(a) For students with disabilities who are subject to the initial and reentry identification process and determination of English language proficiency pursuant to section 154-2.3(a) of this Part, following the administration of steps 1 and 2 and prior to the administration of step 4 pursuant to section 154-2.3(a) of this Part, the following provisions shall apply:

1. (1) For a student identified as having a disability, a Language Proficiency Team (LPT), as defined in section 154-3.2 of this Subpart, shall make a recommendation as to whether there is evidence that the student may have second language acquisition needs.

2. (2) In making this recommendation, the LPT shall, in accordance with guidance prescribed by the commissioner, consider evidence of the student's English language development, including, but not limited to:

   1. (i) the results of steps 1 and 2 in section 154-2.3(a)(1) and (2) of this Part;
   2. (ii) in the student's history of language use in school and home or community;
   3. (iii) the individual evaluation of the student conducted in accordance with the procedures in Part 200.4(b)(6) of this Title, which shall include assessments administered in the student's home language; and
   4. (iv) information provided by the Committee on Special Education (CSE) as to whether the student's disability is the determinant factor affecting whether the student can demonstrate proficiency in English.
3. (3) Based on the evidence reviewed in paragraph (2) of this subdivision, the LPT must make a recommendation as to whether student may have second language acquisition needs or whether the student's disability is the determinant factor affecting whether the student could demonstrate proficiency in English during step 2 in section 154-2.3(a)(2) of this Part.
4. (4) If the LPT recommends that the student does not have second language acquisition needs and therefore should not take the English language proficiency identification assessment to identify the student as an English language learner, such recommendation shall be referred to the school principal for review.
5. (5) If, upon review, the school principal agrees with the recommendation of the LPT that the student is not an English Language Learner and will not take the English language proficiency identification assessment, the school principal shall inform the parent or person in parental relation of this recommendation, in the language or mode of communication the parent or person in parental relation best understands.
6. (6) Upon receipt of a recommendation by the school principal, the Superintendent or his or her designee shall review the school principal's recommendation and make a final determination to accept or reject the school principal's recommendation within ten (10) days of receiving the school principal's recommendation. If the Superintendent determines that the student is not an English Language Learner, notice of such determination shall be provided to the parent or person in parental relation in the language or mode of communication the parent or person in parental relation best understands within five days of such final determination.
7. (7) If the LPT determines that the student with a disability may have second language acquisition needs, the student shall take the initial English language proficiency identification assessment. The CSE shall determine, in accordance with the individualized education program (lEP) developed for such student pursuant to Part 200 of this Title, whether the student shall take the assessment with or without testing accommodations or an alternate assessment as may be prescribed by the commissioner.