CHAPTER 5: Testing, Reclassification, and Progress Monitoring

CHAPTER 5: Testing, Reclassification, and Progress Monitoring

✔ Guiding Principle 2

English learners engage in intellectually rich developmentally appropriate learning experiences that foster high levels of English proficiency. 

Intellectual Quality of Instruction and Meaningful Access

BEFORE TESTING: Computer-based Summative ELPAC or Summative ELAA 

Site Responsibilities

Identify Staff to be Trained

• Identify Test Examiner(s) to complete mandated Summative ELPAC Trainings through Moodle. 
• Identify Case Managers/Test Examiner(s) to complete mandated Summative ELAA Training through SafeSchools. ELAA per IEP team decision for El students with significant cognitive disabilities. 
• The Testing Coordinator and Case Manager select appropriate Universal Tools and/or Designated Supports and assign them in the Test Operations Management System (TOMS) prior to testing. (Refer to the caaccessibilitymtrx2021 or  elpacresourcescbelpacresourcescb Matrix 4)
• Case Managers must ensure the appropriate ELPAC assessment is documented in the IEP with any support under the Special Factors section: Participation in State/District Wide Assessment Programs.
• Case Manager(s) and Testing Coordinator(s) attend the Assessments Services accessibility training and refer to the caaccessibilitymtrx2021 or elpacresourcescbelpacresourcescb Matrix 4 to select Designated Supports, Accommodations, Unlisted Resources, and/or Domain Exemptions as appropriate and assign them in TOMS prior to testing. (Any designated supports must be documented in the IEP under the Special Factors section: Participation in State/District Wide Assessment Programs)

Required Training (To be completed in January prior to Summative ELPAC or Summative ELAA)

• 2023-2024  Summative ELPAC Nuts and Bolts Training (Provided by Assessment Team)
• Group Administration and Speaking Calibration: 

Speaking Administration-Moodle Course: Text Examiners complete Moodle Speaking calibration. 

Group Administration: 

Listening, Reading, and Writing -School sites to train through Moodle

• Group Administration (Gr. 3-12)  -Moodle Video
• 1:1 Administration (Gr. TK-2)  -Moodle Video 
•  Summative English Learner Alternate Assessment (ELAA)
•  1:1 Administration (Gr. TK-12)  -Summative ELAA SafeSchools training -Test Examiners complete training in the Fall/Winter        

Identify ALL English Learners to be Assessed

Summative ELPAC and Summative ELA State testing window February 1- May 31 2024

• Use TOMS to run the Summative ELPAC Student Eligibility Report on an ongoing basis.
• Confirm English learners being tested are correctly assigned in TOMS.
• Confirm dually-identified ELs IEPs document the appropriate ELPAC assessments and any supports.
• Develop a roster of All eligible ELs to be assessed with Summative ELPAC or Summative ELAA for students with significant cognitive disabilities to log the date assessed, the date of attempts made to assess, and if a dually-identified EL student which assessment was administered. Update log on an ongoing basis and add any new ELs to be assessed.

• Identify Dually-Identified ELs with disabilities at the school site using the TOMS ELPAC Summative Student Eligibility Report 
• Ensure ELPAC or Summative ELAA for students with significant cognitive disabilities is documented in the IEP with any supports. 

Site Logistics

• Create testing/staffing schedule/ Approximate Summative ELPAC Testing Times:
• Elementary

• TK/K, 1st, 2nd - Individual administration - 75 mins.
• 3-5 - group administration (Reading, Writing, Listening) - 2.5  hours
• 3-5 - Speaking - one-on-one administration - 25 mins.
• Middle School - Grades 6-8/High School - Grades 9-12 - Prepare summons
• Group administration (Reading, Writing, Listening) - 2.5  hours
• Speaking - one-on-one administration - 25 minutes

• Working school network, internet connection, and internet access must be configured for testing. Have student computers and headphones available. Test Examiners will require 1 computer for administering all test domains for TK-2 and Speaking one-one-one  for TK-12.
• Update students’ devices and ensure the secure browser is installed.
• Summative ELAA

All students are assessed one-on-one.

Depending on disability, the student may require breaks and assessment over multiple       sessions. 

  Site Logistics - Immediately Before Testing

• Run TOMS ELPAC Summative Eligibility Report to use as a checklist. 
• Confirm the students being tested are correctly assigned in TOMS.
• Print ELPAC Directions for Administration (DFAs).
• Refer to Summative ELAA Assessment Directions for students eligible. 
• Research newly enrolled student(s) who may/may not have been previously assessed with the Summative ELPAC (contact prior school/district regarding testing and document on checklist). 

• Notify parent/guardian of Summative ELPAC or Summative ELAA testing. 

