal Civil Rights Act.
Defining and classifying English Language Learners is a high priority for The Council of Chief State School Officers. They are working a proposed four-state process for English Language Learners. The first step would involve surveying parents. Next, an evaluation, then “determining a standard for English proficiency” and finally reclassification.
Over the past 20 years I have had many English Language Learners of varying levels of English proficiency. My current school gives the CELDT test to all English Language Learners within the first 30 days of school. This helps me understand their level of understanding and processing of the English language. I have had students that are at the Beginning level all the way to Proficient level according to the CELDT exam. My beginning level students usually require the most support. In Kindergarten, that usually means more picture clues, modeling, repeating of directions, and teacher support. I agree with the article that all states should have an agreed upon definition for an English Language Learner and the same classification guidelines. As a nation, we need to work together to support our students and agree to give all students the same opportunities.
Works Cited
Writer, A. L. (2013). Who is an 'English-language learner'? Retrieved August 06, 2016, from http://www.usatoday.com/story/news/nation/2013/10/22/stateline-english-learners/3149217/
The article, Who is an English-language learner? By Adrienne Lu, discusses the definition, or lack of a definition, for an English language learner.
According to, The Glossary of Education Reform, “English Language Learners, are students who are unable to communicate fluently or learn effectively in English, who often come from non-English-speaking homes and backgrounds, and who typically require specialized or modified instruction in both the English language and in their academic courses.” This definition or any other definition for an English language learner has not been agreed upon at the district or state level. This effects the quality of education a student receives. In one place a student can qualify for one level of support and in another area a completely different level. But how do we get all states to agree upon a definition? The government gives money for English language learners and has even offered incentives to those that agree upon a definition. States that belong to: Smarter Balanced, Partnership for the Assessment of Readiness for College and Careers, English Language Proficiency Assessment for the 21st Century and Assessment Services Supporting ELL’s through Technology Systems, are assisting in the development of common core standardized tests and/or the measurement of English language proficiency, and thus earn money for their English Language Learners.
English language learners are entitled to receive extra support as an English Language Learner, however, the classification and amount differ per state. The extra support could be: small group English instruction, listening to lessons in their native tongue, extra time on assignments, and/or tests. English-language learners are required to receive extra services to help them master the grade level curriculum under the federal Civil Rights Act.
Defining and classifying English Language Learners is a high priority for The Council of Chief State School Officers. They are working a proposed four-state process for English Language Learners. The first step would involve surveying parents. Next, an evaluation, then “determining a standard for English proficiency” and finally reclassification.
Over the past 20 years I have had many English Language Learners of varying levels of English proficiency. My current school gives the CELDT test to all English Language Learners within the first 30 days of school. This helps me understand their level of understanding and processing of the English language. I have had students that are at the Beginning level all the way to Proficient level according to the CELDT exam. My beginning level students usually require the most support. In Kindergarten, that usually means more picture clues, modeling, repeating of directions, and teacher support. I agree with the article that all states should have an agreed upon definition for an English Language Learner and the same classification guidelines. As a nation, we need to work together to support our students and agree to give all students the same opportunities.
Works Cited
Writer, A. L. (2013). Who is an 'English-language learner'? Retrieved August 06, 2016, from http://www.usatoday.com/story/news/nation/2013/10/22/stateline-english-learners/3149217/