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Reclassification, Formative Practice & Progress Monitoring for ML-EL Students

California's reclassification landscape is in motion. The four state criteria still anchor local policy, three of them locally determined, while proposals to simplify those criteria continue to move through the Legislature. This series invites program administrators to steady their systems amidst that movement: to align local policy with current guidance, to build assessment practices teachers can act on, and to keep students who are at risk of becoming Long-Term English Learners (LTELs), as well as current LTELs, visible in the data. By examining reclassification pathways, ELD progress monitoring, and instructional decision-making, leaders can identify barriers earlier, strengthen supports, and create more equitable opportunities for multilingual learners to achieve English proficiency and academic success.

August 18 · In Person at SCOE

 Reclassification in a Shifting Policy Landscape

Reclassification is one of the few decisions where policy, assessment, and a student's daily experience of school converge. This working session brings administrators together with their own data to examine where local practice and state guidance meet, and where they don't. Participants will analyze reclassification trends, identify students at risk of LTEL status, examine outcomes for EL students, and explore system-level actions that can accelerate student progress. Facilitated with time reserved for collaborative problem-solving across districts.

Time: 9:00 a.m. - 3:30 p.m.

September 15 · Virtual

 From Data to Daily Practice: ELD Monitoring Structures and Formative Assessment | Part 1

This session turns to the evidence teachers generate in the course of instruction and to the structures that let educators see it in time to act. Participants will explore ELD progress monitoring practices, formative assessment strategies, and data routines that help identify multilingual learners who may be at risk of LTEL status before gaps become entrenched.

Time: 9:00 a.m. - 11:30 a.m.

October 13 · Virtual, EL Data 

 From Data to Daily Practice: ELD Monitoring Structures and Formative Assessment |Part 2 

Building on Part 1, this session focuses on intentional teacher moves, instructional planning, and intervention structures that address the unique strengths and needs of At-Risk LTEL and LTEL students. Participants will examine how ELD implementation, language-rich instruction, and strategic progress monitoring can support stronger language growth and improve reclassification outcomes.

Time: 9:00 a.m. - 11:30 a.m.

Let's work together to unlock the potential of California's Multilingual-English Learners to receive the support, instruction, and opportunities they need to thrive.