Former English Learners may be re-identified as English learners if there is substantial evidence that the student has been prematurely exited from the EL program. 

If there is a suspicion that a former English learner student has been prematurely exited from the district's English Learner Program although they have achieved a proficient score on the OELPA, the school's point of contact for the EL Program is contacted immediately to ensure that the intervention assistance and reidentification process is documented and followed from start to finish. The re-identification of an English learner who has exited the program is a significant administrative and programmatic decision that should take into account the impact re-identification may have upon the individual student and include consultation with the family. 

A team of specialists should review substantial evidence of student language proficiency and achievement that include progress monitoring data, and observations and interviews with the student, family and teachers. A school or grade level team should apply a multi-tiered systems of support framework to determine causes for lack of progress (e.g., environmental factors, school attendance, lack of effective instruction). Following the MTSS process or other teacher-based process, the team should meet to review student data. The student's proficiency and experiences in the native or first language should be assessed to the extent possible.

The initial team should include key stakeholders, e.g., the student, parent/guardian, EL Coordinator, TESOL specialist and general education teachers. Other members should be added as the team deems appropriate, e.g., intervention specialists, related services specialists, school counselor, psychologist, school building administrators. The student should be included to the extent it is appropriate and with attention to the development of self-determination skills. The roles of team members should be defined in advance. 

The process should include the administration of an appropriate ELP assessment following the tool’s technical specifications. At this time, the Department does not prohibit the use of the OELPS for this purpose, however, it is highly recommended that the district approach the classification decision using a multifactored approach that includes assessing student skills in languages other than English. The team should consider complementary data such as the evidence listed above to confirm or modify interpretation of the assessment. Based upon the interpretation of the team, the student will be provided appropriate services and classification. For example, the student will receive the district's EL program services. Written and oral communication to notify parents of the student's reclassification to English learner status should be provided using language that is understandable. Documentation of the process includes signature of team members and school superintendent may be kept in the student file and district records. The student is coded in EMIS to reflect English Learner status. 

Recommended Documentation

• Student information 
• Summary of evidence used to determine student strengths and needs
• Documentation of initial referral and subsequent team meetings, including members and areas of expertise 
• Description of the building MTSS process including the schedule for future dates to examine student progress and check decision
• Rationale for selection of ELP assessment(s) used to determine program placement and diagnosis
• Signatures of team members and superintendent
• Summary of follow-up actions, e.g., change in EMIS status; service delivery, parent notification, and superintendent signature

 See Guidance: Assessing Culturally and Linguistically Diverse Learners (Rhodes, Ochoa & Ortiz, 2005)