When guardians request ESL exit for an English learner with a disability, which two committees should collaborate first to address language proficiency and disability considerations in the student's education?

• A. Only ARD
• B. LPAC and ARD
• C. School counselor and principal
• D. District curriculum committee

Answer: (B)

When a guardian requests ESL exit for an English learner who has a disability, the first step is for the Language Proficiency Assessment Committee to collaborate with the ARD committee. This pairing ensures both language proficiency decisions and disability considerations are addressed together in planning the student’s education.

LPAC focuses on language development and determines whether a student has achieved sufficient English proficiency to exit ESL services, using criteria set for language performance and academic indicators. The ARD committee handles the evaluation and provision of special education services through the IEP, making sure disability needs, accommodations, and supports are appropriate and that exiting ESL does not compromise the student’s right to a Free Appropriate Public Education.

Because the guardian’s request involves two intertwined aspects—language status and disability needs—joint input from both committees is essential from the outset. This coordination helps prevent decisions that would undermine either the student’s language development support or their disability services, and it guides the team toward a cohesive plan that respects both requirements.

Options involving other groups or choosing only one committee miss the integrated perspective needed here, whereas this collaboration directly addresses the two critical factors in the student’s education.