State required Reclassification, Monitoring, and Re-designation of English Learners (ELs)
Districts must employ uniform procedures in accordance with state requirements for reclassifying English learners (ELs) as former ELs (FELs) when they attain proficiency. This document outlines the procedure and rules for doing so.
An EL must demonstrate the ability to access challenging academic content and interact with other students and teachers both academically and socially in an English language setting in order to be considered for reclassification. Evidence of this ability is demonstrated by the student on the annual English language proficiency assessment, ACCESS for ELLs®, and gathered by teachers using standardized language use inventories.
Using the following system, the ACCESS for ELLs® and the language use inventory together produce a single score. If that score exceeds the state-defined threshold, then the student is eligible to be reclassified.
Two language use inventories must be completed. An ESL teacher must complete one of the inventories when possible. The other inventory may be completed by a single content teacher or a team of content teachers. In cases in which an ESL teacher cannot complete an inventory (e.g. students whose parents have refused services and who are not seen by an ESL teacher or ELs in higher proficiency levels who do not work with an ESL teacher regularly), both inventories may be completed by content teachers or teams of teachers. If only one teacher can accurately complete the inventory (e.g. elementary classes in which the classroom teacher is ESL certified and provides both content and language instruction and there is no other teacher or administrator who can accurately complete the inventory), one inventory may be completed and the single score is multiplied by two.
The two inventories do not need to agree.
The language use inventories must be completed prior to the release of ACCESS scores each year for students who, based on teacher input and previous ACCESS scores, are likely to reach the threshold. Once ACCESS scores are released, the points are added to the points from the rubrics to determine if students are eligible to be reclassified.
Each language use inventory produces a single score and the sum of the two inventory scores is added to the ACCESS for ELLs® points assigned to determine if the student meets the minimum threshold for reclassification.
The following tables display the points possible from the ACCESS for ELLs® and the language use inventories:
| ACCESS PL Score | 4.5 – 4.7 | 4.8 – 5.0 | 5.1 – 5.3 | > 5.3 |
|---|---|---|---|---|
| Points Assigned | 3.6 | 4.5 | 5.8 | 8.4 |
| Language Use Inventories | ESL Teacher | ||
|---|---|---|---|
| Low | Moderate | High | |
| Interaction | 0 | 0.3 | 0.5 |
| Listening | 0 | 0.3 | 0.5 |
| Speaking | 0 | 0.3 | 0.5 |
| Reading | 0 | 0.3 | 0.5 |
| Language Use Inventories | Content Teacher | ||
|---|---|---|---|
| Low | Moderate | High | |
| Interaction | 0 | 0.3 | 0.5 |
| Listening | 0 | 0.3 | 0.5 |
| Speaking | 0 | 0.3 | 0.5 |
| Reading | 0 | 0.3 | 0.5 |
| Language Use Inventories | ESL Teacher | ||
|---|---|---|---|
| Low | Moderate | High | |
| Writing: Cohesion | 0 | 0.2 | 0.3 |
| Writing: Word/Phrase | 0 | 0.2 | 0.3 |
| Writing: Grammar/Sentences | 0 | 0.2 | 0.3 |
| Writing: Genre – Narrative | 0 | 0.2 | 0.3 |
| Writing: Report & Essays | 0 | 0.2 | 0.3 |
| Writing: Genre – Arguments | 0 | 0.2 | 0.3 |
| Language Use Inventories | Content Teacher | ||
|---|---|---|---|
| Low | Moderate | High | |
| Writing: Cohesion | 0 | 0.2 | 0.3 |
| Writing: Word/Phrase | 0 | 0.2 | 0.3 |
| Writing: Grammar/Sentences | 0 | 0.2 | 0.3 |
| Writing: Genre – Narrative | 0 | 0.2 | 0.3 |
| Writing: Report & Essays | 0 | 0.2 | 0.3 |
| Writing: Genre – Arguments | 0 | 0.2 | 0.3 |
Total Possible points from both inventories: 7.6
Total Possible Points from all components: 16
Threshold for reclassification: 10.5
When this reclassification score is equal to or above the cutoff, then a student should be reclassified. However, if there is compelling evidence to suggest that a student should remain identified as an EL when his/her score exceeds the cutoff, and this evidence is documented along with the ACCESS for ELLs® score report and language use inventory forms, then the EL status may be retained.