DURING: Computer-based & Paper Summative ELPAC Testing

Site Responsible Party

Tasks

Testing Coordinator

Special Education Staff

• Administer the Summative ELPAC to ALL currently enrolled and identified ELs.
• Administer the Summative ELAA to currently enrolled and identified ELs with significant cognitive disabilities per IEP team decision.
• Monitor Summative ELPAC and Summative ELAA completion dates by running  TOMS Summative Eligibility and Completion Reports. on an ongoing basis.

Testing Coordinator

• Verify ALL identified ELs have completed Summative ELPAC or Summative ELAA  (Run ELPAC Completion Report to verify) and continue to assist the school with test completion*. Compare the list with the school site testing log. 
• Verify Dually-Identified ELs with severe cognitive disabilities eligible for the English Language Alternate Assessment (ELAA)  as documented in the Statewide Assessments page in the IEP has been administered. Provide a copy of the score sheet to Educational Services including student name, student ID, grade, and school name. . 
• Run reports listing newly enrolled students.
• Continue to assess all ELs who have not yet taken the Summative ELPAC.
• Return testing materials to Assessment Services.

1. Assessment of English language proficiency (ELP), using an objective assessment instrument, including, but not limited to, the state test of English language development; AND 

2.  Teacher evaluation, including, but not limited to, a review of the student’s curriculum mastery; AND 

3.  Parent opinion and consultation; AND

4.  Comparison of student performance in basic skills based on the performance of English-proficient students of the same age

State of California Reclassification Criteria

Placentia-Yorba Linda USD Instrument

Placentia-Yorba Linda USD Criteria 

1. Assessment of English language proficiency (ELP), using an objective assessment instrument, including, but not limited to, the state test of English language development; AND 

1. English Language Proficiency Assessment for California (ELPAC)

Grades K-12

ELPAC Overall: Level 4

2.  Teacher evaluation, including, but not limited to, a review of the student’s curriculum mastery; AND 

2. Report card 

    performance 

    levels or grades

Grade K: 

i-Ready Phonics Domain: 380 or higher (for current year)

Grades 1-6 (Elementary): 

Reading and Writing on Report Card: 2/C or better 

Grades 6-12 (Middle and High School): 

ELA grade on Report Card: C or better 

OR

Academic GPA on Report Card: 2.0 GPA or better

3.  Parent opinion and consultation; AND

3. Parent /Teacher 

    conference or 

    Parent Letter

Dependent upon parent consultation and opinion

4.  Comparison of student performance in basic skills based on the performance of English proficient students of the same age

4. Smarter Balanced Assessments (SBA) in English Language Arts (ELA) /iReady/ District Assessments

Grades K-5

i-Ready at grade level (early, mid, or late at any point during the year) 

OR 

District Writing Performance Task: 3 or 4 

OR

SBA ELA Standard Met or Exceeded

Grades 6-12

District Writing Performance Task Score: 3-5 

OR 

 Common Core Assessment Grade 9, 10, 12

Standard Met or Exceeded

OR

SBA ELA Standard Met or Exceeded

Reclassification Process -  2023-2024

STEP 1:

Current Summative ELPAC Criteria

• Potential reclassification candidates meet Summative ELPAC criteria with an Overall Performance Level 4 – Well Developed. School sites receive pre-populated Reclassification Profiles.

Step 2:  Comparison of student performance

• Potential candidates’ performance on i-Ready, district writing prompt or SBA ELA is recorded and compared to the performance of English-proficient students of the same age.

STEP 3:

Teacher Recommendation and Evaluation of Student's Academic Performance

• Teachers review course grades for Reading/Writing and make recommendation for reclassification. For middle and high school, teachers review ELA course grade and/or weighted GPA to make recommendation.

STEP 4:

Teacher Recommendation and Evaluation of Student's Academic Performance

• School sites gather parent input.  Teachers meet with potential reclassification students’ parents to gather input. This allows parents the opportunity to participate in the reclassification process and provide input to school staff regarding their child’s reclassification process. Information is entered into the Reclassification Profile.

STEP 5: 

Reclassification Decision - Principal finalizes Reclassification Meeting

• Once students meet the reclassification criteria, the school site documents parent input, and then the site administrator reviews the reclassification form and finalizes an electronic meeting form.

STEP 6:

Final Parent Notification

• Language designation is changed to Redesignated Fluent English Proficient in  CALPADS. Parents are notified of the language designation change.   Students are reclassified and no longer receive designated English Language Development services.  After students exit our program, we must ensure they have not been prematurely exited.  We monitor the students to ensure they do not have any academic deficits.  Students are now monitored for the next four years.  

