Multilingual Learner Collaborative

EL Reclassification Bill Advances

On May 14, AB 2555 passed the Assembly Appropriations Committee unanimously. The bill is authored by Assemblymember Darshana Patel, Chair of the Assembly Education Committee. AB 2555 would make major changes to the current system of reclassifying English Learners.  The bill would:

Reclassification criteria: Repeals existing reclassification criteria, effective July 1, 2027, and makes the English Language Proficiency Assessments for California (ELPAC) the sole criterion for reclassification;

Automatic reclassification: Replaces the local, manual process of reclassifying students with an automated process that records students as reclassified once they have achieved the ELPAC score required for reclassification.

Reclassification of ELs with IEPs: Permits ELs with disabilities who are 1) not qualified to take the Alternate ELPAC, 2) have used all accommodations and any domain exemptions required by their IEP, and 3) fail to achieve the score on the ELPAC necessary for reclassification, to reclassify by showing proficiency one or more of the domains of the ELPAC through alternate coursework and performance tasks (known as alternate means).

Parent engagement: Requires LEAs to notify parents when a student is initially classified as an EL, of their child’s entitlement to support to learn English, the reclassification process, and the requirement that LEAs monitor reclassified students, and emphasizes that reclassification can be seen as a milestone on the path to biliteracy and the State Seal of Biliteracy;

Monitoring of reclassified students: Affirms current requirements that LEAs monitor ELs for four years after reclassification to determine if their English proficiency remains a barrier to academic progress. Requires the SBE to identify an instrument, including the Observation Protocol for Teachers of English Learners (OPTEL), to designate as the means by which reclassified students are monitored. Also requires the SBE to identify appropriate interventions for reclassified students when needed;

Reclassification data: Requires the CDE to annually post on its website reclassification rates by each LEA and charter school, and statewide results disaggregated by grade, language, and disability.

The Assembly Education Committee analysis of the bill noted that:

“California’s reclassification system was established in 1976 and has not materially changed since. Research shows that the current system is characterized by inconsistency, redundancy, subjectivity, and complexity, and is highly influenced by different mindsets about reclassification. Research also shows that roughly half of all English learners who are not reclassified by the end of elementary school have scored proficient on the state’s English language proficiency assessment. Research further shows significant gaps in reclassification rates by home language, with Spanish-speaking students significantly less likely to reclassify than other students. On average, it takes 226 days for a student who has scored proficient in English to reclassify, and many students score proficient for multiple years before they are reclassified.”

AB 2555 is supported by, among others:

• California Association for Bilingual Education
• California Association of Suburban School Districts
• California Teachers Association
• California Federation of Teachers
• Children Now
• SELPA Administrators of California
• The Education Trust – West

Math Screening Bill Also Moves Forward

Also moving forward yesterday was SB 1067 (Weber Pierson), which would require annual math difficulties screening of students in grades K-2, beginning in 2028-29. The structure of the bill is very similar to the current requirement for reading readiness screening. The bill passed the Senate Appropriations Committee unanimously.

Thanks,

Peter Birdsall

President, Education Advocates

(916) 719-1315

 

Collaborative Slide Deck

Approved List of Screening Instruments for Transitional Kindergarten Multilingual Learners

Beginning in the 2027–28 school year, all LEAs serving students in Transitional Kindergarten (TK) must screen TK students whose primary language is a language other than English (as indicated on a home language survey administered upon enrollment) and are required to identify whether additional English language development support would be beneficial. The California Department of Education (CDE) has selected two screening instruments for this purpose. 

As a reminder, these screening instruments are not to be used

• To identify a pupil as an English Learner. 
• For any high-stakes purpose, including (but not limited to) teacher or other school staff evaluation, accountability, pupil grade promotion or retention, identification for gifted or talented education, reclassification of English Learners, or identification as an individual with exceptional needs.

For more information about the screeners, please read this correspondence from the State Superintendent of Public Instruction.

Multilingual Collaborative Slide Deck

Multilingual Collaborative Slide Deck

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