A Framework for Making Decisions about Participation in a State's Alternate ELP Assessment. NCEO Report 426

Autor/inn/en	Liu, Kristin K.; Wolforth, Sara; Thurlow, Martha L.; Jacques, Catherine; Lazarus, Sheryl S.; August, Diane
Institution	National Center on Educational Outcomes; American Institutes for Research (AIR), State Support Network; Applied Engineering Management Corporation (AEM); Council of Chief State School Officers (CCSSO); National Association of State Directors of Special Education (NASDSE); WestEd
Titel	A Framework for Making Decisions about Participation in a State's Alternate ELP Assessment. NCEO Report 426
Quelle	(2021), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English Language Learners; Intellectual Disability; Language Tests; Language Proficiency; English (Second Language); Second Language Learning; Identification; Guidelines; Eligibility; Alternative Assessment; Vignettes; Decision Making; Information Sources; Educational Resources; Student Characteristics; Elementary Secondary Education; Educational Legislation; Federal Legislation; Equal Education; Students with Disabilities; Screening Tests + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Identifikation; Identifizierung; Richtlinien; Eignung; Decision-making; Entscheidungsfindung; Information source; Informationsquelle; Bildungsmittel; Bildungsrecht; Schulgesetz; Bundesrecht; Student; Students; Schüler; Schülerin; Studentin; Screening-Verfahren
Abstract	Determining whether an English learner with significant cognitive disabilities should participate in an alternate English language proficiency (alt-ELP) assessment is a challenge for Individualized Education Program teams. Although some states provide guidelines for making the decision, many do not. The purpose of this resource is to provide information on how to identify which English learners who may have a most significant cognitive disability are eligible to take an alt-ELP assessment. It does this in several ways. First, it summarizes the federal assessment requirements for English learners with the most significant cognitive disabilities. Second, it provides an overview of what is known about the characteristics of students with the most significant cognitive disabilities, English learners, and English learners with the most significant cognitive disabilities. Third, it offers a framework for identifying English learners with the most significant cognitive disabilities who are eligible to participate in the alt-ELP assessment. The framework includes guiding questions and vignettes of example decisions. Fourth, the resource lists additional considerations for ensuring that students are accurately identified and supported. Last, it incorporates a list of publications and key organizations with information on identifying English learners with the most significant cognitive disabilities. (ERIC).
Anmerkungen	National Center on Educational Outcomes. University of Minnesota, 207 Pattee Hall, 150 Pillsburg Drive Southeast, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: http://www.cehd.umn.edu/nceo
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01