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LOS ANGELES UNIFIED SCHOOL DISTRICT

POLICY BULLETIN

BUL-6890.3

Division of Special Education Page 1 of 9 May 24, 2021

TITLE:

Guidelines for IEP Teams on the

Reclassification Procedures for English

Learners with Disabilities

ROUTING

All Schools

Local District Superintendents

Instructional Directors

Special Education Service Center

Administrators and Staff

Community of Schools

Administrators

School Site Administrators

Local District English Learner

Program Coordinators

EL Designees

TSP Advisors

Teachers

NUMBER:

BUL-6890.3

ISSUER:

Anthony Aguilar

Chief of Special Education, Equity and Access

Division of Special Education

Dr. Maribel Luna

Senior Director

Division of Special Education

Lydia Acosta Stephens

Executive Director Multilingual and

Multicultural Education Department

DATE:

May 24, 2021

POLICY:

This bulletin provides guidelines for Individualized Education Program (IEP) teams

to follow when recommending reclassification as Fluent English Proficient (RFEP)

for an English Learner (EL) who has completed six or more years of English

Language Development (ELD) services and is eligible for Special Education

services. This bulletin provides IEP teams, including those for students on the

alternate curriculum, with the process for reclassification of Potential Long Term

English Learners (PLTEL) and Long Term English Learners (LTELs) that considers

the impact of the student’s disability on English Language Proficiency (ELP).

MAJOR

CHANGES:

This bulletin replaces BUL-6890.2 of the same title dated August 20, 2019 and

incorporates the following changes:

• This policy now includes elementary students who have received and

completed six (6) years of (ELD) services (from the date of initial

identification) and do not meet one or more criteria as candidates to

reclassify.

• Updated timeline of the reclassification process.

• Attachment A is updated to include a School Checklist.

• Attachment B is updated to include assessment measures to be included

and clearly states the responsibilities of the EL representative and Special

Education representative.

• Attachment C includes DIBELS data for Elementary reclassification.

BACKGROUND:

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 (ELD) services. The reclassification

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process and criteria are based upon guidelines approved by the California

Department of Education (CDE) and the 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 English language proficiency (using an objective assessment

instrument, including but not limited to the state test of ELD)

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 (compared 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 (SWD), 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 services 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 their disability on ELP.

Note: If the IEP team believes that a student still benefits from ELD services

because they have not fully developed English language proficiency, reclassification

may not be appropriate.

Applying the Reclassification Criteria for English Learners with an IEP

IEP teams are authorized to follow the process outlined in this bulletin and

complete the required forms included in this bulletin when English Learners with

disabilities meet all of the following criteria:

• Student has completed six (6) full years in U.S. schools.

• Student has had the benefit and completed six (6) or more years of ELD

services.

• Student is attending school regularly (Refer to Bul- 4926.2 for more

information).

• Student has an active IEP and is eligible for special education services at the

time this reclassification process is enacted. The IEP in which the

reclassification is determined must be in at least Pending status.

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GUIDELINES

Continued:

Note: Reclassification may not take place during an initial IEP meeting. In addition,

it is recommended that IEP teams wait at least 1 year following a student’s initial

IEP team meeting and implementation of special education services to consider

reclassification, so as to ensure that the student has been provided full access to the

ELD and ELA curriculum. All accommodations, services and supports provided to

the student should be documented in Attachment B of this bulletin.

In accordance with federal and state laws, 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). These four criteria are the minimum

required components that Local Education Agencies (LEAs)/Districts must include

in their local reclassification policy. 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. The IEP team may

use this comprehensive approach to make decisions regarding program supports and

reclassification that will allow the student to make maximum progress, given the

student’s capacities.

For additional guidance on the steps to follow during the IEP team reclassification

process, see Attachment A: Checklist.

Criterion 1: Assessment of English Language Proficiency (ELP) Using an

Objective Assessment Instrument

The IEP team will enter the most recent Summative ELPAC results in Part A of

Attachment C (must be the most recent results and must be within 12 months prior

to the IEP meeting) as the primary evidence that a student has met the criteria

demonstrating English language proficiency. The IEP team will complete Part B,

considering if the student meets the ELPAC Overall performance level criteria. The

IEP Team will check ‘Yes’ for students who receive an ELPAC Overall

Performance Level of 4. If the student does not receive an ELPAC Overall

Performance Level of 4, the IEP Team will check ‘No’. An alternate assessment

may then be used if the student cannot be assessed using the ELPAC. Although

the alternate assessment tests the student’s ELP in accordance with the student’s

IEP, the alternate assessment results are not comparable to ELPAC results, but

they can be used for reclassification consideration, as outlined in this policy

bulletin. Performance on the alternate assessment measure should demonstrate

performance that would be equivalent to an English proficient peer with similar

disabilities. For students on the alternate curriculum, use the available Alternate

Assessment (e.g. VCCALPS or Alternate ELPAC).