State of California Reclassification Criteria

Placentia-Yorba Linda USD Instrument

Placentia-Yorba Linda USD Criteria 

1. Assessment of English language proficiency (ELP), using an objective assessment instrument, including, but not limited to, the state test of English language development; AND 

1. English Language Proficiency Assessment for California (ELPAC) or 

Grades K-12

Alternate ELPAC Overall: Level 3 

OR

The team has determined that the student’s disability impacts his/her ability to manifest English proficiency 

2.  Teacher evaluation, including, but not limited to, a review of the student’s curriculum mastery; AND 

2. Report card 

    performance 

    levels or grades

Grade K: 

i-Ready Phonics Domain: 380 or higher (for the current year)

Grades 1-6 (Elementary): 

Reading and Writing on Report Card: 2/C or better 

Grades 6-12 (Middle and High School): 

ELA grade on Report Card: C or better 

OR

Academic GPA on Report Card: 2.0 GPA or better

OR

The team has determined that the student has demonstrated an appropriate level of academic performance  commensurate with his/her abilities

3.  Parent opinion and consultation; AND

3. Parent /Teacher 

    conference or 

    Parent Letter

Dependent upon parent consultation and opinion

4.  Comparison of student performance in basic skills based on the performance of English-proficient students of the same age

4. Smarter Balanced Assessments (SBA) in English Language Arts (ELA) /iReady/ District Assessments

Grades K-5

i-Ready at grade level (early, mid, or late at any point during the year) 

OR 

District Writing Performance Task: 3 or 4 

OR

SBA ELA Standard Met or Exceeded

OR

The team has determined that the student has demonstrated an appropriate level of performance in ELA Basic Skills commensurate with his/her abilities.

Grades 6-12

District Writing Performance Task Score: 3-5 

OR 

Grade 9-12:  Edulastic Common Core Assessment 

Standard Met or Exceeded

OR

SBA ELA Standard Met or Exceeded

OR

The team has determined that the student has demonstrated an appropriate level of performance in ELA Basic Skills commensurate with his/her abilities.

Teacher Name

Due Date

Teacher Subject

Submitted Date

First Name

Last Name

Local ID

Grade Level

School

EL

Program

Entry

LTEL

At Risk of

LTEL

Newcomer

1. Which core content is the student currently not passing or is "at-risk" of failing?

Review the current Course Grades in the link provided at the top

ELA - Reading

ELA - Writing

Math

Science

History/Social Studies

2. Which language domain might be contributing to the student not passing course or is "at-risk" of failing?

Select all that apply.

Listening Domain

Speaking Domain

Reading Domain

Writing Domain

3. Briefly give additional insight to why the student is not making academic progress based on the domain(s) selected above.

4. What high impact teaching strategy will the teacher provide to address this deficit and accelerate learning?

Select all apply.

Jigsaw Method: The Jigsaw instructional method is a cooperative approach to learning. Following this method, a teacher introduces a main topic and several subtopics. Jigsaw students are broken into "home groups", and each member of the home group is assigned a subtopic. Then, students form expert groups to study their assigned subtopic through research and discussion. After the students have mastered the subtopic in question, they return to their home group to report on their findings. At the conclusion of the exercise, each home group member has learned about each subtopic from a member of the relevant expert group or through their own investigation with an expert group. (effect size = 1.20)

Academic Vocabulary Support: Explicit direct instruction with direct, clear and concise instruction with multiple exposure opportunities for practice, academic language frames with grammar targets, incorporate relevant vocabulary into the before, during, and after reading stages of instruction, academic vocabulary journals, vocabulary charts, vocabulary language banks, teach high-utility and topic-specific words. (effect size = 0.97)

Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom (Tier 1). Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. Those not making progress are then provided with increasingly intensive instruction usually in small groups (Tier 2). If still no progress, then students receive individualized, intensive interventions that target the students' skill deficits (Tier 3). (effect size = 0.73)

Success Criteria: Success criteria are the standards by which the project will be judged at the end to decide whether or not it  has been successful. They are often brief, co-constructed with students, aim to remind students of those aspects on which they need to focus, and can relate to the surface (content, ideas) and deep (relations, transfer) learnings from the lesson(s).

Success criteria should provide a clear answer to the question: How will I know that I have learned it? relating back to the learning intention of the lesson while addressing content, practices, and dispositions. (effect size = 0.64)

Explicit Teaching Strategies: Characterized by a series of supports or scaffolds, whereby students are guided through the learning process with clear statements about the purpose and rationale for learning the new skill, clear explanations and demonstrations of the instructional target, and supported practice with feedback until independent mastery has been achieved. Explicit teaching strategies typically involve instruction, guided practice, and teaching to mastery. (effect size = 0.63)

Concept Mapping: The creation of visual or graphic representations of relationships between information relating to course content. (effect size = 0.62)

