support educators in monitoring and evaluating the academic language use of EL students, per the requirements of EC Section 313.3. 3. Parent opinion and consultation; and 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. The ELPAC Information Guide states that students with disabilities, including those with the most significant cognitive disabilities, are to be provided with the same opportunities to be reclassified as students without disabilities. Local individualized education program (IEP) teams, therefore, may determine appropriate measures of ELP and performance in basic skills and minimum levels of proficiency on these measures that would be equivalent to an English-proficient peer with similar disabilities, in accordance with local reclassification policies based on the state definition of ELP (EC Section 313[f]). 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 LEAs must include in their local reclassification policy. Other criteria may be used to supplement the four required criteria to ensure that the most appropriate decision is made for each student. It is not appropriate for an IEP team to reclassify a student with disability simply because they “have a disability.” IEP teams must follow the guidance provided in the California Department of Education ELPAC Information Guide when reviewing the four reclassification criteria to determine whether a student with an IEP should be reclassified. With that said, there is some flexibility within the four criteria and how you apply them to making decisions about when and how to reclassify ELs with disabilities. To apply the four criteria in EC Section 313(f) to reclassification policies regarding ELs with disabilities, the following suggestions are given: • Criterion 1: Assessment of ELP Using an Objective Assessment Instrument o Assessment of ELP using an objective assessment, including, but not limited to, the ELPAC is the first of four criteria in state law per EC Section 313(f) to be used by LEAs in determining whether an EL should be reclassified as fluent English proficient (RFEP). The IEP team can use the scores from ELPAC or the Alternate ELPAC (if the alternate assessment has been specified in the student’s IEP) which are aligned with the state 2012 ELD Standards for reclassification purposes (see “Assessing Students with Disabilities,” of the ELPAC Information Guide). • Criterion 2: Teacher Evaluation
o Use the student’s classroom performance information that is based on the student’s IEP goals for academic performance and ELD, per EC Section
Chapter 3 – Instructional Planning and the IEP, Charter SELPA As of 04/17/2025 CAHELP Governance Council Approval
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