Reclassification refers to the process where a school district determines an English Learner has developed sufficient English proficiency to be reclassified as “Fluent English Proficient” (FEP or Reclassified Fluent English Proficient, RFEP) and no longer require English Language Development instruction.[1]
The reclassification process considers at least four criteria: (1) formal assessments, including but not limited to the ELPAC, (2) teacher observations, (3) parent/guardian/other education rights holder consultations, and (4) an evaluation of basic skills relative to English proficient students.[2]
Students with disabilities should also be reclassified as Fluent English Proficient once they demonstrate proficiency, but their disability may make certain reclassification criteria inaccessible. To make sure students with disabilities have the same opportunities to be reclassified as their non-disabled peers, the IEP team should consider accommodations to the typical reclassification procedures. For example, parents/guardians/other education rights holders may request that the school district administer a different assessment of language proficiency other than the ELPAC.[3] The CDE also recommends that IEP teams consider supplementing the four reclassification criteria with additional criteria that account for the student’s individual needs.[4] You can visit the California Department of Education’s website for more information on Reclassification, available at: https://www.cde.ca.gov/sp/ml/reclassification.asp
- Cal. Ed. Code Sec. 313; 5 C.C.R. Sec. 11303.[↩]
- Cal. Ed. Code Sec. 313(f).[↩]
- Cal. Ed. Code Sec. 313(f)(1).[↩]
- California Department of Education, Chapter 9: Reclassifying Students with Disabilities from English Learner Status, available on the CDE website here: https://www.cde.ca.gov/sp/se/sr/elpracguideswd.asp.[↩]