Fillable POLICY BULLETIN LOS ANGELES UNIFIED SCHOOL DISTRICT (Los Angeles Unified School District)

Fill Online, Printable, Fillable, Blank POLICY BULLETIN LOS ANGELES UNIFIED SCHOOL DISTRICT (Los Angeles Unified School District) Form

Use Fill to complete blank online LOS ANGELES UNIFIED SCHOOL DISTRICT pdf forms for free. Once completed you can sign your fillable form or send for signing. All forms are printable and downloadable.

POLICY BULLETIN LOS ANGELES UNIFIED SCHOOL DISTRICT (Los Angeles Unified School District)

On average this form takes 24 minutes to complete

The POLICY BULLETIN LOS ANGELES UNIFIED SCHOOL DISTRICT (Los Angeles Unified School District) form is 22 pages long and contains:

  • 0 signatures
  • 55 check-boxes
  • 71 other fields

Country of origin: US
File type: PDF

Use our library of forms to quickly fill and sign your Los Angeles Unified School District forms online.

BROWSE LOS ANGELES UNIFIED SCHOOL DISTRICT FORMS

Related forms
Fill has a huge library of thousands of forms all set up to be filled in easily and signed.
Fill in your chosen form
Sign the form using our drawing tool
Send to someone else to fill in and sign.
find another form
 
