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Stockton Unified School District
Student Placement Description
With Updated 2015-16 MAP RIT Score Cut Points
Expectation
The expectation is that students be properly placed according to the student placement protocol and that
principals, as the instructional leaders, work with their teams to ensure that each student receives the
appropriate level of instruction.
Multiple Measures
The placement guidelines stipulate that the following data should be used to determine placement:
2014-15
 MAP – (2013-14/CST Aligned) ELA and MATH – Fall placement
 MAP - (2014-15/CCSS Aligned) ELA and MATH
 CAPA - ELA and MATH
 EL Students – 2013-14 CELDT (overall performance level)
 EL Students – Time in Program (TIP) 5+ years in program
2015-16
 SBAC
 MAP (2014-15/CCSS Aligned) ELA and MATH
 NCSC (2014-15/Special Education Severely Handicapped )
 EL Students – 2014-15 CELDT (overall performance level)
 EL Students – Time in Program (TIP) 5+ years in program
Because MAP does not have grade level cut points for the RIT scores, the Research and Accountability created a
placement chart that utilized MAPs normed cut points. Tables of these cut points are found at the end of this
document.
CORE ELA and Math - All students are to be placed at grade level
ELA Strategic Support
 MAP score -- More than half a grade level behind (more than two MAP administrations) but less than 2
grade levels behind
 EL students – More than 5 years’ Time in Program and who are at English Language Proficiency Levels 3-5
(CELDT)
ELA Intensive Intervention

MAP score --Two or more grade levels behind
 *EL Students – More than 5 years’ Time in Program and who are at English Language Proficiency Levels 12 (CELDT)
*Student should have been referred to English Language Appraisal Team (ELAT) prior to being placed in
ELA Intensive Intervention. ELAT should have determined that student’s performance is based on other
than second language acquisition concerns and a current Academic Catch-Up Plan should be in place.
Revised Student Placement Guidelines
Curriculum Department, Research & Accountability, and Language Development Office
August 2015
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Math Placement from Grades 8 to 9
 Students going from grade 8 Algebra to 9
o For students taking Geometry or higher math:
 Algebra I grade of “C” or 70% or above, all quarters with “C” or above in Algebra 1.
o For students taking Algebra without support:
 Students who are retaking Algebra because they did not meet the “C” grade requirement
and scored a RIT at least at the lower end of Strategic (225 in winter or 226 in spring).
o For Algebra with Algebra (Intensive) Support:
 Students who are retaking Algebra because they did not meet the “C” grade requirement
and scored a RIT lower than the low end of Strategic (225 in winter or 226 in spring).
K-12 ELD CORE Placement
ALL K-6 EL students must receive a minimum of 30 minutes of ELD instruction daily. ALL 7-12 EL students must
receive a minimum of 50 minutes of ELD instruction daily.
All EL students will be placed in ELD at their grade level and at their level of English Language proficiency as
determined by CELDT. Special Education EL students’ ELD placement will be described in their IEP.
ELD instruction is the only class parents may not waive their children out of nor is it a class that schools can pull
students out of pending reclassification. The reclassification process must be completed before students may exit
ELD instruction. (20 USC 1703[f], 6825[c] [1] [A]; EC 300,305,306,310; 5 CCR 11302[a]; Castañeda v Pickard [5th Cir. 1981] 648 F.2d 989,
1009-1011)
THERE ARE NO ELD INTERVENTION COURSES
EL students receive additional ELD support through:
1. Differentiated instruction by classroom teacher
2. Primary language support by Bilingual Paraprofessional outside of ELD class
3. After school additional instructional time
Scheduling K-8 English Learners into Courses
 ELD Level 1
o EL Proficiency Level at Beginning or Early Intermediate (CELDT 1-2)

ELD Level 2
o EL Proficiency Level at Intermediate (CELDT 3)

ELD Level 3
o EL Proficiency Level at Early Advanced or Advanced (CELDT 4-5)
Course Title
ELD LEVEL 1 (Beginning/Early Intermediate)
ELD LEVEL 2 (Intermediate)
ELD LEVEL 3 (Early Advanced/Advanced)
Course Number
142000
142200
142300
\
Revised Student Placement Guidelines
Curriculum Department, Research & Accountability, and Language Development Office
August 2015
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Scheduling High School English Learners into Courses
9-12TH ELD PLACEMENT

ELD Level 1
o EL Proficiency Level at Beginning or Early Intermediate (CELDT 1-2)/NEWCOMER
o ELD – Visions/ Level A or B – one period
o Core SDAIE Classes: ELA, Math, Etc.

ELD Level 2
o EL Proficiency Level at Intermediate or Early Advanced (CELDT 3-4)
o ELD – Visions /Level B or C - one Period
o Core SDAIE Classes: ELA, Math, Etc.

ELD Level 3
o EL Proficiency Level at Early Advanced or Advanced (CELDT 4-5)
o ELD – Visions / Level C – one Period
o Core SDAIE Classes: ELA, Math, Etc.
Synergy Courses for Scheduling for Grades 9-12
The table below shows the new high school courses for ELD. Xs indicate a number position for subcategory and
duration information. Standard courses would have 00 for the last 2 digits of the 6 digit course number.
Category
ELD –
EL Students Only
Course Title
ELD Level 1
ELD Level 2
ELD Level 3
Course
Number
4721
4722
4725
Description
Newcomer-Beginner/Early Intermediate
Intermediate
Early Advanced/Advanced
READING MAP BASIC CUT SCORES FOR RECLASSIFICATION CRITERIA
Cut Points for 2015-16 CCSS Aligned Reading MAP
Grade Level
Gr. 2
Gr. 3
Gr. 4
Gr. 5
Gr. 6
Gr. 7
Gr. 8
Gr. 9
Gr. 10
Gr. 11
Fall Cut Point for
Basic Score
143
166
180
193
203
207
216
217
225
226
Winter Cut Point for
Basic Score
154
176
188
200
208
212
219
222
227
228
Revised Student Placement Guidelines
Curriculum Department, Research & Accountability, and Language Development Office
August 2015
Spring Cut Point for
Basic Score
163
183
194
204
208
216
220
223
228
229
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Revised Student Placement Guidelines
Curriculum Department, Research & Accountability, and Language Development Office
August 2015
5
Revised Student Placement Guidelines
Curriculum Department, Research & Accountability, and Language Development Office
August 2015