Observation Protocol for Teachers of English Learners (OPTEL)
A standardized observation tool for evaluating how English learner students use academic English during classroom learning.
Important correction: OPTEL does not stand for “Observation Protocol for Teaching and Learning,” and it is not a general teacher-evaluation system. In California, OPTEL means Observation Protocol for Teachers of English Learners. It evaluates student language use—not teacher performance.
What OPTEL is for
The California State Board of Education approved OPTEL on November 8, 2023, as the statewide standardized protocol supporting reclassification Criterion 2, teacher evaluation, and Criterion 3, parent opinion and consultation. The tool helps educators document an English learner student’s use of English while participating in academic content learning, including interactive language use with peers.
Observe authentic language use
Gather evidence during grade-level classroom learning and interaction rather than relying on a single testing event.
Support instructional decisions
Use the protocol formatively to understand progress toward English proficiency and identify appropriate language support.
Inform consultation
Use clear evidence when discussing a student’s progress and reclassification with parents or guardians.
What teachers evaluate
OPTEL organizes classroom evidence into two complementary dimensions aligned with the California English Language Development Standards. Teachers select one of four proficiency levels for each dimension and document the evidence considered.
Receptive skills
Listening and reading comprehension: how the student constructs meaning from conversations, discussions, and grade-level complex texts, including the linguistic support needed.
Expressive skills
Speaking and writing: how the student creates oral and written academic language to communicate meaning, including interaction with others and the linguistic support needed.
Reclassification threshold: The State Board of Education approved a recommended OPTEL rating of Level 3 or above in both receptive and expressive skills for Criterion 2. OPTEL is only part of California’s four-criterion reclassification process; LEAs must follow current state requirements and locally established procedures.
Who can use OPTEL
The protocol was designed for content-area and specialized teachers at all grade levels, including classroom teachers, English language development teachers, bilingual teachers, and special education teachers. More than one educator may contribute evidence when a student uses language differently across subjects or instructional settings.
- Use OPTEL with English learner students who take the Summative ELPAC, including students with IEPs or Section 504 plans.
- Record accommodations used during observation and consider, as applicable, how a disability may have affected the rating.
- Do not substitute disability-related performance, content knowledge, behavior, or grades for evidence of English language proficiency.
- Consult the CDE guidance before using OPTEL with a student who takes the Summative Alternate ELPAC; CDE states that OPTEL was not validated for that population.
A practical implementation cycle
Prepare
Review the OPTEL tool and User Guide, local reclassification procedures, the student’s instructional context, relevant ELPAC information, and required accommodations.
Observe over time
Collect evidence of receptive and expressive academic language across meaningful classroom tasks, settings, interaction types, and—when appropriate—content areas.
Rate and document
Match the body of evidence to the level descriptors. Record what led to each rating and note accommodations or relevant contextual information.
Consult and act
Share understandable evidence with the parent or guardian, invite their perspective, complete local documentation, and use the findings to inform instruction or reclassification review.
Implementation guidance for schools and LEAs
- Build shared understanding before rating students
Provide time for educators to study the level descriptors, review sample evidence, discuss linguistic supports, and calibrate how evidence is interpreted. Training needs will vary with educators’ experience.
- Use multiple observations and representative evidence
A broader set of observations generally provides a more complete picture than a single lesson. Seek authentic evidence across listening, reading, speaking, writing, and interaction while avoiding unnecessary collection of identifiable student information.
- Separate language proficiency from other factors
Evaluate how students use English to access and communicate academic content. Do not lower a language rating solely because of unrelated content gaps, disability, attendance, behavior, or a lack of opportunity to demonstrate a skill.
- Make parent consultation accessible and meaningful
Explain the evidence and reclassification criteria in understandable language, provide interpretation when needed, invite questions and parent knowledge, document communication attempts, and follow the LEA’s procedures. Consultation is required; parent consent is not.
- Protect and retain records appropriately
CDE does not maintain a central OPTEL database. Follow local policy for secure access, retention, documentation, and use of OPTEL-related student information.
Official resources
CDE OPTEL hub
Access the current tool, User Guide, translations, implementation materials, webinar, and development history.
Open OPTEL resourcesOPTEL FAQs
Review CDE answers about purpose, use, ratings, training, students with disabilities, records, and parent consultation.
Read the FAQsCalifornia reclassification guidance
Review all four required criteria and current state guidance for local reclassification policies and procedures.
Review reclassification