LOS ANGELES UNIFIED SCHOOL DISTRICT
POLICY BULLETIN
BUL-6890.1
Division of Special Education Page 1 of 9 September 25, 2018
TITLE:
Guidelines for IEP Teams on the
Reclassification Procedures for Secondary
Long-Term English Learners with
Disabilities in Grades 6-12
ROUTING
All Secondary Schools
Local District Superintendents
Instructional Directors
Local District English Learner
Program Coordinators
Local District Counseling
Coordinators
Division of Special Education
Staff
EL Designees
TSP Advisors
Special Education Teachers
NUMBER:
BUL-6890.1
ISSUER:
Beth Kauffman, Associate Superintendent
Division of Special Education
DATE:
September 25, 2018
POLICY:
This bulletin provides guidelines for Individualized Education Program (IEP)
teams to follow when recommending reclassification as Fluent English
Proficient (RFEP) for a Long-Term English learner (LTEL) eligible for Special
Education services. California Education Code Section 313.1 (a) (b) defines a
Long-Term English Learner as “an English learner who is enrolled in any of
grades 6 to 12, inclusive, has been enrolled in schools in the United States for
more than six years, has remained at the same English language proficiency
level for two or more consecutive years” as determined by the state’s annual
English language development test. These procedures are only authorized for
eligible LTEL students with disabilities (LTEL SWDs) in grades 6-12 with an
active IEP who meet the criteria outlined in this bulletin. This bulletin provides
IEP teams, including those for students on the alternate curriculum, with the
process for reclassification of LTELs that considers the impact of the student’s
disability on English Language Proficiency (ELP).
MAJOR
CHANGES:
BACKGROUND:
This bulletin replaces BUL-6890.0 of the same title dated August 7, 2017, and
incorporates the following changes:
English Language Proficiency Assessments for California (ELPAC)
replaced the California English Language Development Test (CELDT)
Summative Clarification of IEP Team roles, responsibilities and
procedures
Revised Attachments B and C
Reclassification is the process by which school districts determine if English
Learners (ELs) have acquired sufficient proficiency in English to perform
successfully in core academic subjects without English Language Development
(ELD) support. The reclassification process and criteria are based upon
guidelines approved by the California Department of Education (CDE) and the
LOS ANGELES UNIFIED SCHOOL DISTRICT
POLICY BULLETIN
BUL-6890.1
Division of Special Education Page 2 of 9 September 25, 2018
BACKGROUND
(Continued):
State Board of Education (SBE).
California Education Code Section 313(f) identifies four required criteria for
reclassification, but also allows for other measures to be included.
The four required criteria are:
1. Assessment of language proficiency, using an objective assessment
instrument, including but not limited to, the state test of English
Language Proficiency.
2. Teacher evaluation, including but not limited to, a review of the
student’s curriculum mastery.
3. Parent opinion and consultation.
4. Comparison of student performance in basic skills against an
empirically established range of performance in basic skills based on the
performance of English proficient students of the same age.
GUIDELINES:
The following guidelines apply.
Students with disabilities, including those on the alternate curriculum, are
to be provided the same opportunities to be reclassified as students without
disabilities. Therefore, IEP teams may determine appropriate measures of
ELP and performance in basic skills, and minimum levels of proficiency on
these measures that would be equivalent to a native English-speaking peer with
similar disabilities in the same grade level.
When students who have had the benefit of six or more years of ELD support
do not meet the four criteria for reclassification as established by the school
district, it is possible for the IEP team to consider reclassification based upon
the process outlined in this bulletin which considers the impact of
his/her disability on ELP.
Note: If the IEP team believes that a student would still benefit from ELD
support because he/she has not fully developed English language proficiency,
reclassification may not be appropriate.
Applying the Reclassification Criteria for Long-Term English Learners with
Disabilities with an IEP
IEP teams are authorized to follow the process outlined in this bulletin and
complete the forms included in this bulletin when the LTEL meets all of the
following criteria:
Student has completed six (6) full years in U.S. schools.
Student has had the benefit of six (6) or more years of ELD support.
Student is at least in Grade 6 and is attending school regularly.
Student has an IEP and is eligible for Special Education services at the
LOS ANGELES UNIFIED SCHOOL DISTRICT
POLICY BULLETIN
BUL-6890.1
Division of Special Education Page 3 of 9 September 25, 2018
GUIDELINES
(Continued):
time this reclassification process is enacted. The IEP in which the
reclassification is determined must be in at least “pending” status.
