Administration for Students with Disabilities

Administrations of the initial and summative English Language Proficiency Assessments for California (ELPAC) are the responsibilities of the LEA (5 CCR sections 11518.5, 11518.15; and EC Section 313; 34 CFR section 200.6[h][1][ii]). Historically, most students with disabilities have been able to participate effectively in the Initial and Summative ELPACs with the use of universal tools, designated supports, or accommodations. For students whose disabilities preclude them from participating in the Initial ELPAC or Summative ELPAC even with accommodations, their IEP teams may recommend a domain exemption or the administration of the Initial Alternate ELPAC or the Summative Alternate ELPAC (EC Section 56385; 34 CFR section 200.6[h][4][ii]).

EL students participate in the state ELP assessment in the following ways:

  • The regular state ELP assessment without universal tools, designated supports, and accommodations.
  • The regular state ELP assessment with universal tools, designated supports, and accommodations, or domain exemptions determined by the IEP team or Section 504 team.
  • The alternate state ELP assessment, if the IEP team determines that the student is identified as having the most significant cognitive disabilities and is unable to participate in the regular ELP assessment with or without universal tools, designated supports, and accommodations and requires an alternate assessment.

IEP or section 504 plan teams should also review the California Assessment Accessibility Resources Matrix to determine whether any of the universal tools, designated supports, or accommodations contained in the matrix may allow the student to meaningfully interact with the domain prior to making any decision on student participation. Remember that accessibility supports chosen for any state assessment should mirror those being provided during instruction.

For more information on available accessibility resources, refer to appendix B.

Considerations for Individualized Education Program or Section 504 Plan Team Discussion

IEP and section 504 plan teams should consult all available data regarding the student’s progress towards English language proficiency when answering the following questions.

Listening

  • What are the student’s receptive language abilities? For example, is the student able to:
    • Follow directions
    • Understand what gestures mean
    • Answer questions
    • Identify objects and pictures
  • What receptive communication modes does the student use? For example, is the student able to:
    • Listen to auditory input
    • Recognizing objects and pictures visually
    • Respond to nonverbal and gestural including reading facial expressions and gestures
    • Hold or grab objects when offered or use tactile input
  • In which modes does the student respond to auditory content? For example, how does the student:
    • Identify where sounds are coming from
    • Respond to directions
    • Associate a word or sound to an experience
  • If the student requires communication technology to complete Listening tasks, is that technology allowable on the ELPAC? For example, the student utilizes:
    • Alternative response options
      • Augmentative Alternative Communication device (AAC)
      • Communication board
      • Talkingtiles
      • Picture Exchange Communication System (PECS)
    • Pause or replay audio
    • Closed captioning

Reading

  • How does the student access text? For example, the student utilizes:
    • Speech to text
    • Text to speech
    • Visual displays and diagrams
  • What alternate formats does the student need to access text from various sources? For example, the student utilizes:
    • Sign language
    • Visual alerts
    • Assistive technology
  • If the student requires an alternate format to complete Reading tasks, is that alternate format allowable on the ELPAC? For example, the student utilizes:
    • Alternate response modes
    • Speech to text
    • Text to speech

Speaking

  • What are the student’s expressive language abilities? For example, the student is able to:
    • Follow directions (one or two step directions)
    • Understand what gestures mean
    • Answer questions
    • Identify objects and pictures
  • What expressive communication modes does the student use? For example, the student is able to express themselves:
    • Verbally
    • In writing
    • Sign language
    • AACs
    • Gestures and pointing
    • Body language
  • If the student requires communication technology to complete Speaking tasks, is that technology allowable on the ELPAC? For example, the student utilizes:
    • Alternative response options
      • Augmentative Alternative Communication device (AAC)
      • Communication board
      • Talkingtiles
      • Picture Exchange Communication System (PECS)
      • Sign language

Writing

  • How does the student produce text? For example, the student utilizes:
    • AAC device
    • Scribe
    • Draw pictures
    • Air writing
    • Scribbling
  • What alternate formats does the student use to produce text? For example, the student utilizes:
    • Alternate response options
      • Augmentative Alternative Communication device (AAC)
      • Communication board
      • Talkingtiles
      • Picture Exchange Communication System (PECS)
    • Scribe
    • Speech to text
  • If the student requires an alternate format to complete Writing tasks, is that alternate format allowable on the ELPAC? For example, the student utilizes:
    • Alternate response options
      • Augmentative Alternative Communication device (AAC)
      • Communication board
      • Talkingtiles
      • Picture Exchange Communication System (PECS)
    • Scribe
    • Speech to text

For more information regarding ELs with disabilities, refer to the California Practitioners’ Guide for Educating English Learners with Disabilities, which can be accessed at the California Department of Education’s (CDEs) English Learners with Disabilities web page.