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It distinguishes processes for EB students served through special education and EB students with the most significant cognitive disabilities. The document explains identification requirements, reclassification criteria chart use, required coordinated annual review, and conditions for individualized reclassification when standard TELPAS is not appropriate, including domain-based performance 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must the ARD committee coordinate with the LPAC for a student who is a student with a disability and also an emergent bilingual (EB)?","Question",{"text":112,"@type":113},"When a student with a disability has been identified or is being identified as an emergent bilingual, the ARD committee must work with the LPAC to ensure proper identification, reclassification, and recommended placement in a bilingual or ESL program.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What standard components does the reclassification process include for most dual-identified EB students served through special education?",{"text":117,"@type":113},"The standardized reclassification criteria include three components: an English language proficiency assessment, a state standardized reading assessment, and a subjective teacher evaluation.",{"name":119,"@type":110,"acceptedAnswer":120},"How does individualized reclassification differ for EB students with the most significant cognitive disabilities?",{"text":121,"@type":113},"For students with the most significant cognitive disability, the LPAC and ARD committee may determine TELPAS for reclassification is not appropriate due to the disabling condition, and may use permitted criteria under 19 TAC §89.1226 (l) with an alternate assessment and domain-based performance 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with a disability has been identified or is in the process of being identified as emergent bilingual (EB), the student’s admission, review, and dismissal (ARD) committee must work in conjunction with the language proficiency assessment committee (LPAC) to ensure appropriate identification andreclassification of the student and recommended placement in a bilingual or English as a second language (ESL) program [19 TAC §89 .1226 (h), (k), and (l)] .  \nThis document outlines processes for identification and reclassification of two groups of EB students:  \n● EB students served through special education, and  \n● EB students with the most significant cognitive disabilities served through special education.  \n\n| Student Population | Identification | Reclassification |\n| --- | --- | --- |\n| EB students served through special education | Follow standard process in TAC §89.1226, described in Section 1. | Follow standard process in TAC §89.1226, described in Section 2. |\n| EB students with the most significant cognitive disabilities served through special education* | Follow standard process in TAC §89.1226, described in Section 1. | Follow individualized process in TAC §89.1226, described in Section 3. |\n\n*See the TEA STAAR Alternate 2 Resources webpage for a definition of a significant cognitive disability.  \nSection 1: Identification of Dually Identified Students  \nA common scenario in the field is for an identified emergent bilingual (EB) student to later become eligible for special education services. These students are likely participating in a bilingual or ESL program by LPAC recommendation and parental approval. The additional special education identification is now a lens through which all language services must be viewed, and it is the LPAC/ARD committee’s responsibility to leverage members’ knowledge of disability and second language acquisition to identify an appropriate Individualized Education Program (IEP) that acknowledges both aspects of the student.  \nThere is another scenario in which a student with an existing IEP enrolls for the first time in a Texas public school and completes a Home Language Survey (HLS) for the first time. If the family reports a language other than English on the HLS, the EB identification process begins. The school system’s special education and multilingual staff must coordinate to ensure that any allowable IEP accommodations are implemented for the English proficiency assessment. The LPAC/ARD Committee reviews all available information in preparation for identifying the student as EB and recommending program placement. The LPAC/ARD will identify a student asan EB student if the student's ability in English is so limited or the student's disabilities are so severe that the English language proficiency assessment described in 19 TAC §89 .1226 (c) cannot be administered (19 TAC §89 .1226 (h)) . LEAs shall implement assessment procedures that differentiate between language proficiency and disabling conditions in accordance with 19 TAC Subchapter AA (relating to Commissioner's Rules Concerning Special Education Services) and shall establish placement procedures that ensure that a placement recommendation for a bilingual or ESL program is not refused solely because the student has a  \ndisability 19 TAC §89 .1230 (a) . Access to special education and bilingual or ESL services may not be restricted or denied due to limited staffing, scheduling, or other reasons of administrative convenience.  \nSection 2: Reclassification of Dually Identified Students  \nUnder 19 TAC §89 .1226 (i), districts are required to use the Emergent Bilingual Student Reclassification Criteria Chart to reclassify EB students as English proficient at the end of the school year.  \n● This standardized process for reclassification applies to the majority of emergent bilingual students who are also eligible for special education services. The","cbCaik8w39JEPYZn","https://ap.wps.com/l/cbCaik8w39JEPYZn","pdf",351017,"English","# Identification of Dually Identified Students\n## Reclassification of Dually Identified Students\n## Individualized Reclassification for Students with the Most Significant Cognitive Disabilities\n### Step 1: Evaluate Whether a Student Qualifies for the Individualized Reclassification Process","[{\"question\":\"When must the ARD committee coordinate with the LPAC for a student who is a student with a disability and also an emergent bilingual (EB)?\",\"answer\":\"When a student with a disability has been identified or is being identified as an emergent bilingual, the ARD committee must work with the LPAC to ensure proper identification, reclassification, and recommended placement in a bilingual or ESL program.\"},{\"question\":\"What standard components does the reclassification process include for most dual-identified EB students served through special education?\",\"answer\":\"The standardized reclassification criteria include three components: an English language proficiency assessment, a state standardized reading assessment, and a subjective teacher evaluation.\"},{\"question\":\"How does individualized reclassification differ for EB students with the most significant cognitive disabilities?\",\"answer\":\"For students with the most significant cognitive disability, the LPAC and ARD committee may determine TELPAS for reclassification is not appropriate due to the disabling condition, and may use permitted criteria under 19 TAC §89.1226 (l) with an alternate assessment and domain-based performance standards.\"}]","Guidance on Identification and Reclassification of Dually Identified Students - LPAC | PDF",1790795356,13]