ELs with Disabilities – taking the ACCESS for ELLs®
An EL with a disability who has not met the criteria outlined above may be considered for reclassification if:
- The student has an IEP, AND
- The student has been continuously enrolled in an ESL/bilingual education program for at least four years, AND
- The student’s overall composite proficiency level score on the ACCESS for ELLs® has not increased by more than 10% at any point or total over the three most recent testing cycles, AND
- The school has documented evidence* that the student has been provided with the appropriate level of language support, including ELD instruction, throughout his/her enrollment in the LIEP, AND
- A school-based team recommends reclassification. See below for team composition and recommendation protocol.
* Documented evidence can include schedules indicating ELD instructional times, specific language supports used, ELD curriculum indicating areas of language instruction covered, language use evaluations based on WIDA rubrics or PA reclassification rubrics, modifications made to assessments, IEP addressing ELD instruction or language needs, etc.
To calculate the percent difference between scores, use the following formula:
∆ OCPL / OCPL1 (100) = % change
∆ OCPL: Difference between the overall composite proficiency level from year one and year two (or year one and year three)
OCPL1: overall composite proficiency level from year 1
Example: A student scores 4.3 last year and 4.5 this year (or scored 4.3 in year 1 and 4.5 in year 3). The percent difference is (.2/4.3)100, which is 4.65%.
School-based team composition and recommendation protocol:
The following individuals must be included on the team that considers the body of evidence and determines whether to reclassify an EL with a disability:
- At least one expert on the student’s English language acquisition
- At least one expert on the student’s special education goals and services
- At least one expert on the student’s general education content achievement
- At least one family member (and any requisite interpreters/cultural liaisons)
- Any related service providers who work with the student
A single team member may fill more than one of the roles identified above.
High Priority Evidence to consider:
- Standardized or curriculum-based assessments special education teachers and related service providers use to monitor students’ progress towards IEP goals that are relevant to developing English language proficiency
- Classroom observations of students’ language use
- Language samples demonstrating listening, speaking, reading, and writing skills
- Student work samples or portfolios
- Teacher input on students’ English language development progress
- Family input on students’ language development and use at home
- Data related to how the student was initially identified as an EL
- Review of English learner services across the most recent four years to ensure the student has received adequate English language development instruction and language support for content learning during that time
Evidence to consider if available:
- Assessments that evaluate students’ proficiency in their home/primary language
- Language use inventories
- Comparable data from similar EL peer group (other ELs with similar profiles)
Questions that must be addressed by the team:
- Has the student received adequate ELD instruction and language supports commensurate with his/her ELP level for the most recent four years?
- Is this student able to effectively communicate in English?
- Is the EL making progress toward meeting PA Core Standards in listening, speaking, reading, and writing on par with ELs who have similar profiles?
- Are any ACCESS for ELLs domain scores that affect the student’s ability to reach an overall composite proficiency level of 4.5 directly related to the student’s disability?
If the answer to any of these questions is ‘no’, then the team must carefully consider the student’s continued participation in the LIEP until such time that the student will no longer benefit from continued specialized English language development instruction and supports.
See Appendix E for a sample reclassification cover sheet. Districts are free to develop their own form of documenting the reclassification decision for ELs with disabilities, but it must at a minimum include the names of the team members involved, the evidence that was analyzed, the student’s current ACCESS scores, and answers to the four questions above. The form should be filed with the student’s permanent record.
ELs with Disabilities – taking the Alternate ACCESS for ELLs®
ELs who are eligible for and take the Alternate ACCESS for ELLs® may be considered for reclassification when:
- they achieve a score of at least P2 on two consecutive administrations of the test OR achieve the same score for three consecutive administrations of the test, AND
- the IEP team, with input from an ESL/bilingual education professional, recommends reclassification.
Although language use inventories are not required for ELs with disabilities as part of the reclassification process, teachers should consider completing them in cases where it is appropriate as a way to document language proficiency at the time of reclassification for future reference if needed.
For more detailed guidance related to ELs with disabilities, please see the guidance contained on the Bureau of Special Education website at www.pattan.net.
Although language use inventories are not required for ELs with disabilities as part of the reclassification process, teachers should consider completing them in cases where it is appropriate as a way to document language proficiency at the time of reclassification for future reference if needed.
