(a) When a pupil's IEP team determines that the pupil has a significant cognitive disability such that the pupil is unable to participate in the initial or summative assessment, or a section of either test, even with resources, the pupil shall be assessed using a locally administered alternate assessment(s) for English language proficiency, as specified in the pupil's IEP.

(b) Subsection (a) will cease to apply once the Alternate ELPAC is operational, at which time subsections (c), (d), (e), and (f) will be in effect.

(c) When a pupil's IEP team determines that a pupil has a significant cognitive disability such that the pupil is unable to participate in the initial or summative assessment, or a section of either test, even with resources, the pupil shall be assessed using the statewide alternate assessment(s), initial or summative, for English language proficiency, as specified in the pupil's IEP.

(d) Administration of the alternate assessment to eligible pupils shall be one-on-one (test examiner to pupil).

(e) Depending upon the pupil's disability or needs, the alternate assessment may or may not include the pupil's independent use of the testing interface.

(f) With the exception of inappropriate test practices listed in the TAM, eligible pupils may have instructional supports, including physical supports, in addition to resources documented in the pupil's IEP.