In accordance with federal and state law, the IEP team may address the
individual needs of each EL with a disability using multiple criteria in concert
with the four reclassification criteria in EC Section 313(f).
Other criteria may be used to supplement the four required criteria to ensure the
most appropriate decision is made for each student. However, at no time does
the IEP team have the authority to omit any of the four required criteria or
substitute them with alternate criteria.
For additional guidance on the steps to follow during this process, see
Attachment A: Checklist.
Criterion 1: Assessment of English Language Proficiency (ELP)
The IEP team will use the most recent administration of the ELPAC Summative
Assessment as the primary evidence that a student has met the criteria
demonstrating English language proficiency. Consider for reclassification those
students who score as follows:
Overall Proficiency Level of 3 maximum or above with scores of 3 maximum
or above in Oral Language and Written Language.
If the student does not meet the above ELPAC measure, the IEP team may
use the alternate measure of determining that the student has
demonstrated an appropriate level of English language proficiency
commensurate with his/her abilities when compared to native English-
speaking peers with similar disabilities in the same grade level.
Students participating in the alternate curriculum who are assessed using an
alternate English Language Proficiency assessment, such as the Ventura
County Comprehensive Alternate Language Proficiency Survey (VCCALPS)
cannot use VCCALPS scores to meet Criterion 1. However, those students may
be reclassified if they have demonstrated an appropriate level of English
language proficiency commensurate with his/her abilities when compared to
native English-speaking peers with similar disabilities in the same grade level.
Criterion 2: Teacher Evaluation of Student Academic Performance
The IEP team will use grades from the most recent reporting period as the
primary measure for Criterion 2. A grade of C or better in a grade level English
course or LTEL course can be used to fulfill this criterion. If a student does not
LOS ANGELES UNIFIED SCHOOL DISTRICT
POLICY BULLETIN
BUL-6890.1
Division of Special Education Page 4 of 9 September 25, 2018
GUIDELINES
(Continued):
have a grade of C or better, the IEP team may use the alternate measure of the
student’s classroom performance based on his/her IEP goals for ELD and all
literacy domains (reading, writing, listening/receptive language,
speaking/expressive language).
The IEP team must review the extent to which the student is mastering the
content as evidenced by the IEP goals and grade-level expectations, progress on
curriculum-based measures and/or formative assessments, and/or student work
samples, and compare the student’s progress to native English-speaking peers
with similar disabilities in the same grade level.
Criterion 3: Comparison of Performance in Basic Skills
All LTEL SWDs on the general education curriculum will participate in the
Reading Inventory (RI) as the District selected assessment of basic skills in
English. The District has established cut scores for determining this criterion.
This cut score must have been obtained without any accommodations or
modifications, as these would render the score invalid. Students who achieve a
score of Basic, Proficient, or Advanced on the RI assessment have
demonstrated grade level skills in English.
In lieu of the RI score, teams may consider the ELA SBAC of “Standard Met”
or “Standard Exceeded” to meet Criterion 3 for reclassification.
If the student does not meet the cut scores of either of these two assessments, or
does not take these assessments because they are on the alternate curriculum,
the IEP team may use the alternate measure of determining that the student has
demonstrated an appropriate level of performance in ELA Basic Skills that is
commensurate with his/her abilities when compared to native English-speaking
peers with similar disabilities in the same grade level. See BUL-5619.7:
Reclassification of English Learners, for additional information.
Criterion 4: Parent/Guardian Opinion and Consultation
The parent/guardian must participate in the IEP team meeting (preferably in
person, but via phone when necessary) where the student’s progress toward the
criteria for reclassification is discussed. The IEP team should obtain
parent/guardian opinion throughout the discussion. If the District and
parent/guardian determine that the student has demonstrated an appropriate
level of English Language Proficiency commensurate with his/her abilities and
no longer needs ELD services, the student will be recommended for
reclassification. If the District and/or parent/guardian cannot reach agreement
on reclassification, then the student will continue ELD services and instruction.
LOS ANGELES UNIFIED SCHOOL DISTRICT
POLICY BULLETIN
BUL-6890.1
Division of Special Education Page 5 of 9 September 25, 2018
GUIDELINES
(Continued):
The decision to reclassify a student must be made by the IEP team at an IEP
meeting with the parent/guardian or the student participating in the decision.
