Lancaster School District is equipped to provide dual-identified ELs with linguistically appropriate programs and support services to meet their unique needs. English learners with disabilities, including those with severe cognitive disabilities, will be provided the same opportunities to be reclassified as students without disabilities. Lancaster School District utilizes multiple measures and multiple criteria in determining whether a student has acquired sufficient English skills to perform successfully in academic subjects and meet IEP goals without language support.

Identification and English Language Proficiency Assessments

When a student is identified as a potential English learner based on HLQ results, it triggers the requirement to administer the Initial ELPAC. This initial assessment of the student’s English proficiency confirms whether the student is an English learner or is English proficient.

Parents cannot opt out of the Initial ELPAC. State and federal law (EC 313 and 60810), and federal law Titles I and III of the Every Student Succeeds Act, require that all students whose primary language is other than English be assessed for English language proficiency.

In accordance with the Department of Education (ED) guidance issued in 2014, the ED requires that all ELs with disabilities participate in the state’s ELP assessment. Federal law requires that all ELs with disabilities participate in the ELPAC in the following ways, as determined by the IEP team:

• In the ELPAC without universal tools, designated supports, and accommodations

• In the ELPAC with universal tools, designated supports, and accommodations determined by the IEP team or Section 504 tea

• In the Alternate ELPAC, if the IEP determines that the student is unable to participate in the regular ELPAC with or without universal tools, designated supports, and accommodations

Students who score Intermediate or below on the Initial ELPAC are designated English learners (EL) and placed in the EL program. They must receive EL services and be re-assessed annually using the ELPAC until they meet reclassification requirements.

The accurate classification of students is critical to provide ELD instruction for students who are indeed English learners and to avoid providing English learner services to students who do not need them.

Language Services

Once classified as an English Learner, a student is provided with language services, including ELD instruction, appropriate to their ability and based on the student’s level of English language proficiency and parental preference regarding particular program model goals.

Reclassification

English learners with disabilities, including those with severe cognitive disabilities, are provided the same opportunities to be reclassified as students without disabilities. Lancaster School District utilizes multiple measures and multiple criteria in determining whether a student has acquired sufficient English skills to perform successfully in academic subjects and meet IEP goals without language support.

Considering all guidelines, criteria, resources, and the individual needs of each dual identified English learner, the IEP team will determine the following:

• Appropriate measures of English language proficiency (ELP)

• Appropriate measures of performance in basic skills

• Minimum levels of proficiency that would be equivalent to an English proficient peer with similar disabilities in accordance with district reclassification policies