Promoting Equitable Reclassification of English Learners with Disabilities 9 Reclassification Research: Latest Findings Reclassification of ELs with disabilities is an underexamined topic in educational research. However, with the low rates of exiting among dually identified students, studies are beginning to examine the barriers that may decrease students’ reclassification eligibility. To date, both research and guidance address policy-based and school-based challenges to equitable reclassification for ELs with disabilities. Policy-based Challenges The following are the challenges to promoting to equitable reclassification in state policies: Challenge #1: Singular exit criterion A majority of state policies require an ELP assessment score as the sole exit criterion. Yet, multiple stakeholder groups, including ELP assessment consortia, recommend using additional evidence in conjunction with an ELP score to make reclassification decisions (Linquanti et al., 2016; Park & Chou, 2019; WIDA, 2023). Given the complex learning needs of ELs with disabilities, a singular assessment score is unlikely to provide educators with a comprehensive understanding of dually identified students’ ELP growth and progress toward reclassification (Park & Chou, 2019). Challenge #2: Adoption of alternate ELP assessments While most states now have a designated alternate ELP assessment for ELs with significant cognitive disabilities, some states only have a general ELP assessment for all ELs, regardless of their disability status. For a small percentage of the dually identified population who have significant cognitive disabilities, however, taking a general ELP assessment, even with accommodations, may yield inaccurate ELP scores that directly influence their reclassification eligibility (Schissel & Kangas, 2018). Challenge #3: Parent and student consultation At present, parent notification (i.e., notifying parents that their child has exited language services) is more common than parental/family engagement in reclassification procedures. Because exiting is a high-stakes educational decision, research has challenged the lack of parent/family and student consultation in reclassification procedures (Brooks, 2023; Burho & Thompson, 2021). For dually identified students, initial research has found that even when parents participated in reclassification meetings, they had unanswered questions and were not consulted about exiting decisions involving their children (Burho & Thompson, 2021). Challenge #4: Multi-year ELP score comparisons Comparing ELP assessment scores from multiple years can assist LEAs in understanding whether ELs with and without disabilities are making gains in their ELP. When used as a criterion for reclassification, multi-year score comparisons tend to require a plateauing ELP score on either the general or alternate ELP assessment, with the assumption that ELs with disabilities are no longer benefiting from language services and thus should be exited. One study found that as a criterion for reclassification, multi-year score comparisons can be difficult for LEAs to navigate, especially when ELP assessments are updated and revised, resulting in significant changes to ELs with disabilities’ reclassification eligibility (Kangas & Schissel 2021).
RkJQdWJsaXNoZXIy MTA0OTQ5OA==