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 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
Chapter 4 – Instructional Planning and the IEP, Desert Mountain SELPA As of 04/18/2025 CAHELP Steering Committee Review
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