Criterion 2: Teacher Evaluation of Student Academic Performance

For Part A, the IEP team will enter grades from the most recent reporting period as

the primary measure for Criterion 2.

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GUIDELINES

Continued:

For Part B, the IEP team will determine if the student earned an overall grade of 3

for English Language Arts (elementary) or a ‘C’ or better in either their grade-level

English or LTEL course (secondary). The IEP Team will check ‘Yes’ for students

who did meet this performance indicator and ‘No’ for those who do not meet this

performance indicator. If a student does not have a grade of 3/‘C’ or better, the IEP

team may use the alternate measure of the student’s IEP report of progress and

achievement for ELA/ELD domains (reading, writing, listening/receptive language,

speaking/expressive language). The IEP team must review the extent to which the

student is mastering the ELA/ELD goal as evidenced by the teacher's progress mark

of substantial progress (50-99% of goal met).

The IEP team can also consider achievement towards grade-level expectations,

curriculum-based measures, formative assessments, and student work samples, and

compare the student’s progress to native English-speaking peers with similar

disabilities in the same grade level.

Criterion 3: Parent/Guardian Opinion and Consultation

The parent/guardian must participate in the IEP team meeting where the student’s

progress toward the criteria for reclassification is discussed. It is preferable for the

parent/legal guardian to participate in person, but via phone or web conference can

be used when necessary (in which case the form can be sent home for signature).

The IEP team should obtain parent/guardian opinion throughout the discussion and

document it in the ELD Present Level of Performance (PLP) section by adding a

subsection titled “Parent Input”. If the District and parent/guardian determine that

the student has demonstrated an appropriate level of English Language Proficiency

commensurate with their abilities and no longer needs ELD services, the student will

be recommended for reclassification. If the District and parent/guardian cannot

reach agreement on the reclassification recommendation, then the student will

continue receiving ELD services and instruction.

Criterion 4: Comparison of Performance in Basic Skills

For Part A, the IEP team will enter the most recent Basic Skills Assessment

information (must be within 12 months prior to the IEP meeting). All ELs with

disabilities on the general education curriculum will participate in either the

DIBELS (elementary) or Reading Inventory (RI) (secondary) as the assessment of

basic skills in English. Accommodations listed on a student’s IEP will be available

to the student for the Basic Skills Assessment (e.g., DIBELS or RI).

For Part B, the IEP team will check ‘Yes’ for students who achieve Benchmark or

above on the DIBELS Composite score OR Basic or above on the RI assessment.

In lieu of the DIBELS/Reading Inventory score, teams may consider the ELA

Smarter Balanced Assessment of “Standard Met” or above to meet Criterion 3 for

reclassification.

The team will check ‘No’ for those who do not meet one of these performance

indicators. If the student does not meet the cut scores of either of these two

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GUIDELINES

Continued:

assessments or does not take these assessments because they are on the alternate

curriculum, the IEP team may use alternate measures (including CAA scores,

Unique assessments, SANDI/Brigance, etc) of determining that the student has

demonstrated an appropriate level of performance in ELA Basic Skills that is

commensurate with their abilities when compared to native speakers of English

with similar disabilities. See BUL-5619.9: Reclassification of English Learners,

for additional information on possible reclassification criteria.

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, formal and informal assessments, 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 review student

progress. Data entered should be student-specific, current and should document

those instructional interventions that 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 the student’s individual needs, implementation of the

goals and objectives stated in the IEP, as well as formal and informal assessment

data.

If upon completion of Attachment B, Records Review, the team concludes that there

have been insufficient opportunities for implementation of the Tier 1 instruction and

interventions, the team should formulate a plan to further support the student’s ELD

instruction 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 ELD instruction and that the student’s proficiency in English may be

impacted by their disability, the IEP team should proceed to Complete Attachment

C, IEP Team Worksheet to Determine Reclassification of English Learners with

IEPs. Attachment C can also be found in Welligent in the Communications Center

section under Downloads. All members of the IEP team should participate in

completing Attachment C.

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GUIDELINES

Continued:

III. IEP Meeting

Participants

When a student’s IEP team meeting is to include a consideration of reclassification,

the following participants must be in attendance and signatures are required on IEP

Sec. R: Names and Signatures- Page 11 (Page 11), just as it is for all IEPs:

• Parent/guardian, or student if over 18 and not conserved (attendance via

phone or web conferencing is permissible for parent only)

• Student, if appropriate

• EL representative – this may include, but are not limited to EL Designees,

Targeted Student Population (TSP) Advisors, or EL Counselors. At

continuation schools only, a teacher with a CLAD or BCLAD may serve as

the EL representative but cannot serve in another role. The EL

representative who attends the IEP meeting must be the same person who

signs Attachment C.

