Objective: By (date) , (student) , while reading aloud a short passage of one to two lines at grade level, will recognize and produce the two short vowel sound English phonemes (a / o) in the medial position of consonant vowel consonant (CVC) words that do not correspond to phonemes he already hears and produces in his primary language with 40 percent (two out of five words) accuracy on two out of three consecutive trials over a one-week time period as demonstrated by data tracking records. Objective: By (date) , (student) , while reading aloud a short passage of one to two lines at grade level, will recognize and produce the three short vowel sound English phonemes (a / e / o) in the medial position of consonant vowel consonant (CVC) words that do not correspond to phonemes he already hears and produces in his primary language with 60 percent accuracy (three out of five words) on two out of three consecutive trials over a one-week time period as demonstrated by data tracking records. Section F – Reclassification of English Language Learners with Disabilities Reclassification/Redesignation is the process used by districts/LEAs to determine whether an EL student has acquired sufficient English skills to successfully access curriculum being delivered without English development support. When EL students demonstrate that they can compete effectively or are commensurate with English-speaking peers, they are then reclassified as fluent English speakers (RFEP). The reclassification process in public schools in California is based on guidelines approved by the State Board of Education (SBE) and is based on California EC Section 313(d). The reclassification guidelines utilize multiple criteria in determining whether to reclassify a student as being proficient in English. Pursuant to California Education Code (EC) 313(f), the following four criteria are used to determine if a child is eligible for reclassification and to establish local reclassification policies and procedures: 1. Assessment of English language proficiency, using an objective assessment instrument, including, but not limited to, the state test of English Language Proficiency Assessment of California (ELPAC). LEAs shall use the overall Proficiency Level 4 as the determination that a student has met the ELP assessment criterion. • The Summative Alternate ELPAC is the state test for ELP for students with the most significant cognitive disabilities. LEAs shall use Summative Alternate ELPAC Overall PL 3 (Fluent English Proficient) as the Alternate ELP criterion. 2. Teacher evaluation, including, but not limited to, a review of the student’s curriculum mastery; • The CDE has developed a standardized resource for this criterion. Designed to promote equity in the reclassification process, the Observation Protocol for Teachers of English Learners (OPTEL) is an observation protocol designed to
Chapter 3 – Instructional Planning and the IEP, Charter SELPA As of 04/17/2025 CAHELP Governance Council Approval
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