The following outlines the process to be followed by IEP teams:
I. Preparatory Activities
Prior to initiating the reclassification process as outlined in this bulletin, IEP
teams shall conduct a review of records to determine overall progress
towards reclassification. The review should include specific instructional
strategies used, targeted interventions implemented, and any
accommodations and/or modifications provided during instruction in ELD.
II. Documentation of Intervention
The IEP team should complete Attachment B, Records Review, to document
instructional interventions have been provided to the student prior to
recommending the student for reclassification. Attachment B can also be
found in Welligent in the Communications Center under “Downloads”.
Instructional interventions should reflect consideration of student’s
individual needs, implementation of goals and objectives as stated in
student’s IEP, and formal and informal assessment data.
If upon completion of Attachment B, Records Review, the team concludes
that there has been insufficient opportunity for implementation of the
interventions, the team should formulate a plan to further support the
student using the data gathered. The team may reconvene at a later date to
consider reclassification.
After completion of this review, if the IEP Team concludes that the
student’s lack of progress towards reclassification is not due to a lack of
access to intensive, individualized instruction and that the student’s
proficiency in English may be impacted by his/her disability, the IEP team
should proceed to complete Attachment C, IEP Team Worksheet to
Determine Reclassification of English Learners with IEPs in Grades 6-12.
Attachment C can also be found in Welligent in the Communications Center
under “Downloads”. All members of the IEP Team should participate in
completing Attachment C, as appropriate.
III. IEP Meeting
Participants
When a student’s IEP team meeting is to include a consideration of
LOS ANGELES UNIFIED SCHOOL DISTRICT
POLICY BULLETIN
BUL-6890.1
Division of Special Education Page 6 of 9 September 25, 2018
GUIDELINES
(Continued):
reclassification, the following participants must be in attendance and
signature is required on page 11, just as it is for all IEPs:
Parent/guardian, or student (attendance via phone is permissible for
parent only)
EL representative – this may include, but are not limited to EL
Designees, Targeted Student Population (TSP) Advisors, or EL
Counselors. (Must be same personnel who signs Attachment C, if
decision to reclassify is determined during the IEP meeting)
Special Education teacher
General education teacher
School administrator
Note: Each participant may only serve in one role
Required Documentation
IEP must be in Active or Pending status (not In Process or Recessed)
ELD Present Level of Performance (PLP) addresses all four language
domains (listening, speaking, reading, and writing.)
ELD Goal page should include a statement regarding reclassification
rather than a goal.
Ex. “Student has reclassified per BUL-6890.1: Guidelines for IEP
Teams on the Reclassification Procedures for Secondary Long-Term
English Learners with Disabilities in Grades 6-12.”
Page 10 Parent Participation must be indicated
Note: Parent/Guardian participation via phone is acceptable but
should be marked as “parent/student has participated in the IEP
meeting” in the upper left box on Page 10 of the IEP.
FAPE 2, Section 4 (Additional Discussion) must include a statement
regarding reclassification and the IEP team’s determination.
Ex. “A discussion was held regarding reclassification and the IEP
determined that student no longer needs ELD services and can
reclassify. See Attachment C in IEP Management section.”
Page 11, Meeting Sign-In, must reflect EL Representative participation
in IEP meeting.
Upload scanned copy of Attachment C in the Attached Documents
section of the IEP Management screen in Welligent.
IV. Completing Attachment C: IEP Team Worksheet to Determine
Reclassification of English Learners with IEPs in Grades 6-12
After it has been determined that a student may be fluent English proficient
compared with peers who are native English speakers with similar
LOS ANGELES UNIFIED SCHOOL DISTRICT
POLICY BULLETIN
BUL-6890.1
Division of Special Education Page 7 of 9 September 25, 2018
GUIDELINES
(Continued):
disabilities, the IEP team shall meet to discuss the completion of
Attachment C: IEP Team Worksheet to Determine Reclassification of
English Learners with IEPs in Grades 6-12. Prior to the IEP, the IEP case
manager shall gather and have available the following information:
Name, date of birth, student ID, school, location code, grade, IEP case
manager
Years in EL Program
Performance on English language proficiency assessments (ELPAC,
alternate assessment, i.e. Ventura County Comprehensive Alternate
Language Proficiency Survey-VCCALPS)
Most recent grades
Performance on Basic Skills assessments
Attachment C is available as a fillable PDF (portable document format) in
Welligent in the Communications Center under “Downloads” for ease of
completion. School sites will need to have a copy of Adobe Acrobat Reader