• Special education teacher

• General education teacher

• School administrator (may not be an administrative designee)

Note: Each participant may only serve in one role during the IEP team meeting.

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 in the text section regarding

reclassification rather than a goal. Ex. “Student has reclassified per BUL-

6890.3: Guidelines for IEP Teams on the Reclassification Procedures for

Secondary Long-Term English Learners with Disabilities.”

• Parent Participation must be indicated on Sec. Q: Parent Participation and

Consent- Page 10 (Page 10). Note: Parent/Guardian participation via phone

or web conference 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, Part 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 team determined that the 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

the IEP meeting.

• Upload scanned copy of Attachment B and signed Attachment C in the

Attached Documents section of the IEP Management screen in Welligent.

Title the file: ‘Reclass by IEP Attachments’.

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GUIDELINES

Continued:

IV. Completing Attachment C: IEP Team Worksheet to Determine

Reclassification of Els with IEPs

After it has been determined that a student may be fluent English proficient

compared with peers who are native speakers of English with similar disabilities, the

IEP team shall meet to discuss the completion of Attachment C: IEP Team

Worksheet to Determine Reclassification of English Learners with IEPs. Prior to the

IEP team meeting, the IEP case manager shall gather and have available all of the

following demographic 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., VCCALPS or alternate ELPAC)

• Most recent ELA/English or LTEL course grades

• Performance on Basic Skills assessments (DIBELS, RI, SBA)

Attachment C is available as a fillable PDF 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 may be drafted prior to the IEP meeting, but must be reviewed and

completed at the IEP meeting to allow for discussion and parent or guardian input

(student input if student is over 18 and not conserved).

V. Submission of Attachments B and C and Timelines (4 to 6 weeks)

The submission of reclassification documents to the Local District EL Programs

Coordinator must be done in a timely fashion, immediately after the IEP is

completed, so that reclassification can be processed before the end of the academic

year. Please note that students cannot reclassify if they are not currently in-seat (e.g.

over the summer), so it is important to have reclassification documents completed

and dated prior to the end of the academic year.

• Ensure that the parent/guardian or student signature is obtained (page 2 of the

worksheet.) If the 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 in Attachment C.

• Upload scanned copy of signed Attachment C in the Attached Documents

section of the IEP Management screen in Welligent.

• Submit a copy of Attachment B and signed Attachment C either via One

Drive or via school mail to the Local District EL Programs Coordinator

within 5 days of the IEP meeting.

• File original Attachment B and Attachment C in student’s blue Master Plan

folder in their cumulative record.

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GUIDELINES

Continued:

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 receiving the IEP reclassification documentation, the LD EL Programs

Coordinator will collaborate with Special Education Local District staff to review

the IEP reclassification documentation for accuracy and completeness within 2

weeks.

Then the LD EL Programs Coordinator will:

• Add student’s information to the reclassification spreadsheet.

• Send the spreadsheet to the Multilingual and Multicultural Education

Department (MMED) and the State Reporting Services Branch within 1

week.

The process will take approximately four to six weeks from the date the LD EL

Programs Coordinator receives the completed IEP documentation from the school

site to the time MMED processes the reclassification. MMED processes

reclassification within 1 week of receiving the student’s information.

Note: In the event that the IEP documentation is incomplete and/or the 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 within 60 days of original submission.

Once the reclassification process has begun it is important to complete the process,

even if the student has left the school or District.

Upon notification that the student has been reclassified, the EL Designee will

complete the following steps in a timely manner:

• Generate and print the Notification of Reclassification letter and label in

MiSiS.

• Have the Principal sign the Notification of Reclassification letter.

• Copy the letter and send it to the parent/guardian for signature to

acknowledge the change in language classification to RFEP.

• File the signed 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.

• Upload the signed Notification of Reclassification letter into Welligent in

the Attached Document section of the IEP which includes the record of the

reclassification discussion.

• 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 Entry screen in MiSiS.

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GUIDELINES

Continued:

VI. Monitoring EL Students with Disabilities

Throughout the academic year, schools must monitor the linguistic and academic

progress of all ELs, which includes the progress ELs are making toward

reclassification utilizing the processes and procedures delineated REF-070901:

Monitoring ELs’ Progress, ETK-12, dated June 28, 2019, and BUL 6730.1: A Multi-

Tier System of Support Framework for the Student Support and Progress Team,

dated July 13, 2017.

