ESL Students with Disabilities

POLICIES GOVERNING SERVICES FOR CHILDREN WITH DISABILITIES

Testing Students with Disabilities North Carolina Testing Program

Published September 2014

Students with Disabilities also identified as Limited English Proficient

There are some students with disabilities who are also identified as LEP.  According to the order of accommodations documentation, all testing accommodations for these students (including those related to the students’ LEP needs) must be recorded in the students’ IEPs or Section 504 Plans.  The testing accommodations related to the LEP needs of these students should also be maintained in their LEP plans/documentation along with the other pertinent information required within their plans.  These students are required to participate in the state testing program.  LEP students in their first year in U.S. schools (not including Puerto Rico) scoring below Level 4.0 Expanding on the reading subtest of the WIDA ACCESS Placement Test (W-APT) are not eligible to be assessed on the state-mandated tests of English language arts (i.e., Beginning-of-Grade 3 English Language Arts/Reading Test; READY End-of-Grade English Language Arts/Reading assessment, READY End-of-Course English II assessment, English I, English III, and English IV NCFEs).  These students are required to participate in the administration of all other state-mandated tests.  Students with disabilities who are also identified as LEP are eligible for all of the state-approved testing accommodations for students with disabilities. These students are also eligible for the state-approved testing accommodations for LEP students if they meet specific criteria as outlined in SBE policy GCS-A-011. All of the LEP testing accommodations overlap with those approved for students with disabilities, with the exception of the Word-to-Word Bilingual Dictionary/Electronic Translator accommodation.  For a student with a disability who is also identified as LEP, the student’s IEP or Section 504 Plan must document all testing accommodations, including those related to the student’s limited English proficiency.  The testing accommodations related to the LEP needs of these students should also be indicated in their LEP plan/documentation, along with the other pertinent information required within the plan.

Information regarding the testing of students identified as LEP, including a description of the Word-to-Word Bilingual Dictionary/Electronic Translator accommodation, can be found in the North Carolina Testing Program— Guidelines for Testing Students Identified as Limited English Proficient document found at the following address: http://www.ncpublicschools.org/accountability/policies/slep/.