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Sanger Unified School District

The purpose of the reclassification (RFEP) process is to document when an English learner has sufficient English proficiency to be reclassified as a fluent English speaker. Once official CELDT results are received, the reclassification process can begin for K–12th grade students. Teachers, support staff, school administrators, and parents participate in the reclassification process.

1. The ELSC or classroom teacher may begin reclassification process and paperwork (p. 81).

2. District-approved assessments will be used to evaluate language and academic achievement. All assessment scores must be current and meet district requirements.

3. Parent/Guardian(s) must be notified of student’s eligibility for reclassification. A conference may be scheduled to review reclassification criteria and student progress. Translation services will be provided as necessary. Parent(s) must sign and date completed reclassification paperwork. If the parent is unable to attend a conference, a person speaking the parents’ primary language shall consult with the parent by telephone.

4. The original SUSD Reclassification Criteria form is given to the parent/guardian, and a copy is placed in the student’s green EL folder. The ELSC sends a list of reclassified students with official RFEP dates to the EL Services Department.

5. After reclassification, students will be monitored every 5-6 months for two years using the SUSD Reclassification Follow-up Form (p. 83).

6. For overview, see Reclassification Process Flowchart (p. 5).


RECLASSIFICATION OF ENGLISH LEARNERS WITH DISABILITIES
Under current state law, students who are English learners must participate in the annual administration of the CELDT until they are reclassified as Fluent English Proficient (RFEP). This means ALL students, including those with disabilities. The reclassification process in public schools is based on guidelines approved by the State Board of Education and is based on California EC Section 313(d). Sanger Unified also utilizes the Meeting the Needs of English Learners with Disabilities Resource Book, by Jarice Butterfield from the Santa Barbara County SELPA, on behalf of the SELPA Administrators of California Association. Pupil Services and the EL Services Department will use Butterfield’s resource book, as well as the CELDT Information Guide, to provide additional professional development for EL Site Contacts and Individualized Education Program (IEP) team members to better support dual-identified English learners (ELs with disabilities).

Sanger Unified is equipped to provide dual-identified ELs with linguistically-appropriate programs and support services to meet their unique needs. English learners with disabilities, including those with severe cognitive disabilities, will be provided the same opportunities to be reclassified as students without disabilities. Sanger Unified utilizes multiple measures and multiple criteria in determining whether a student has acquired sufficient English skills to perform successfully in academic subjects and meet IEP goals without ELD support.

Considering all guidelines, criteria, resources, and the individual needs of each dual-identified English learner, the IEP team will determine the following:
  • Appropriate measures of English language proficiency (ELP)
  • Appropriate measures of performance in basic skills
  • Minimum levels of proficiency that would be equivalent to an English proficient peer with similar disabilities in accordance with district reclassification policies
In accordance with federal and state law, the IEP team may address the individual needs of each English learner with a disability using multiple criteria in concert with district reclassification criteria:
  • Criterion 1: Assessment of ELP using an objective assessment instrument
- Including, but not limited to the CELDT
- An alternate assessment may be used to measure the student’s ELP on any or all four domains in which the student cannot be assessed using the CELDT
- IEP team can use the scores from an alternate assessment aligned with the state ELD standards for reclassification purposes

  • Criterion 2: Teacher evaluation
- Use the student’s classroom performance information based on his or her IEP goals for academic and ELD

  • Criterion 3: Parental opinion and consultation
- The parent or guardian is a participant on the IEP team

  • Criterion 4: Student’s score on an assessment of basic skills
- The IEP team should specify in the student’s IEP an assessment of basic skills to meet the guidelines for reclassification (e.g., the California Alternate Assessment)
- Other assessments may be considered that are valid and reliable and designed to compare basic skills of dual-identified ELs to native speakers of English with similar disabilities

Using this information the IEP team, including the parent and EL Site Contact, will decide whether or not to reclassify a student with disabilities. Other criteria may be used to supplement the four required criteria listed above to ensure the most appropriate decision is made for each student.

Image of the reclassification flowchart