At an annual ARD committee meeting, the guardians of a tenth-grade student who is an English learner and has a specific learning disability request ESL exit. Which action should the language proficiency assessment committee (LPAC) and ARD committee take first?

• A. discontinue ESL services and end language-related accommodations
• B. discontinuing ESL services, but collaborating for state assessment purposes to account for factors related to the student's disability and second-language acquisition
• C. immediately exit ESL services and inform teachers to stop addressing language needs
• D. require a separate meeting to decide the ESL exit

Answer: (B)

When a student who is an English learner and has a disability is being considered for ESL exit, the first priority is for the LPAC and ARD to work together to plan how this change will affect the student’s schooling, especially in assessments. Even if the LPAC determines that ESL services can end, the ARD must ensure that the student continues to have appropriate accommodations and supports for state assessments and instruction, taking into account both the disability and the second-language development. This collaborative approach protects the student’s access to learning and fair assessment while recognizing language needs and disability considerations. Discontinuing language-related accommodations entirely would risk disadvantaging the student, and waiting for a separate meeting would delay essential planning.