Reclassification, Monitoring, and R​e-designation of English Learners

Once ELs attain English proficiency as defined in the state reclassification procedure, they must be reclassified as former ELs. The academic progress of former ELs must be actively monitored by district personnel for a period of two (2) years after reclassification. Former ELs must be reported to the state as such for a period of four years after reclassification.

State required reclassifica​tion criteria

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.

Download the standardiz​​ed language use inventories (Word​)

Using the following system, the ACCESS for ELLs® and the lang​​uage use inventory together produce a single score. If that score exceeds the state-defined threshold, then the student is eligible to be reclassified.

Districts are free to develop their own form of documenting the reclassification decision for ELs, but it must, at a minimum, include the information contained on the sample form below:

Download the sample reclassification cover sheet​ (Word)​​

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.

NOTE: In some cases, students who were not identified as likely to reach the ACCESS score threshold and for whom no language use inventories were completed will unexpectedly achieve a score exceeding the threshold. Language use inventories may be completed after ACCESS scores are released in these limited cases, but they must be completed prior to October 1 of the following school year.

The reclassification window begins when ACCESS scores are published and ends on October 1 of the following school year. Although language use inventories must be completed as part of the reclassification decision-making and evidence-gathering process prior to the opening of the window, no changes to a student's status can be made in local data systems or in PIMS between October 1 and the date on which the district receives ACCESS scores each year.

Districts must develop local plans for how to:

• select content teachers who will complete the inventories
• manage the decision-making/reporting process using this procedure and these criteria
• train staff to use the rubrics and evaluate the students' language use
• hold teachers accountable for completing the inventories
• select students for whom inventories will be completed in anticipation of qualifying ACCESS scores

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:

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 greater than 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 - takin​g the A​​​CCESS for ELLs^®

An EL with a disability who has not met the criteria outlined above may be considered for reclassification if:

1. The student has an IEP, AND
2. The student has been continuously enrolled in an LIEP for at least four years, AND
3. The student's overall composite proficiency level score* on the ACCESS for ELLs® has not increased by more than 10% between any two years or total over the three most recent testing cycles, AND
4. 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
5. A school-based team recommends reclassification. See below for team composition and recommendation protocol.

* for students who cannot complete all four domains of the test as a direct documented result of their disability, the state has adopted a method for calculating an overall composite proficiency level with fewer than all four domains. LEAs may use the overall composite proficiency level calculation tool (for ELs with disabilities) linked below.

Download the OaCPL Calculation Tool (Excel)

Please review the instructions for using this tool on the first tab before proceeding.

This tool may only be used for students who have IEPs and documented disabilities that prevent them from participating in up to two domains of the ACCESS or Alternate ACCESS.​

** 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, year two and year three, or year one and year three

OCPL1: overall composite proficiency level from the first of the two years being compared

For example, the percent difference between a score of 4.3 and 4.5 is (.2/4.3)*100, which is 4.65%.

You may also use the ACCESS score eligibility calculation tool for ELs with disabilities​​.

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:

1. Has the student received adequate ELD instruction and language supports commensurate with his/her ELP level for the most recent four years?
2. Is this student able to effectively communicate in English?
3. Is the EL making progress toward meeting PA Core Standards in listening, speaking, reading, and writing on par with ELs who have similar profiles?
4. 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.

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.

Download a sample reclassifica​tion cover sheet for ELs with disabilities​ (Word)

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:

1. 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
2. the IEP team, with input from an ESL/bilingual education professional, recommends reclassification.

* Some ELs with disabilities may not be able to participate in all four domains of the ACCESS or Alternate ACCESS. For ELs whose disabilities prevent them completing all four domains of the test and who are being considered for reclassification under the criteria for students with disabilities, the state has adopted a method for calculating an overall composite proficiency level with fewer than all four domains.

Download the OaCPL Calculation Tool (Excel)

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 and 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.

Monitoring of for​​mer ELs

Districts must include in their LIEP uniform procedures in accordance with state requirements for actively monitoring the progress of former ELs (FELs) for a period of two years after reclassification and reporting FELs to the state for an additional two years (total of four years of monitoring status).

Active Monito​​ring Period – firs​​t two years after reclassification

Districts must ensure that ELs in the first two years after reclassification do not struggle academically as a result of persistent language barriers. In order to do this, districts must develop and implement a process for actively monitoring students' progress and achievement in the general academic program delivered without specialized, planned language supports.

Districts are free to create their own process, but it must, at a minimum, include tracking student progress in all core academic classes and soliciting feedback from core academic teachers periodically throughout the school year with sufficient frequency to preclude a student falling significantly behind.

Additional monitoring period – third​ and fourth years after reclassification

Districts are required to continue reporting FELs to the state in PIMS for an additional two years after the active monitoring period. Districts are not required to actively monitor the progress and academic achievement of ELs in the general education program during these years. At the end of the fourth year after reclassification, ELs are coded as Former ELs – no longer monitored for the remainder of their time in school.

Re-designati​​ng former ELs

If it is determined during the active monitoring phase that an EL is struggling academically as a result of persistent language barriers, then the district must have plans in place to re-designate that former EL as an active EL and re-enroll him/her in the LIEP. The district must demonstrate that the FEL is struggling as a result of persistent language acquisition needs and not academic needs, which require academic supports and/or interventions.

FELs who have been re-designated as active ELs must meet the state-required criteria to be reclassified as FELs. In cases such as these, the monitoring process starts over from year 1 upon the second reclassification.

Training materials related to the reclassification procedure are available on the ESL Portal on the SAS website.

Overall composite profic​​iency level calculation tool (with all four domain scores)

Due to errors in student data associated with the ACCESS for ELLs, reports are sometimes separated into more than one form. In this case, no overall composite proficiency level is calculated even though all four domains have been completed. This tool may be used for calculating an overall composite proficiency level when all four domain scores are available if a student's ACCESS report was separated into two forms and there was subsequently no OaCPL calculated at the time of reporting.

Download the OaCPL Calculation Tool for all four domains (Excel)

Please review the instructions for using this tool on the first tab before proceeding.

This tool may ONLY be used when all four domains of the ACCESS for ELLs have been completed and reported. To calculate the overall composite proficiency level for students with disabilities who are missing one or more domains, use the OaCPL Calculation Tool for students with disabilities.

ACCESS score eligibility calculation to​ol for ELs with disabilities

The following tool will calculate percent changes between ACCESS overall composite proficiency scores and determine eligibility for ELs who are being considered for reclassification under the criteria for students with disabilities taking the ACCESS for ELLs.

Download the Reclassification Score Calculation Tool (Excel)