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Download full textLiu, Kristin K.; Wolforth, Sara; Thurlow, Martha L.; Jacques, Catherine; Lazarus, Sheryl S.; August, Diane – National Center on Educational Outcomes, 2021
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…
Descriptors: English Language Learners, Intellectual Disability, Language Tests, Language Proficiency
Peer reviewedGholson, Melissa L.; Guzman-Orth, Danielle – ETS Research Report Series, 2019
The purpose of this report is to propose a theory of action for the development of an alternate English language proficiency assessment (AELPA) system to support the integrated instruction and assessment for English learners with significant cognitive disabilities (ELSCDs). This theory of action examines the purposes of an ELP assessment system…
Descriptors: English (Second Language), Second Language Learning, Language Tests, Language Proficiency
Direct linkMorita-Mullaney, Trish – Language Testing, 2017
English language proficiency or English language development (ELP/D) standards guide how content-specific instruction and assessment is practiced by teachers and how English learners (ELs) at varying levels of English proficiency can perform grade-level-specific academic standards in K-12 US schools. With the transition from the state-developed…
Descriptors: Language Proficiency, English (Second Language), Second Language Learning, Feminism
Winter, Phoebe C., Ed. – Council of Chief State School Officers, 2010
In 2006, a consortium of state departments of education, led by the North Carolina Department of Public Instruction and the Council of Chief State School Officers, was awarded a grant from the U.S. Department of Education to investigate methods of determining comparability of variations of states' assessments used to meet the requirements of the…
Descriptors: Achievement Tests, Alternative Assessment, Spanish, Linguistics
Albus, Debra; Thurlow, Martha; Liu, Kristi – National Center on Educational Outcomes, University of Minnesota, 2009
No Child Left Behind (NCLB) legislation focuses attention on high expectations for all students in learning grade level academic content, and requires that disaggregated participation and performance data be reported for students with disabilities and English language learners (ELLs). Although not required by law, some states have reported data…
Descriptors: Federal Legislation, Alternative Assessment, Second Language Learning, Disabilities
Altman, J. R.; Lazarus, S. S.; Quenemoen, R. F.; Kearns, J.; Quenemoen, M.; Thurlow, M. L. – National Center on Educational Outcomes, University of Minnesota, 2010
This report summarizes the twelfth survey of states by the National Center on Educational Outcomes (NCEO) at the University of Minnesota. Results are presented for all 50 states and 8 of the 11 unique states. The purpose of this report is to provide a snapshot of the new initiatives, trends, accomplishments, and emerging issues during this…
Descriptors: Alternative Assessment, Outcomes of Education, Academic Achievement, Second Language Learning
