Planning language and literacy instruction and supplemental intervention for English Learners (ELs) in bilingual education programs begins by assessing their current performance, strengths, and needs. However, current functioning must be interpreted in relation to past performance and the nature and quality of instruction students have received…

The authors address considerations and promising practices relating to assessment of d/Deaf and Hard of Hearing Multilingual Learners. DMLs' unique culture(s), language(s), and learning needs must be considered when assessments of this population are being planned, conducted, and interpreted. The authors address theory and research on (a) general…