The Principal, EL Designee, teacher, and SPED administrator monitor the progress of

EL students towards meeting the progress expectations by comparing their progress to

the progress expectations specified in the 2018 Master Plan for English Learners and

Standard English Learners and in REF-070901: Monitoring English Learners’

Progress, ETK-12, dated June 28, 2019. It is critical that schools employ a variety of

measures to identify, target, support, and monitor EL students’ progress towards

reclassification.

The monitoring of EL students with disabilities takes place as part of an IEP meeting.

EL designees at the school site should sit in as a consultant to ensure that students

receive appropriate designated ELD and integrated ELD services both for their

disability and for their language needs. For additional guidance on monitoring ELs

refer to the above-referenced REF-070901 and BUL 6730.1.

Failure to implement the District’s policy and notification procedures in this area

could subject the school to complaints under the District’s Uniform Complaint

Procedures and/or findings of non-compliance by the District, State, or Title III

reviewers/auditors.

AUTHORITY:

This is a policy of the Los Angeles Unified School District in alignment with the

guidelines outlined by the California Department of Education.

RESOURCES:

• BUL-5619.9: “Reclassification of English Learners,” September 30, 2020

• BUL-048496.0: “Annual Alternate Assessment of the English Language

Proficiency Levels of Students with Disabilities on the Alternate Curriculum,”

April 9, 2018

• REF-070901: “Monitoring English Learners’ Progress, ETK-12,” June 28, 2019

• BUL 6730.1: “A Multi-Tier System of Support Framework for the Student

Support and Progress Team,” July 13, 2017.

• BUL-4926.2: “Attendance Manual: Policy and Procedures for Elementary,

Secondary and Option Schools,” March 1, 2013

• BUL-5159.10: “Uniform Complaint Procedures (UCP),” July 01, 2020

ATTACHMENTS:

Attachment A – School Checklist

Attachment B – Records Review

Attachment C – IEP Team Worksheet to Determine Reclassification of ELs

ASSISTANCE:

For assistance or further information please contact Lela Rondeau, Coordinator,

K-12 Instruction, lela.rondeau@lausd.net or (213) 241-8133.

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ATTACHMENT A

SCHOOL CHECKLIST

ELD Representative Checklist:

Special Education Representative Checklist:

❏ Attachment B is complete

❏ Attachment C student demographic information is

complete and accurate

❏ The IEP Date is listed on page 1

❏ IEP Determination signatures are evident

❏ Attachment C is complete

❏ Notes:

❏ Attachment B is completed and uploaded

❏ Attachment C uploaded

❏ FAPE 2 Part 4 has a reclassification statement and

IEP team’s determination (e.g.“A discussion was

held regarding reclassification and the IEP team

determined that the student no longer needs ELD

services and can reclassify. See Attachment C in

IEP Management section.” )

❏ ELD Goal page includes a reclassification

statement in the text section, rather than a goal

(e.g. “Student has reclassified per BUL-6890.3:

Guidelines for IEP Teams on the Reclassification

Procedures for Secondary Long-Term English

Learners with Disabilities.”)

❏ Notes:

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ATTACHMENT B

RECORDS REVIEW

Student Name_________________________________________ Student ID __________________________________________

Name(s) of EL Representative(s) completing this

section:____________________________________

___________________________________________

Name(s) of SPED Representative(s) completing this

section:_____________________________________

___________________________________________

ELD course student is currently taking:

Student’s primary eligibility:

ELD curriculum used:

How does the disability impact the student’s language

acquisition? (be specific):

Instructional strategies used in ELD class:

Most recent ELD goal:

Observations on overall student performance in

ELD class:

Instructional accommodations and/or modifications

used in ELD class:

ASSESSMENTS/MEASURE USED

ELPAC:

Alternate Assessment (VCCALPS or Alternate

ELPAC):

DIBELS/Reading Inventory:

KTEA-3 Reading Composite:

SBA ELA:

WJ-IV Broad Reading:

ELA/ELD/LTEL Course Grade:

Other measure:

Note: Submit completed document with Attachment C to the Local District EL Programs Coordinator and file a

copy in blue Master Plan folder.

