The Purpose and Role of the Language Proficiency Team in the ELL Identification Process for Students with Disabilities

This session provides a comprehensive overview of the CR Part 154-3 process for determining English Language Learner (ELL) status for students with Individualized Education Programs (IEPs). This session is particularly timely as districts welcome newly enrolled students, including those with disabilities who may have second language acquisition needs. Participants will examine the specialized role of the Language Proficiency Team (LPT) in identifying newly enrolled or re-entering students who may have second language acquisition needs. We will explore the evidentiary standards used to decide if a student’s disability is the primary factor affecting their English proficiency and detail the regulatory timelines for administrative review and parental notification. Learning Objectives 1. Identify which newly enrolling or re-entering students with disabilities are eligible for the LPT screening process. 2. Define the mandated membership of the LPT and the specific scope of their recommendation authority. 3. Analyze categories of evidence, including language history, speech-language evaluations, and psychological reports, to determine if a student should be referred for the NYSITELL. 4. Apply regulatory timelines for LPT recommendations, Principal/Superintendent reviews, and parental notifications. 5. Differentiate between the identification process and subsequent program placement, testing accommodations, and exit criteria for ELLs with disabilities.