installed on computers to access the fillable file. Adobe Acrobat Reader is
available for free download at https://get.adobe.com/reader/.
Attachment C must be completed by the IEP team during the IEP meeting to
allow for discussion and parent or guardian input (student input if student is
over 18 with educational rights.)
V. Submission of Attachment C, IEP Team Worksheet to Determine
Reclassification of English Learners with IEPs in Grades 6-12
Ensure that the parent/guardian or student signature is obtained (page 2
of the worksheet.) If parent, guardian, or student refuses to sign the
form, the student will not be recommended for reclassification and will
continue to receive ELD services. Note: the parent may disagree with
the IEP and still sign the worksheet to start the reclassification
process.
Provide the name of the supporting EL representative.
Upload scanned copy of signed Attachment C in the Attached
Documents section of the IEP Management screen in Welligent.
Submit copy of signed Attachment C form along with Attachment B,
Records Review and supporting documentation in school mail to the
Local District (LD) EL Programs Coordinator.
File original Attachment B and Attachment C in student’s blue Master
Plan folder in their cumulative record.
Upon receiving the IEP reclassification documentation, the LD EL
Programs Coordinator will collaborate with Special Education Local
LOS ANGELES UNIFIED SCHOOL DISTRICT
POLICY BULLETIN
BUL-6890.1
Division of Special Education Page 8 of 9 September 25, 2018
GUIDELINES
(Continued):
District staff to review the IEP reclassification documentation and
supporting documentation for accuracy and completeness. Then the LD
EL Programs Coordinator will:
Add student’s information to the reclassification spreadsheet
Send spreadsheet to Multilingual and Multicultural Education
Department (MMED) and Office of Data and Accountability to
reclassify student
The process will take four to eight weeks from the date the LD EL
Programs Coordinator receives the completed IEP documentation from
the school site.
Note: In the event that the IEP documentation is incomplete and/or
supporting documents are not attached, the documentation will be
returned to the school site via school mail for resolution. There may be
instances where an amendment IEP is necessary to revise
documentation to reclassify, including Attachment C. In such instances,
the revised documents will need to be resubmitted to the LD EL
Programs Coordinator.
Once student has been reclassified the following steps will be taken:
MMED will generate the Notification of Reclassification letter
and reclassification label and send both to the LD EL Programs
Coordinator.
The LD EL Programs Coordinator will send the Notification of
Reclassification letter and reclassification label to the respective
school site.
School staff should then:
Have the principal sign the Notice of Reclassification letter.
Make a copy the letter and send it to the parent/guardian for
signature to acknowledge the change in the child’s language
classification to Reclassified Fluent English Proficient (RFEP).
File the letter permanently in the blue Master Plan folder located
in the student’s cumulative record.
File an additional copy of the Notification of Reclassification
letter permanently in a separate file at the school site.
Affix the reclassification label to the appropriate section of the
cumulative record.
Enter the parent notification date (the date the notification was
LOS ANGELES UNIFIED SCHOOL DISTRICT
POLICY BULLETIN
BUL-6890.1
Division of Special Education Page 9 of 9 September 25, 2018
GUIDELINES
(Continued):
AUTHORITY:
RELATED
RESOURCES:
ASSISTANCE:
sent to the parent/guardian) into the Mass Notification Date
Entry screen in MiSiS.
This is a policy of the Los Angeles Unified School District in alignment with
the guidelines outlined by the California Department of Education.
BUL-5617.7, “Reclassification of English Learners,” August 27, 2018
BUL-048496.0, “Annual Alternate Assessment of the English Language
Proficiency Levels of Students with Disabilities on the Alternate Curriculum,”
April 9, 2018
For assistance or further information please contact Lela Rondeau, Coordinator,
K-12 Instruction, lela.rondeau@lausd.net or (213) 241-8133.
LOS ANGELES UNIFIED SCHOOL DISTRICT
POLICY BULLETIN
. ATTACHMENT A
CHECKLIST
BUL-6890.1
Division of Special Education Page 1 of 3 September 25, 2018
STUDENT NAME: ______________________________ STUDENT ID: __________________
Review LAUSD Bulletin 6890.1
Conduct review of student progress and complete Attachment B, Records Review. Data
should be student-specific and current.
Convene IEP team meeting and ensure EL representative participates.
Complete Attachment C, “IEP Team Worksheet to Determine Reclassification of English
Learners with IEPs in Grades 6-12” at the IEP team meeting.
Attachment C may be
drafted prior to the IEP meeting but must be reviewed in its completion at the meeting
with the parent/guardian.
Fill out student demographic information
Complete Criterion 1 – Assessment of English Language Proficiency
Part A Part B
