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Redesignation and Exiting Students

English Learner Redesignation 

Redesignation is a term that describes a process that districts and schools develop to determine when English learners are Fluent English Proficient (FEP) and can transition successfully to classrooms, with minimal ELD support. It is a term that is used when a student’s English language proficiency level changes from Limited English Proficient (LEP) to Fluent English Proficient (FEP) Monitor 1.

This process is initiated by the annual ELP assessment data: ACCESS for ELLs 2.0 (Pathway 1) or Alternate ACCESS (Pathway 2). When a student has not been assessed with the annual English language proficiency (ELP) assessment, local data may be used to initiate the redesignation procedures (Pathway 3).  Refer to the 2018-19 Redesignation Guidance (pdf)  for complete procedural and Body of Evidence (BoE) requirements for each Pathway.

ELD and Individual Education Program (IEP) teams are responsible for determining which of the three pathways presented in this framework is the most appropriate for individual ELs with disabilities. The teams work in partnership to decide which pathway is best suited for the student (e.g., whether the student should take the general ELP assessment or an alternate ELP assessment, and/or whether the student should participate in all or some of the domains).

State and Federal Requirements

Title VI of the Civil Rights Act of 1964, The Equal Educational Opportunities Act (EEOA), the Every Student Succeeds Act (ESSA), and Colorado’s English Language Proficiency Act (ELPA) all outline school districts’ responsibilities in developing, implementing, and evaluating programs for English Learners (ELs).  As part of these requirements, districts must provide English language development instruction until the student attains Fluent English Proficiency (FEP) and can transition successfully to grade-level content classrooms, with minimal English Language Development (ELD) support. The Elementary and Secondary Education Act (ESEA), reauthorized in 2015 as the Every Student Succeeds Act (ESSA), highlights these civil rights by requiring states to establish and implement standardized entrance and exit procedures for ELs, including ELs with disabilities.  As part of this requirement, the state’s English Language Proficiency (ELP) assessment must be used in the state’s procedures in making redesignation and exit decisions for ELs. The proficiency score(s) on the (ELP) assessment must be set at a level that enables students to effectively participate in grade-level content instruction. Additional objective criteria may also be used as supplemental information in determining whether to redesignate a student, but these additional sources may not take the place of a proficient score on an ELP assessment (U.S. Department of Education, 2016).

 

Monitoring English Learners

 
When schools/districts determine EL students are Fluent English Proficient (FEP), they must monitor students’ linguistic and academic progress for two years. If the EL student is not progressing academically as expected, and monitoring suggests persistent or developing language need, schools/districts should consider re-evaluating the student’s English language proficiency level and determine if the student needs additional English Language Development (ELD) program services and provide the appropriate English language development instruction.  If the student is re-entered into the ELD program, the school/district must document the reasons why and provide notification to and receive consent from the guardian(s) of the EL student. 
 
If the EL student continues to make academic progress in year 1 of monitoring, as determined by the school/district, the following school year the student is placed in year 2 of monitoring. Upon completion of two full school years of monitoring, the EL student will be moved to exit status in the Colorado Data Pipeline. 
 
Dually Identified Students: When schools/districts make a determination that a student is an EL and is placed on an IEP, they must monitor the IEP goals for continued academic progress, as well as the student’s linguistic and academic progress. IEP goals should delineate the mode of communication used by the student in acquiring functional and academic skills. Should monitoring of IEP goals identify persistent or developing language needs, schools/districts should consider re-evaluating the student’s English language proficiency level to determine whether additional ELD program services are necessary and provide documentation in the IEP regarding who will be providing the supports and how the English language supports will be provided.
 

Archived Redesignation Guidance