All students confronted obstacles during the 2020 school year, but for students learning English, the year presented a distinct set of difficulties. Even as English Learner (EL) students shared in the common struggles around internet-based instruction, the tools to measure their progress in becoming proficient in English became largely unavailable after California schools switched to distance learning in March 2020. Before the pandemic, policymakers were interested in knowing how California school districts decide when students with the EL designation are ready to exit it through the process of "reclassification." Although the state Education Code has four criteria to reclassify EL students, there is local discretion on all but one statewide criterion. As required by federal law, the California Department of Education (CDE) is in the midst of standardizing all criteria. Standardizing has many benefits: it may improve the timing for students to transition out of EL services and designation as well as create more equity across districts. This report shares results from a survey of district policies for measuring English Learner progress and for removing the English Learner designation, before and during school closures. [For the technical appendices, see ED611533.]