Complete Criterion 2 - Teacher’s Evaluation of Student Academic Performance
Part A Part B
Complete Criterion 3 - Comparison of Performance in Basic Skills
Part A Part B
Complete Criterion 4 - Parent/Guardian Opinion and Consultation
Note: Parent/Guardian must participate in the IEP meeting. If parent/guardian
participates via phone, form can be sent home for signature.
Complete IEP Team Determination - Obtain Signatures
All individuals must participate in the IEP meeting.
Parent/Guardian/18+ Student Name and Signature
EL Representative Name and Signature
IEP Case Manager Name and Signature
Administrator Name and Signature
Required IEP Components
IEP must be in Active or Pending status (not In Process or Recessed)
ELD Present Level of Performance (PLP) addresses all four language domains
(listening, speaking, reading, and writing.)
LOS ANGELES UNIFIED SCHOOL DISTRICT
POLICY BULLETIN
. ATTACHMENT A
CHECKLIST
BUL-6890.1
Division of Special Education Page 2 of 3 September 25, 2018
STUDENT NAME: ______________________________ STUDENT ID: __________________
ELD Goal page should include a statement regarding reclassification rather than a
goal.
Ex. Student has reclassified per BUL-6890.1: Guidelines for IEP Teams on the
Reclassification Procedures for Secondary Long-Term English Learners with Disabilities
in Grades 6-12.
Page 10 Parent Participation must be indicated
Note: Parent/Guardian participation via phone is acceptable but should be marked as
“parent/student has participated in the IEP meeting” in the upper left box on Page 10 of
the IEP.
FAPE 2, Section 4 (Additional Discussion) must include a statement regarding
reclassification and the IEP team’s determination.
Ex. “A discussion was held regarding reclassification and the IEP determined that
student no longer needs ELD services and can reclassify. See Attachment C in IEP
Management section.”
Page 11 (Meeting Sign-In) must reflect EL Representative’s participation in IEP
meeting.
Upload scanned copy of signed Attachment C in the Attached Documents
section of the IEP Management screen in Welligent.
Submit copy of Attachment C, IEP Team Worksheet to Determine Reclassification of English
Learners with IEPs in Grades 6-12 along with Attachment B, Records Review to the Local
District EL Programs Coordinator.
File original copies of Attachment B and Attachment C in student’s blue Master Plan folder in
their cumulative record.
Note: Once documents have been processed by the Office of Data and Accountability,
reclassification letters and labels will be generated by the Multilingual Multicultural
Education Department and distributed to school sites.
Upon receipt of reclassification letters and labels, follow the procedures below:
Have the principal sign the Notification of Reclassification letter
LOS ANGELES UNIFIED SCHOOL DISTRICT
POLICY BULLETIN
. ATTACHMENT A
CHECKLIST
BUL-6890.1
Division of Special Education Page 3 of 3 September 25, 2018
STUDENT NAME: ______________________________ STUDENT ID: __________________
Copy the letter and send it to the parent/guardian for signature to acknowledge the
change in the child’s language classification to Reclassified Fluent English Proficient
(RFEP)
File the letter permanently in the blue Master Plan folder located in the student’s
cumulative record
File an additional copy of the Notification of Reclassification letter permanently in a
separate file at the school site
Affix the reclassification label to the appropriate section of the cumulative record
Enter the parent notification date (the date the notification was sent to the
parent/guardian) into the Mass Notification Date Entry screen in MiSiS
LOS ANGELES UNIFIED SCHOOL DISTRICT
POLICY BULLETIN
ATTACHMENT B
RECORDS REVIEW
BUL-6890.1
Division of Special Education Page 1 of 1 September 25, 2018
Student Name ____________________________ DOB _____________________________
School Site ______________________________ Completed by ______________________
PRIMARY ELIGIBILITY:
IMPACT OF ELIGIBILITY ON LANGUAGE
ACQUISITION:
MOST RECENT ELD GOAL:
NOTES/COMMENTS:
ELD CURRICULUM USED:
HOW OFTEN USED/IN WHICH SETTING(S):
INSTRUCTIONAL ACCOMMODATIONS USED:
NOTES/COMMENTS:
INSTRUCTIONAL MODIFICATIONS USED:
NOTES/COMMENTS:
INSTRUCTIONAL STRATEGIES USED:
NOTES/COMMENTS:
ASSESSMENT MEASURES USED
(FORMAL/INFORMAL):
ASSESSMENT RESULTS:
Download
Save PDF to desktop
Email
Email completed PDF
Send for Signing
Email for others to sign
Print
Print document
Choose a Field
Click on a field and
select the person that should complete it
Want to add a signature?
You can add a signature field
and assign it to someone else
to sign
Choose a Field
Click on a field and
select the person that should complete it

POLICY BULLETIN LOS ANGELES UNIFIED SCHOOL DISTRICT (Los Angeles Unified School District)

This document is locked as it has been sent for signing.

You have successfully completed this document.

Other parties need to complete fields in the document. You will recieve an email notification when the document has been completed by all parties.

This document has been signed by all parties.

Completed 16 November 2021

Message

View Audit Log
Print With Audit Log
Duplicate Document