Monitoring Reclassified English Learners
Federal law requires states to make sure English learners (ELs) can participate meaningfully and fairly in school programs. Ohio schools must identify these students, provide language services, and monitor them to ensure they achieve language proficiency. This includes students who have opted out of the school’s language program.
Two-Year Monitoring Requirement
Schools must monitor reclassified (former) English learners for at least two years after they exit the program to ensure they don't lose support too early and can participate in regular school programs like other students. This process ensures they get the necessary instruction and are on track to finish school. Ohio’s standardized exit requirement is a Proficient score on the state’s English Language Proficiency Assessment.
DEFINITION OF Reclassified (FORMER) ENGLISH LEARNERS
A reclassified (former) English learner is a student who was identified as an English learner and then demonstrated English language proficiency on the Ohio English Language Proficiency Assessment (OELPA) or the Alternate Ohio English Language Proficiency Assessment (Alt-OELPA). Schools monitor reclassified (former) English learners with disabilities using a locally-developed process and Individualized Educational Programs (IEPs) that specify parallel or alternate standards-related criteria.
OPTED-OUT STUDENTS
Schools must monitor students for two years after they leave the English learner program, including those whose parents or guardians have opted them out of the program as described in the parent notification of English learner identification.
TRANSFER STUDENTS
If a reclassified (former) English learner showed proficiency in another Ohio school or state, they don't need to be retested using the OELPS or OELPA when they enroll. The Ohio school monitors them, along with other reclassified (former) English learners, to ensure their language needs are supported in the general education program.
TOOLS AND DOCUMENTATION
Former English learners are monitored using their integrated systems of supports’ assessment tools and resources. Schools are encouraged to include the monitoring procedures and the extent to which former English learners are meeting Ohio’s academic standards in their annual evaluation of the English learner plan.
School Administrator Monitoring Considerations
INTEGRATED MULTI-TIERED SYSTEM OF SUPPORT
Districts and schools monitor reclassified (former) English learners as part of an integrated multi-tiered system of support (I-MTSS) that addresses the academic and non-academic needs of all students.
PROMOTING UNDERSTANDING OF THE ENGLISH LEARNER PLAN
When the monitoring team and teachers understand each student’s language support needs and the local English learner plan, they can provide more effective instruction.
IDENTIFYING ISSUES AND CHALLENGES
Ensure that general education staff, specialists, and coordinators participate in student support meetings, instructional coaching, and professional learning to discuss students’ language and literacy needs across grade levels.
STAFFING CONSIDERATIONS
Review, assess, and update the school’s English learner program to assure that the monitoring requirement is implemented effectively for reclassified (former) English learners.
PROMOTING COLLABORATION
Teachers of English to Speakers of Other Languages (TESOL) and general education teachers can benefit from shared planning time and meetings to better address students’ English language needs across the curriculum.
Continued Services for Exited Students
DETERMINING LANGUAGE BARRIERS
Sometimes, monitoring may show that a language barrier contributes significantly to the reclassified (former) student’s academic challenges. Schools use an integrated multi-tiered system of supports to better understand root causes. The decision-rules of student support teams may include assessing the current English Language Proficiency of the former English learner using the Ohio English Language Proficiency Screener and other language and literacy assessments to better understand the individual student.
FEDERAL GUIDANCE ON SERVICES
Federal guidance states that a student can continue receiving English language services with local or state funds even after exiting English learner status.
COMMUNICATION WITH PARENTS AND FAMILIES
Although reclassified former English learners have demonstrated their language proficiency, parents and families may require additional communication supports. Consider the ways staff and families communicate with each other and offer various ways for family and staff to communicate, such as texting, communication apps, email, brief surveys, or “office hours.”
Resources
Chapter 8 of the U.S. Department of Education's English Learner Toolkit provides tools for monitoring current and former English learner students. Contact the Ohio Department of Education and Workforce’s Office of Academic Supports at lau@education.ohio.gov with questions.
Last Modified: 2/3/2026 8:23:50 AM