Reclassification and Exit. Action Items
1. By January 31, 2015, the District will identify and describe the criteria that it will use to determine when an ELL student has obtained sufficient proficiency in English to exit the alternative language program. At a minimum, these criteria will provide for the following:
a. The determination of English language proficiency is based on objective standards by using language proficiency test scores, in which the District can demonstrate that students meeting those standards will be able to participate meaningfully in the regular classroom; and
b. The ELL students exiting alternative language services exhibit English reading, writing, speaking, and comprehension skills that would indicate they can participate meaningfully in the District’s regular education program.
2. By January 31, 2015, the District will ensure that exited ELL students are participating meaningfully in the District's program. Specifically, the District will develop policies and procedures to periodically review the academic progress of students exited from the alternative language program throughout the academic school year. The policies and procedures shall include, but not be limited to:
a. Formally reviewing the academic progress of each student who exited the alternative language program, including examining grades, academic achievement scores, interim progress reports, and test scores throughout the school year;
b. Distributing a memorandum to instructional staff and campus administrators regarding the monitoring requirements; and
c. Permitting reentry into the alternative language program by all exited ELL students who demonstrate a need for additional English language services and/or providing additional support services to exited ELL student who demonstrate a need for additional support, such as tutoring, as appropriate.
Reclassification and Exit. Action Items
1. By January 31, 2016, JPPSS will identify, implement into its policy, and describe the criteria that it will use to determine when an ELL student has obtained sufficient proficiency in English to exit alternative language (e.g., ESL) services. At a minimum, these criteria will provide for the following:
a) That the determination of English-language proficiency is based on objective standards by using language proficiency test scores, in which the JPPSS can explain why students meeting those standards will be able to participate meaningfully in the regular classroom; and,
b) That students exiting alternative language (e.g., ESL) can read, write, speak, and comprehend English well enough to participate meaningfully in the JPPSS's program.
2. By January 31, 2016, JPPSS will ensure that exited and denied ELL students are participating meaningfully in the JPPSS's program. Specifically, the JPPSS will:
a) Formally review the academic progress of students who exit the ALP by providing progress reports to parents throughout the school year;
b) Maintain documentation in the student's cumulative folder; and,
c) Distribute a memorandum to all instructional staff and campus administrators regarding these requirements.
3. By September 1, 2016, a committee tasked with assessing the language proficiency of students will review the academic progress of exited students at least once a year. In addition, the committee will monitor students who have exited the ALP during the past two school years (i.e., 2013-2014 and 2014-2015) and demonstrate that they are "academically successful" in the regular classroom. If the student is not performing adequately academically (by objective measurements, at a minimum as provided in action item B above), the student will be placed back into an appropriate ALP.
1. By June 31, 2016, JPPSS will submit to OCR the exiting criteria being implemented by JPPSS pursuant to action item B1.
2. By June 31, 2016, JPPSS will submit to OCR a copy of the memorandum disseminated to appropriate staff members described in action item B 2c above.
3. By October 3, 2016, JPPSS will provide to OCR a progress report containing the following:
a) A brief description of the process JPPSS utilized to monitor exited ELL students who exited from the ALP in the 2013-2014 and 2014-2015 school years and the names of students reviewed (by school and grade);
b) Supporting documentation (i.e., copies of student rosters indicating exit criteria and test scores...
Reclassification and Exit. The District Plan will describe the objective criteria it uses to determine when a LEP student has obtained sufficient proficiency in English to be reclassified or to exit the ALP. At a minimum, these criteria will ensure that:
a. The determination of English-language proficiency is based on objective standards or test scores. The District will explain how the chosen criteria will ensure students’ meaningful participation in the general curriculum;
b. Prior to their exit from the ALP, the District will assess each student’s English language proficiency in speaking, reading, writing, and comprehension relative to grade level, and according to the publisher’s instructions using an English language proficiency assessment normed and validated for English language proficiency;
c. LEP students will be reclassified as non-LEP when they have achieved English proficiency in the four skill areas (oral, reading, writing, and comprehension), as appropriate to their grade level;
d. Each reclassified student will be formally monitored at least once per semester for two years after exit from the ALP. Documentation of monitoring will be consistently maintained and address academic performance; and
e. The District will timely remediate academic deficiencies identified in students who have exited the ALP. The plan will include a description of remediation steps available for reclassified students.
Reclassification and Exit
