The Summative ELPAC has two purposes: (1) to determine the level of ELP of EL students; and (2) to assess the progress of EL students in acquiring the skills of listening, speaking, reading, and writing in English. The Summative ELPAC must be given annually to students identified as ELs until they are reclassified to fluent English proficient (RFEP). Assessing English Language Learners with Disabilities Federal Guidance for Learners with Disabilities In accordance with Education Department (ED) guidance issued in July 2014, the ED requires that all English learners (ELs) with disabilities participate in the state’s ELP assessment. Federal law requires that all ELs with disabilities participate in the state ELP assessment in the following ways, as determined by the IEP team: In the regular state ELP assessment without universal tools, designated support, and accommodations. In the regular state ELP assessment ELPAC with universal tools, designated support, and accommodations determined by the IEP team or Section 504 team. In an alternate assessment Alternate ELPAC aligned with the state’s ELD standards, if the IEP team determines that the student is unable to participate in the regular ELP assessment with or without universal tools, designated supports, and accommodations. When a student’s IEP or Section 504 plan specifies that the student has a disability for which there are no appropriate accommodations for assessment in one or more of the Speaking, Listening Reading and Writing domains, the student shall be assessed in the remaining domains in which it is possible to assess the student, per 34 CFR Section 200.6. A student may be assigned an overall score only if assessed in both oral and written language. To be considered as having been assessed in oral language, the student must have been assessed in either Speaking or Listening. To be considered as having been assessed in written language, the student must have been assessed in either Reading or Writing ( see EC Section 56385, 5 CCR sections 11516.5 through 11516.7). Role of the IEP Team The IEP team is an essential component in establishing the appropriate academic and functional goals, determining the specifically designed instructional program to meet the unique needs of all ELs with disabilities, and making decisions about how students can participate in the state ELP assessment. In accordance with the ED guidance, the IEP team is responsible for:
Chapter 4 – Instructional Planning and the IEP, Desert Mountain SELPA As of 04/18/2025 CAHELP Steering Committee Review
Page 17
Made with FlippingBook interactive PDF creator