Summary of English language development services received:
Assessment Results of Language Proficiency
(Note: The State Board Adopted Guidelines allow the IEP team to designate that a student take an alternate assessment to CELDT if appropriate) Language Proficiency Assessment Take: CELDT or Alternate Assessment
Student met language proficiency level criteria as assessed by CELDT? Yes No
Note: Overall proficiency level must be early advanced or higher, listening must be intermediate or higher, speaking must be intermediate or higher, reading must be intermediate or higher, and writing must be intermediate or higher. If student’s overall proficiency level was in the upper end of the intermediate level, did the reclassification team review other informal measures of proficiency and determine that it is likely the student is proficient in English? Yes No
If student took alternate assessment(s), answer the following questions:
Does the reclassification team feel the student’s disability impacts the ability to manifest English proficiency? Yes No
If so, in what areas: Listening Speaking Reading Writing
Note: Possible indicators: Student has similar academic deficits and error patterns in English as well as primary language, or error patterns in speaking, reading, and writing are typical of students with that disability versus students with language differences, etc. Comments:
Does the reclassification team feel it is likely the student has reached an appropriate level of English proficiency? Yes No
Note: Having incurred deficits in motivation & academic success unrelated to English language proficiency (i.e. disability) do not preclude a student from reclassification. Evaluation was based on: Classroom performance District-wide assessments IEP Goal Progress Other:
Does the Reclassification Team feel teacher input/evaluation warrants possible reclassification?
4.Parent Opinion and Consultations was solicited through: Letter to Parent Parent
Does the Reclassification Team feel parent input warrants possible reclassification at this time?
5. Comparison of Performance in Basic Skills
Note: CST score in English/language arts (ELA) must be at least beginning of basic level to midpoint of basic - each district may select exact cut point; for pupils scoring below the cut point, determine whether factors other than English language proficiency are responsible and whether it is appropriate to reclassify the student. Assessment taken: CST CMA CAPA Date: _________
English/Language Arts Score
Student met the Performance on CST criteria? Yes No
If student took CMA, did they perform at the beginning basic level to the midpoint of basic in ELA?
If performance in basic skills criteria was not met, answer the following questions to help determine if factors other than English language proficiency are responsible for limited achievement in ELA?
Student’s Basic Skills assessment scores appear to be commensurate with his/her intellectual ability due to a disability such as developmental disability, language & speech impairment, etc.
Student has received ELD services for more than three years and academic progress in ELA is commensurate with that of peers who manifest similar learning disabilities and are not English learners
Error patterns noted mirror the patterns of errors made by students with a particular disability versus a language difference
Does the Reclassification Team feel analysis of Performance in Basic Skills (ELA) warrants reclassification? Yes No
Does the reclassification team feel the student should be reclassified at this time based on analysis of the four criteria above? Yes No Signatures of Reclassification Team Members:
________________________________ Date: ________ ______________________________ Date: _______
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