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English learners in Fresno, as in the entire state of California, are expected to advance one English language level each year as currently measured by the California English Language Development Test (CELDT).  During the time they are acquiring language, schools and teachers utilize assessment and data tools to measure and monitor EL student progress toward meeting this goal. At the end of the fifth year from initial identification, English learners are expected to attain redesignation to Fluent English Proficiency status. After redesignation, students are monitored to ensure that they maintain the growth they've made and that they experience continued academic success.


As students make gains toward mastering English, it is imperative that leaders and teachers have tools to move them toward the goal of gaining at least one language acquisition level per year. This guarantees that students will meet the redesignation criteria in five years, and allows for timely interventions when students start to present indications of not meeting them.

District and school administrators have various tools at their disposal to monitor the success of the district as a whole, and for individual school sites in order that their EL students grow one level for year:

  • School Quality Indicators (SQII)
  • English Learner Census and Services Report
  • English Learner Redesignation Goal Setting Report

In addition, teachers have various tools available for classroom level monitoring of the language acquisition progress in order to plan appropriate instruction to meet the needs of the various English Learners they serve:

  • English Learner Redesignation Goal Setting Report per class
  • California ELD Standards Proficiency Level Descriptors
  • Classroom formative assessments and grades
  • Accountable Community work with colleagues


Fresno Unified School District reclassifies EL students to Redesignated English Fluent Proficient (RFEP) at the point when specialized language and academic support services are deemed no longer needed for ELs to be successful in the mainstream educational program at a level commensurate to non-ELs.

This decision is made using criteria that include assessment of English language proficiency using:

  • Degrees of Reading Power (DRP) for students in 2nd through 6th grade or Benchmark Assessment System (BAS) for 1st grade ELs, District Interim Assessments, CAASPP, PSAT
  • Teacher evaluation
  • Parent consultation

Once ELs are redesignated, they retain RFEP status for the rest of their educational careers.  However, the academic progress of RFEP students must be monitored for a minimum of two years, as required by state and federal guidelines, and if their continued linguistic and academic performance declines or stalls, interventions are provided to ensure that these students reach and maintain grade level academic proficiency.  A full description of the redesignation process is detailed below.


ELs are redesignated to fluent English proficient based on the following multiple criteria that are identified in the California Education Code and recommended by the State Board of Education (SBE).  The minimum criteria to be considered for redesignation are:

  • For Grade 1, BAS level of G or higher
  • For Grades 2-6,  DRP  Normal Curve Equivalent of 36 (Spring Norms), (P=.75); or District Interim Assessment
  • CAASPP Language Arts Grades 4-9 & 12th
  • Interim Assessment ELA Grades 1-12
  • PSAT Grades Reading and Writing 8-12
  • For students who do not have BAS or DRP scores, Scale Score of 325 or above on the most recent California Standards Test (CST) or CMA in English-language arts that does not exceed 5 years from date of planned redesignation
  • English proficiency on the CELDT:  Overall level of Early Advanced (level 4) or Advanced (level 5) with each domain score (Listening, Speaking, Reading, and Writing) Intermediate (level 3) or higher
  • Teacher recommendation
  • Parent consultation


Site process for the school principal or his/her designee EL Site Representative is responsible for ensuring that ELs who meet the eligibility criteria are redesignated in a timely manner. The principal or EL Site Representative must support teachers in accessing the EL Redesignation Goal-Setting Report from ATLAS which identifies ELs at each site who meet redesignation eligibility. Upon every redesignation opportunity (i.e., release of CELDT results and/or availability of local assessment results):

  1. EL Site Representatives review the EL Redesignation Goal-Setting Report in ATLAS.
  2. Students who meet redesignation eligibility are identified and teacher reviews, signs, and dates the Teacher Observation Matrix for Redesignation if they agree with redesignation. This form is filed in students' LEP Cumulative folder.  Teachers who disagree with redesignation, complete, sign and date the English Learner Intervention Plan and submit it to the Office of English Learner Services to stop the redesignation process.
  3. Parents are notified in writing about their child's redesignation eligibility.

Students' redesignation status is officially recorded in ATLAS

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