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ATTACHMENT C

IEP TEAM WORKSHEET TO DETERMINE RECLASSIFICATION OF ELs WITH IEPs

Student Name: __________________________________ Student ID#: ________________________________

School: ________________________________________ Location Code: ____________

Date of IEP Meeting: _____________________ Grade: ______________ Years in EL Program: ____________

Current Master Plan Program: LTEL IEP Case Manager: __________________________________

Consideration of the four criteria for reclassification (EC 313(F)):

Criterion 1: Assessment of English Language Proficiency Using an Objective Assessment Instrument

A. Current School Year Data (must be the most recent results and must be within 12 months prior to the IEP meeting)

Assessment Date: _________________________ Choose Assessment Provided: ELPAC or Alternate Assessment

Overall ELPAC Performance Level: __________ Alternate Assessment Results:_________ Alt. Curriculum check ‘No”

below and complete

determination

B. Did the student meet ELPAC Overall performance level of 4 (check applicable boxes below)?

❏ Yes

(If yes,

proceed to

Criterion 2)

❏ No (If no, complete the determination below)

❏ The IEP has determined the student has demonstrated an appropriate level of English Language

Proficiency commensurate with their abilities when compared to English proficient students with

similar disabilities; therefore, proficiency was determined using other indicators as follows (check one

or more):

❏ Analysis of growth in ELD areas (listening, speaking, reading and/or writing) from one year to the

next per student’s IEP. (Present Level of Performance and Goal/Objectives Achievement).

❏ Comparison of student’s formative assessment data with that of native English-speaking peers with

similar disabilities in the same grade level.

Criterion 2: Teacher Evaluation of Student Academic Performance

A. Grades (must be the most recent results and must be within 12 months prior to the IEP meeting)

Last Reporting Period:________________ English/ELA Course grade*:_____ LTEL Course grade*:_____

Alt. Curr. ELD A/B Course grade**:____

*Note: Students must earn a 3 (elementary)/ C or better (secondary) in grade-level English or LTEL course.

**Note: Alternate Curriculum passing grade will not meet Criterion 2; check “No” below and continue to Part B.

B. Did the student meet academic performance indicators set by the District (check applicable boxes below)?

❏ Yes

(If yes,

proceed to

Criterion 3)

❏ No (If no, complete the determination below)

❏ The IEP team has determined the student has demonstrated an appropriate level of academic

performance commensurate with their abilities when compared to English proficient students with

similar disabilities in the same grade level; therefore, proficiency was determined using other indicators

as follows (check one or more):

❏ Progress towards meeting ELA/ELD goals as determined in the student’s IEP.

❏ Progress on curriculum-based measures or formative assessments.

❏ Student artifacts/work samples.

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ATTACHMENT C

Criterion 3: Parent/Guardian Opinion and Consultation (Check one box only.)

❏ The parent/guardian participated in this discussion.

❏ Student is 18+ years old, has educational rights and participated in this discussion.

Parent/Student comments (if applicable): _________________________________________________________________

Criterion 4: Comparison of Performance in Basic Skills

A. Assessment: (Complete all that apply below. At least one row below must be fully complete. Must be the most recent

results and must be within 12 months prior to the IEP meeting)

❏ DIBELS/RI Date:_____________ DIBELS/RI Score/Level:_______(DIBELS may be used for 5th gr only)

❏ SBA ELA Date: _______________ SBA Score/Level:_______

❏ CAA Date:______________ CAA Score/Level:______________

(Alternate curriculum only, use most recent CAA test data, check “No” below + continue to Part B.)

B. Student met academic performance indicators set by District (check applicable boxes below)?

❏ Yes

(If yes, proceed

to final section)

❏ No (If no, complete the determination below)

❏ The IEP team has determined the student has received ELD services for more than six years and has

demonstrated an appropriate level of performance in ELA basic skills commensurate with their abilities

when compared to native English-speaking peers with similar disabilities in the same grade level.

IEP Team Determination (This section can only be completed at the IEP meeting.)

❏ The members of the IEP team have determined that the student is proficient in English based upon review of

reclassification criteria and other data sources. The student demonstrates skills commensurate with their

abilities when compared to native English-speaking peers with similar disabilities in the same grade level.

Parent/Guardian/18+ Student Name

Signature

School Team

Name

Signature

IEP Case Manager

EL Representative*

Administrator

*Must have provided input for this discussion at the IEP meeting.

❏ I certify that the completed attachments B and C have been uploaded into Welligent and the appropriate

reclassification statement has been added to FAPE Part 2 and the ELD Goal.

Upload completed Attachment B and signed Attachment C into the Welligent Scanned Documents section.

Submit completed Attachment B and Attachment C to Local District EL Programs Coordinator.

Definition of terms:

ELPAC: English Language Proficiency Assessments for California

Alternate ELPAC: Alternate English Language Proficiency Assessments for California

VCCALPS: Ventura County Comprehensive Alternate Language Proficiency Survey

SBA: Smarter Balanced Assessment CAA: California Alternate Assessment

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

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