2023-2024 Program and Budget Handbook

Summative English Language Proficiency Assessments for California (ELPAC), and by

After EL students reclassify to Fluent English Proficient (RFEP), schools are required to monitor the academic progress of RFEP students for a minimum of four years. RFEP students are expected to make adequate yearly progress following reclassification by meeting or exceeding grade-level content standards in English Language Arts (ELA), Math, Science and Social Studies. Students who reclassify with the ELA scores/Standard Met or Exceeded, are expected to maintain such performance following reclassification. Adequate progress is measured as follows: School Level Academic Marks/Grades* State Assessment Elementary Composite scores of 3 or 4 Meets or Exceeds Standards (Grades 3-5/6) Secondary C or better Meets or Exceeds Standards (Grades 6-8, 11) *(English Language Arts, Math, Science, and Social Studies) When an RFEP student is at risk of not making adequate progress or not meeting grade-level standards, schools must provide targeted acceleration services based on individual student need as part of the SSPT. Schools must maintain records of RFEP monitoring and acceleration services provided. For more information, refer to REF-073510.1, Monitoring the Academic Progress of Reclassified to Fluent English Proficient (RFEP) Students, K-12, dated August 30, 2021 Note: Title III funds must not be used for RFEP Monitoring accountability and acceleration services.

attaining passing marks or grades in the ELD/LTEL courses. For more information, refer to REF-070901.2, Monitoring the Academic Progress of English Learners, ETK-12, dated December 21, 2020. ELs are expected to make progress on ELPAC each year until they meet the reclassification criteria (see Minimum Progress Expectation in the 2018 Master Plan for English Learners and Standard English Learners , page 141). In addition, Secondary ELs are expected to complete one ELD course each year until the completion of Advanced ELD or the reclassification criteria are met. Potential Long-Term English Learners (PLTELs) and Long-Term English Learners (LTELs) are expected to meet or exceed the minimum progress expectation as outlined in REF-070901.2, Monitoring the Academic Progress of English Learners, ETK-12, Attachment A-2. According to Board resolution dated June 12, 2018, “schools are to prepare students initially identified as English Learners in kindergarten or first grade to be Reclassified Fluent English Proficient (RFEP) by the end of fifth grade.” Schools are expected to use Title III funds to meet the following achievement accountabilities: 1. Meet or Exceed English Language Development (ELD) targets, as measured by ELPAC 2. Increase the percentage of ELs who score Standards Met or Exceeded in ELA and Math Assessments 3. Provide acceleration services for ELs not making adequate progress on ELPAC each year 4. Provide acceleration services for ELs scoring Standard Not Met or Nearly Met on the ELA SBA 5. Decrease the percentage of PLTELs and LTELs Progress Monitoring for RFEP Students

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