• Ensuring that all ELs, including those with disabilities, participate in the annual state ELP assessment, with or without universal tools, designated supports, and accommodations or take an appropriate, locally determined alternate assessment, if necessary (ESSA Section 1119[b][7] and IDEA Section 612[a][16][A]). An IEP team cannot determine that a particular EL with a disability should not participate in the annual state ELP assessment . However, IEP teams can make the determination, on a student-by-student basis, that an alternate assessment to the ELP be administered. The scores or performance levels are a part of the information considered by the team to develop linguistically appropriate goals ( EC sections 56341.1[b] and 56345[b][2]). Alternate ELPAC English learners with the most significant cognitive disabilities represent a diverse population of students in kindergarten through grade twelve, inclusive of students up to age 22 who continue to be eligible for special education and ELD services. A wide variety of language and disability related needs and alternate ways of communicating require careful thinking about how to measure the ELP needed to communicate in social and academic contexts. ELs with the most significant cognitive disabilities must have access to instruction and assessment aligned with adapted grade- level academic standards. The CDE has developed the computer based Alternate ELPAC that meets federal requirements and best supports ELs with the most significant cognitive disabilities in their progress toward ELP. The Alternate ELPAC is the required state test of ELP that must be given to students whose primary language is a language other than English and who have been found eligible for alternate assessments by their IEP team. The Alternate ELPAC is aligned with the 2012 ELD Standards via the ELD Connectors. The purpose of the Alternate ELPAC is twofold: (1) The Initial Alternate ELPAC provides information to determine a student’s initial classification as an EL or as initial fluent English proficient (IFEP), for students with the most significant cognitive disabilities; and (2) The Summative Alternate ELPAC provides information on annual student progress toward ELP and support decisions on student reclassification as fluent English proficient (RFEP), for students with the most significant cognitive disabilities. As with the California Alternate Assessments (CAAs), eligibility for the Alternate ELPAC is determined by the student’s IEP team. If a student does not have an IEP in place by the first 30 days after they are first enrolled in a California public school, the student will be administered the Initial ELPAC with appropriate Universal Tools and Designated Supports. If the student is then classified as EL, and later determined eligible for an Alternate Assessment, and it is listed in the student’s IEP, the student may be administered the Alternate Summative ELPAC. Participation IEP teams should use the Alternate Assessment Decision Confirmation Worksheet to determine whether a student is eligible to participate in the CAAs or Alternate ELPAC.
Chapter 3 – Instructional Planning and the IEP, Charter SELPA As of 04/17/2025 CAHELP Governance Council Approval
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