Applying OPTEL in the Classroom

Observing Student Language Proficiency in Action

I along with some colleagues from Glendale Unified School District attended the California Assessment Conference put on by the California Department of Education in Riverside County. One of the sessions that I attended was presented by specialists from the California Department of Education focusing on the concept of reclassification for Limited-English Proficient students in California with a heavy emphasis on something new.

The Observation Protocol for Teachers of English Learners (OPTEL) is an essential tool for ensuring equity and consistency in the reclassification process of English learners (ELs). As educators work to support students’ academic language development and meet reclassification criteria, OPTEL provides a structured and reliable approach for evaluating the language proficiency and classroom performance of EL students. Its design addresses the increasing need for fair, objective, and scalable methods of determining whether students are ready for reclassification.

Currently, local educational agencies (LEAs) use four key criteria to determine EL reclassification: assessment of English language proficiency, teacher evaluations, parent opinion and consultation, and a comparison of student performance in basic skills. Of these, teacher evaluation (criterion 2) and parent opinion (criterion 3) are often locally defined and can vary widely between districts and schools. This variability can create disparities in how reclassification is applied, potentially limiting some students’ access to reclassification despite meeting core language proficiency standards.

Why the OPTEL Should Be Used

OPTEL provides a standardized resource for educators, designed by the California Department of Education (CDE), to bring equity and objectivity into the reclassification process. Its observation-based model enables teachers to systematically assess students’ academic language use in the classroom setting. By embedding language evaluations within regular instructional practices, teachers can gather continuous data about a student’s proficiency. This, in turn, helps to inform more reliable reclassification decisions.

Key reasons why OPTEL should be integrated into reclassification processes include:

1. Promotes Equity Across Schools and Districts: Currently, teacher evaluations and parent consultations are locally defined, often leading to inconsistencies across LEAs. OPTEL standardizes the evaluation process, ensuring that all students are evaluated based on a common, well-defined protocol, regardless of their school or district. This reduces the risk of bias or subjectivity that can sometimes influence teacher evaluations or parental consultations.

2. Data-Driven Decision Making: The tool emphasizes ongoing, formative assessments, allowing teachers to make instructional adjustments and provide targeted support to EL students as they work toward reclassification. By using OPTEL, educators can gather consistent data over time, making it easier to track progress and ensure that students are truly ready to transition out of EL status.

3. Focus on Academic Language Use: OPTEL prioritizes students' use of academic language within classroom settings, a critical aspect of language proficiency. This goes beyond simple conversational fluency and ensures that students can effectively engage with academic content, an important factor in their long-term success in mainstream classrooms.

4. Supports Multiple Uses: In addition to informing reclassification, OPTEL can be used to plan instruction, monitor student progress, and facilitate meaningful parent-teacher consultations around reclassification. This flexibility allows it to be integrated into various aspects of EL instruction, providing a comprehensive tool that benefits teachers, students, and parents alike.

The Future of Reclassification: OPTEL and the Replacement of Criteria 2 and 3

Given the increasing emphasis on standardized, data-driven approaches to student evaluation, it is highly likely that OPTEL will become the standard for teacher evaluations (criterion 2) and potentially replace parent opinion and consultation (criterion 3) in the reclassification process. The CDE has already positioned OPTEL as the most effective tool for ensuring that teacher recommendations for reclassification are grounded in objective data rather than subjective impressions. The growing momentum behind the adoption of OPTEL suggests that many LEAs will shift to using it as the primary method for fulfilling criterion 2, and potentially, criterion 3 as well.

Here’s why OPTEL is poised to replace these criteria:

1. Consistency and Objectivity: One of the main concerns with the current system is the wide range of approaches taken by different schools and districts when applying teacher evaluations and parent consultations. Some districts may rely heavily on GPA, while others emphasize standardized test scores or even informal classroom observations. OPTEL offers a consistent framework that eliminates these discrepancies, ensuring that students are evaluated fairly across all districts. This is especially critical for ensuring that ELs are not unfairly retained in EL programs when they are, in fact, ready to exit.

2. Equitable Parent Involvement: While parent opinion and consultation remain an important aspect of reclassification, OPTEL can streamline this process by providing parents with clear, objective data about their child's academic language development. Rather than relying on informal or potentially biased consultations, parents will be able to review standardized observation results, enabling more meaningful discussions about their child's readiness for reclassification.

3. Alignment with State Goals: The California English Learner Roadmap places a strong emphasis on equitable practices that ensure all ELs have the opportunity to succeed. OPTEL directly aligns with this goal by ensuring that no student is disadvantaged due to varying local definitions of reclassification criteria. As the state pushes for more consistency in how reclassification is handled, OPTEL’s use will likely become a standard for all LEAs.

4. Simplicity and Efficiency: By using a single, standardized protocol, schools and districts can simplify the reclassification process. Rather than navigating a complex web of locally defined criteria, schools will be able to rely on OPTEL to provide a clear picture of students’ progress. This will save time for teachers, administrators, and parents, while also ensuring that reclassification decisions are made based on accurate and timely data.

Conclusion

OPTEL is not just a tool—it’s a comprehensive solution for addressing the inconsistencies and inequities that have long been a part of the reclassification process. By providing teachers with a structured, data-driven method for evaluating EL students’ language proficiency, OPTEL ensures that reclassification decisions are fair, consistent, and rooted in real classroom experiences. As the landscape of education continues to evolve, it’s clear that OPTEL will play an increasingly central role in how schools and districts approach EL reclassification.

With the likelihood of OPTEL becoming the future standard for criteria 2 and 3, educators and administrators should begin integrating it into their current practices. By doing so, they will not only be ahead of the curve but will also be ensuring that their English learners receive the most equitable and supportive pathway toward reclassification.

For more information, visit the CDE’s OPTEL Webpage.