PDE Defined Criteria for Reclassification of English Learners
Exiting the EL program may only be accomplished by meeting the exit criteria as defined by the state department of education. Students must meet both criteria 1 & 2 as well as one of the two additional criteria.
1. Score of BASIC on the annual Pennsylvania System of School Assessment (PSSA).
- For students transferring from other states, out-of-state academic achievement assessment results may be considered when the academic proficiency level is comparable to BASIC on the PSSA.
- For students that are in a grade that is not assessed with the PSSA, Local Education Agencies (LEA) must use each of the remaining criteria listed below to exit students.
2. Scores of 5.0 on a Tier C ACCESS for ELs assessment (see Items A and B below for cutoff score flexibility)
A. Following the scoring criteria in the table below, the W-APT may be administered between April and June to students who scored below the minimum cutoff for program exit on the January administration of the ACCESS in order to demonstrate sufficient progress to justify exit.
NOTE: The W-APT may ONLY be administered to a student once in any school year. *A student must score 5.0 in each domain (listening, speaking, reading and writing). A composite proficiency score will not be used.
B. A score of PROFICIENT on the reading PSSA can be used along with all other required criteria outlined in this policy to justify exit for students who achieve a composite proficiency score of 4.5 to 4.9 on the January administration of the ACCESS. In this case, W-APT scores are not necessary to demonstrate progress from the time of ACCESS administration to the end of the school year.
Additional Exit Criteria: Students must meet one of the two criteria listed below as well as both criteria listed above.
- Final grades of C or better in core subject areas (Mathematics, Language Arts, Science and Social Studies).
- Scores on district-wide assessments that are comparable to the BASIC performance level on the PSSA.
Students who are exited from the district’s EL program are monitored for two years. During this time, the EL teacher collects data through observations, grades, and performance on statewide assessments. If at any time the data indicates the student is at risk of academic failure due to a language proficiency deficit, modifications or adaptations may be made including re-enrollment in the EL program.