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Direct linkMelissa L. Gholson; Lorraine Sova; Maurice Cogan Hauck; Linda Howley; And Traci Albee – Educational Assessment, 2024
Designing an effective K-12 alternate English language proficiency assessment (ELP) for English learners with significant cognitive disabilities (ELSCDs) is a substantial undertaking, particularly given the absence of design models for such an assessment and limited empirical research to guide test design teams. These challenges emphasized the…
Descriptors: Evidence Based Practice, Student Diversity, English Language Learners, Elementary School Students
Adriana Frates; Fred Spooner; Belva Collins; Patricia Peterson – Research and Practice for Persons with Severe Disabilities, 2024
In the current study, investigators examined the effects of an instructional reading package consisting of shared reading and systematic instruction (e.g., task analysis, system of least prompts, visual supports, and native language support) in a small group setting on percentage of correct consonant-vowel-consonant (CVC) words for three…
Descriptors: Special Needs Students, Students with Disabilities, Intellectual Disability, Elementary School Students
Rivera, Christopher J.; Ortiz, Alba; Christensen, Laurene; Mitchell, James – Multiple Voices: Disability, Race, and Language Intersections in Special Education, 2021
Historically, students who are English learners and students with disabilities have experienced inequitable schooling opportunities. These inequities are heightened when considering those individuals who are not only English learners but also have a significant cognitive disability. This particular dually classified group, while not large in…
Descriptors: English Language Learners, Students with Disabilities, Severe Disabilities, Intellectual Disability
Download full textLazarus, Sheryl S.; Hinkle, Andrew R.; Liu, Kristin K.; Thurlow, Martha L.; Ressa, Virginia A. – National Center on Educational Outcomes, 2021
The National Center on Educational Outcomes (NCEO) held a virtual meeting of an Interim Assessment Advisory Panel on February 16 and 17, 2021, to tap into the panel members' collective knowledge about using interim assessments to support valid interpretations of what students with disabilities know and can do. The panel represented…
Descriptors: Student Evaluation, Students with Disabilities, Guidance, State Departments of Education
Liu, Kristin K.; Thurlow, Martha L.; Lazarus, Sheryl S.; Dosedel, Michael – National Center on Educational Outcomes, 2020
The Every Student Succeeds Act (ESSA) requires 95% participation in state achievement testing. Students with the most significant cognitive disabilities participate in states' alternate assessments based on alternate academic achievement standards (AA-AAAS). A growing number of these students are also English learners (Christensen et al., 2018).…
Descriptors: Students with Disabilities, Intellectual Disability, Autism, Pervasive Developmental Disorders
Thurlow, Martha L.; Lazarus, Sheryl S.; Albus, Deb A.; Larson, Erik D.; Liu, Kristin K. – National Center on Educational Outcomes, 2019
States continue to navigate the shift that came with the 1% threshold on participation in alternate assessments based on alternate academic achievement standards (AA-AAAS). This shift, following the reauthorization of the Elementary and Secondary Education Act (ESEA) as the Every Student Succeeds Act (ESSA) in 2015, limited participation in the…
Descriptors: Students with Disabilities, Alternative Assessment, Academic Achievement, Academic Standards
Patrick Rooney; David Cantrell – Office of Elementary and Secondary Education, US Department of Education, 2021
The 2020-2021 school year presented unprecedented challenges for States and local educational agencies (LEAs) throughout the country because of the national pandemic caused by the novel coronavirus disease 2019 (COVID-19). For successful recovery efforts, it is essential to examine the expectations for children with disabilities, English learners…
Descriptors: Intellectual Disability, Alternative Assessment, Grade 3, Grade 4
Council of Chief State School Officers, 2019
The Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA), signed into law on December 10, 2015, requires that state education agencies (SEAs) establish standardized, statewide entrance and exit procedures for their English learners (ELs), including ELs with disabilities. For certain ELs with…
Descriptors: Disabilities, English Language Learners, Language Proficiency, Student Needs
Houston Independent School District, 2018
The Office of Special Education Services (OSES) in the Houston Independent School District (HISD) supports students with disabilities in gaining college, career readiness, and independent living skills through active engagement in grade-level curriculum. The purpose of special education is to minimize the impact of the students' disability, while…
Descriptors: Special Education, School Districts, Urban Schools, Students with Disabilities
Liu, 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
Pearson, 2018
The Wechsler Intelligence Test for Children -- Fifth Edition (WISC-V) is a comprehensive intellectual ability assessment for children. The WISC-V was developed over the course of five years by an expert team including doctoral-level scientists and clinicians and an advisory panel, who provided expert advice about intellectual ability testing,…
Descriptors: Intelligence Tests, Children, Cognitive Ability, Adolescents
Houston Independent School District, 2017
The Office of Special Education Services (OSES) in the Houston Independent School District (HISD) supports students with disabilities in gaining college, career readiness, and independent living skills through active engagement in grade-level curriculum. The purpose of special education is to minimize the impact of the students' disability, while…
Descriptors: Special Education, School Districts, Urban Schools, Students with Disabilities
Shenoy, Sunaina; de Valenzuela, J. S.; Pacheco, Rosalía – Research and Practice for Persons with Severe Disabilities, 2022
Language proficiency assessment (LPA) serves as a gatekeeper to accessing language services for English learners (ELs) with and without disabilities. Moreover, research suggests that EL services are often deemphasized compared with special education services for students with significant cognitive disabilities (SCDs). We highlight the…
Descriptors: Language Proficiency, Language Tests, English (Second Language), English Language Learners
Liu, Kristin K.; Thurlow, Martha L.; Quenemoen, Rachel F. – National Center on Educational Outcomes, 2015
Students with significant cognitive disabilities may participate in states' alternate assessments based on alternate achievement standards (AA-AAS). A growing number of students with significant cognitive disabilities are also English learners (ELs) whose family may use another language in the home. They may only be exposed to English in a school…
Descriptors: Intellectual Disability, Severity (of Disability), English Language Learners, Severe Intellectual Disability
Houston Independent School District, 2016
The Office of Special Education Services (OSES) in the Houston Independent School District (HISD) supports students with disabilities in gaining college, career readiness, and independent living skills through active engagement in grade-level curriculum. The purpose of special education is to minimize the impact of the students' disability, while…
Descriptors: Special Education, School Districts, Urban Schools, Students with Disabilities
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