EL Student Reclassification

Lowell Community Charter Public School

EL Reclassification Policy and Procedure

Modified June 2019

Each school year, starting in the fall, the following steps are implemented to assess student progress and whether or not a student has met the exit criteria for ELL reclassification.  Decisions are made in the best interest of students and by taking into account a wide array of data and teacher input. 

The same policies and procedures outlined below are in place for students with disabilities dually identified as English Learners.  Although a disability can impact the rate of attaining English proficiency, ELs with disabilities are entitled to receive ELE services until they have met the same state and district defined reclassification criteria as their non-disabled peers.

Step One:  ACCESS Score Review

  • Students with an overall score of 1.0-3.4 on the ACCESS for ELLs require significant support to access content area instruction delivered in English. Students scoring in that range will not be considered for reclassification.
  • Students with an overall score of 3.5-4.1 on the ACCESS for ELLs require continued language and instructional support to access content area instruction. Students scoring in that range will not be considered for reclassification.
  • Students with at least an overall score of 4.2 AND a composite literacy score of 3.9 on ACCESS for ELLs will be considered for reclassification. Additional data will be compiled for further review (see steps 2 and 3 below).

Step Two:  Data Assembly

  • Data is reviewed per student and an individual student data profile is completed.
  • The following key data indicators are included (when available) as part of the profile:
    1. ACCESS scores
    2. ELA and Math MCAS scores – past two years
    3. Fountas and Pinnell instructional reading level – Fall benchmark
    4. Galileo Benchmark Scores
    5. Teacher and/or parent input

Step Three:  Data Review

  • The ELL team and appropriate grade level teacher and administrators review the data collected for each student. This may and should also include communication with parents regarding student academic progress and achievement.  Depending on the student’s grade level, the discussion may also include input from the student.
  • Determination is made by reviewing the data with the following benchmarks. The general guideline is that students must meet the ACCESS benchmark and then 3 out of 5 of the other indicators.


Step Four:  Communication and Record of Decision

  • Yearly student placement parent notification letters noting student reclassification are sent home including translated copies if necessary and requested by the family.
  • Individual student profile sheets with decision noted are filed in the student’s ELL cumulative file.
  • Reclassification form and letter (included translated copies) filed in the student’s ELL cumulative file.
  • List of final decisions and reclassified students shared with appropriate faculty members

Step Five:  Student Monitoring

  • Reclassification Monitoring Report is filled out for four years by teachers at the end of each semester. Forms are produced and completed by the ELL team each year in conjunction with grade level teams.  The ELL Director and ELL team review the monitoring reports and consult with teacher teams with any concerns. 
  • The following considerations will be put into place in order to continue to support the progress of former ELs:
    • Assigning ELs, at least initially, to SEI endorsed teachers when possible
    • Providing regular co-planning times for SEI and ESL teachers to plan instruction collaboratively for FELs
    • Providing additional opportunities for FEL students to participate in small group instruction including afterschool or in the summer depending on individual need
    • Designing and providing additional individual learning support to check on academic progress
  • If the monitoring report documents failure to made academic progress, future steps are customized per individual student needs and the particular situation including:
  • Consultation with ELL teacher
  • Additional ELL or RTI services considered
  • Recommendation for Child Study Team
  • Parent Meetings
  • Afterschool or summer tutoring