1. The RFEP Process RFEP: Redesignated Fluent English Proficient
MPUSD DELAC, April 18th 2013

2. English proficiency:
English Learner: student speaks a language other than English
IFEP (Initially Fluent English Proficient): student proficient in English based on first CELDT and never considered an English Learner
RFEP (Redesignated Fluent English Proficient): student proficient in English based on CELDT, CST, benchmark tests, teacher recommendation

3. What is RFEP?
When a student is no longer considered an English Learner, he/she is “RFEP.”
RFEP students never have to take the CELDT again, and are not required to be placed in ELD.

4. When can a student RFEP? Grades 3-12 CST: scale score 325 or above
CELDT: overall score of 4 (early advanced) or 5 (advanced), and Listening, Speaking, Reading, and Writing scores of 3 or above
District benchmark scores: 3 (basic) or above
Grades: ‘C’ or above (secondary)
Teacher recommendation

5. How will instruction change?
Students who RFEP do not need to participate in daily ELD instruction and do not require additional language supports to learn content (reading, math, science, social studies).
However, some RFEP students may still participate in ELD to support and maintain their language development.

6. How will instruction change?
The federal government does not consider a student RFEP until he/she has scored proficient on the English Language Arts CST for 3 years in a row.
However, MPUSD considers them RFEP.

7. When should students RFEP?
Students should RFEP within 5 years of being in a United States school.

8. Monitoring
RFEP students are expected to reach and maintain proficiency on English Language Arts tests soon after they are RFEP.
Students should be proficient or advanced on the ELA CST the year they are RFEP, or the year after.

9. Monitoring
RFEP students are monitored at least 3 times within the first 2 years they are RFEP.
Example:
Student RFEP September, 2013
Monitored May, 2014/September, 2014/May 2015

10. When should students RFEP
When should students RFEP? The minimum progress of English Learners each year
CELDT Overall Score
Beginning (1)
Early Intermediate (2)
Intermediate (3)
Early Advanced (4)/ Advanced (5)
Reclassification
Monitoring
CELDT overall 1 2 3
4/5
4/5 (Listening, Speaking, Reading, Writing 3+)
Timeline toward reclassification based on overall CELDT score
1st year
2nd year
3rd year
4th-5th year
5th year
5th year +
3rd-4th year
4th year
4th year +
2nd-3rd year
3rd year +
2nd year (IFEP)
None
CST ELA (grades 2-11)
Far below basic (1)
Below basic (2)
Basic (3)
Mid Basic or Proficient (4)
Proficient (4)
District benchmarks
Basic or Proficient (4)
Grades
‘C’/3 or better

11. How can schools help?
Daily ELD (30 minutes in kinder, 45 minutes in grades 1-12)
SDAIE (Specially Designed Academic Instruction in English)
Academic interventions
Work with families
Tests are important

12. How can parents help?
Use a lot of native language at home (strong native language = strong English)
Homework time
Tests are important
Parent/teacher conferences