CENTINELA VALLEY UNION HIGH SCHOOL DISTRICT

EDUCATIONAL SERVICES

ENGLISH LEARNER WITH SPECIAL NEEDS REDESIGNATION WORKSHEET

NAME: ______D.O.B. ______GRADE: ______ID NUMBER: ______

DATE OF MEETING: ______PRIMARY DISABILITY: ______

SECONDARY DISABILITY: ______FIRST US SCHOOL ENTRY DATE: ______

SHORT TERM ENGLISH LEARNER (less than 5 years in US Schools) LONG TERM ENGLISH LEARNER (more than 5 years in US Schools)

SUMMARY OF ENGLISH LANGUAGE DEVELOPMENT SERVICES RECEIVED: ______

  1. Assessment Results of Language Proficiency

(Note: The CDE regulations allow the IEP team to designate that a studentis able to take an alternative assessment to CELDT if appropriate).

Language Proficiency Assessment: CELDT or Alternative Assessment

Current School Year Data Date:______CELDTOverall Score: ______Listening: ______Speaking: ______Reading: ______Writing: ______

Alternate Assessment (ALPI) Overall Score: ______Listening: ______Speaking:______

Other Alternative Assessment: ______Listening: ______Speaking: ______

Reading: ______Writing: ______

Overall proficiency 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 the student’s overall proficiency level was in the upper end of the intermediate level, did the Redesignation Team review other informal measures of proficiency and determine that it is likely the student is proficient in the English language? Yes No

If the student took an alternative assessment(s):

Does the Redesignation Team feel the student’s disability impacts the ability to manifest English proficiently?

Yes No If yes, in what areas: ListeningSpeaking Reading Writing

Possible indicators to be considered: The student has similar academic deficits and error patterns in English as well as the primary language. Also consider if the error patterns in speaking, reading, and writing are typical of students with that disability versus students with language differences.

Comments:______

Does the Redesignation Team feel it is likely the student has reached an appropriate level of English proficiency? Yes No

  1. Teacher Observation:

(Having deficits in motivation or academic success unrelated to English language proficiency does not preclude a student from redesignation.)

Observation based on: Classroom performance District-wide assessments IEP goal progress Other

Comments: ______

______

  1. Parent Concerns:______

______

______

______

Does the Redesignation Team feel parent input warrants possible redesignation at this time?

Yes No

  1. Comparisons of Performance in Basic Skill Competencies ( 3 of the 4 areas must be met):

Assessment of language proficiency using an objective assessment instrument; SBAC or CAA score in English/Language Arts(ELA) must at least be in therange of the“Standard Almost Met” to “Standard Met” if ELA is an area of need on the IEP.

Assessment taken: SBAC CAADate: ______

English/Language Arts Score: ______

The student was within the performance range of “Standard Almost Met” to “Standard Met” on the SBAC/CAA ELA.

If the student did not meet the criteria for the performance range “Standard Almost Met” to “Standard Met” on the SBAC/CAA answer the following questions.

Student’s basic skills assessment scores appear to be commensurate with his/her intellectual ability due to a disability such as intellectual disability, language and speech impairment, other health impairment, or other disability under IDEIA 2004, versus a language difference and primary language assessments indicate similar levels of academic performance.

Error patterns noted mirror the patterns of errors made by students with a particular disability versus peers with language differences and student has manifested language proficiency in all other areas.

Does the Redesignation Team feel the analysis of the student’s performancein English speaking and listening warrant redesignation?

Yes No

Does the Redesignation Team (this can be an IEP team) support the student being redesignated at this time based on analysis of the four criteria areas above?

Yes No

The parent/guardian agrees to the redesignation from English Language Learner to Redesignated Fluent English Proficient:

Yes No

Attach this document to the current IEP.

07/10/2015