Direct instruction refers to instructional approaches that are structured, sequenced, and led by teachers. Direct instruction requires teachers to: have clear learning intentions and success criteria, building a commitment and engagement among the students in the learning task; use modeling and checking for understanding in their teaching; and engage in guided practice so that every student can demonstrate his or her grasp of new learning by working through an activity or exercise under the teacher's direct supervision. (effect size = 0.56)

Differentiated Instruction: Differentiation refers to a wide variety of teaching techniques and lesson adaptations that educators use to instruct and meet the individual needs of a diverse group of students. It can involve different activities, different groups of students, recognition of multiple pathways and varying time to complete the tasks. (effect size = 0.51)

Feedback is information provided by an agent (e.g., teacher, peer, book, parent, self/experience) regarding aspects of one's performance or understanding that reduces the discrepancy between what is understood, what is aimed to be understood, and where to move next in their learning. (effect size = 0.51)

Small Group Instruction: students are grouped into smaller groups within the class. This creates opportunity for deeper understanding of content. (effect size = 0.46)

Collaborative Learning: An educational practice through which two or more students collaborate on a learning task, whether by following a course of study or by attempting to solve a problem. This practice might involve face-to-face or electronically mediated interactions. (effect size = 0.45)

Other

5. Other Interventions & Supports Provided

6. ELA - Reading:

Please indicate one measurable goal to address the reading deficit.

7. ELA - Writing:

Please indicate one measurable goal to address the writing deficit.

8. Math

Please indicate one measurable goal to address the math deficit.

9. Science

Please indicate one measurable goal to address the science deficit.

10. History/Social Science

Please indicate one measurable goal to address the history/social science deficit.

11. Parent Signature and Date Required - PLEASE RETURN TO YOUR CHILD'S TEACHER . POR FAVOR REGRESE ESTA FORMA AL MAESTRO/A DE SU HIJO/A.

Parents: By signing this document I acknowledge that I have read the information and am aware of my student's progress. Padres: Al firmar este documento reconozco que he leído la información y estoy al tanto del progreso de mi estudiante.

Select one

Yes -

Specific:

Focuses on oral reading fluency, specifying a target of a 20-word-per-minute increase.

Measurable: 

The progress will be measured through weekly timed readings, making the goal quantifiable.

Achievable:

A 20-word-per-minute increase is realistic and attainable with targeted interventions and practice.

Relevant:

Aligns with the building blocks of literacy, as fluency is a crucial component of reading proficiency.

Time-Bound

Sets a specific three-month timeframe for achieving the fluency increase.

Specific:

Focuses on mastering phonics and word study skills, specifying the criteria for mastery as a score of 80% or higher on a comprehensive assessment.

Measurable: 

Mastery is measured by the achievement of a specific score (80% or higher) on the assessment.

Achievable:

A score of 80% or higher is challenging but realistic with targeted instruction and practice.

Relevant:

Aligns with the building blocks of literacy and supports overall reading proficiency.

Time-Bound

Sets a specific timeframe for achieving mastery, targeting the end of the next grading period.

Specific:

Focuses on improving mental calculations involving addition, subtraction, multiplication, and division of whole numbers.

Measurable: 

The improvement is quantified as a 15% increase in the ability to fluently and accurately perform these mental calculations.

Achievable:

A 15% improvement is realistic and attainable with targeted instruction and practice.

Relevant:

Aligns with the building blocks of mathematical proficiency, particularly number sense.

Time-Bound

Sets a clear timeframe, targeting the end of a three-month period for the achievement of the goal.

Specific:

Targets the improvement of phonological awareness skills, specifically the identification and manipulation of phonemes in spoken words.

Measurable: 

Improvement is measured by comparing pre- and post-assessment scores, with a goal of 80% of students showing progress.

Achievable:

Improvement is realistic and attainable with focused instruction and interactive activities.

Relevant:

Aligns with the foundational skill of phonological awareness, which is crucial for early reading success.

Time-Bound

Sets a specific three-month timeframe for assessing and achieving progress.

Specific:

Targets mastery of writing conventions, specifying grammar, punctuation, and spelling.

Measurable: 

Mastery is measured by achieving a score of 80% or higher on the Conventions Common Assessment.

Achievable:

Mastery is realistic and attainable with targeted instruction and practice in writing conventions.

Relevant:

Aligns with the essential components of effective writing and communication.

Time-Bound

Sets a specific endpoint at the end of the school year for assessing and achieving mastery in writing conventions.

Specific:

Targets proficiency in reading informational text.

Measurable: 

Proficiency is measured by achieving a score of 80% or higher on the Reading Common Assessment.

Achievable:

Proficiency is realistic and attainable with targeted instruction and practice in reading informational text.

Relevant:

Aligns with the development of critical reading skills and comprehension of informational materials.

Time-Bound

Sets a specific endpoint at the end of the grading period for assessing and achieving proficiency in reading informational text.