This study explores classroom placement for first year English Language Learner (ELL) students from the perspective of a dual language director and two bilingual education strategists. The study strives to interrogate classroom placement for first year ELL students whose language proficiency level is at beginning level. Through a process of coding…

Mandates such as No Child Left Behind (2001) and Individuals with Disabilities Education Improvement Act (2004) shifted the emphasis of instruction to include skills that access the general curriculum for students with moderate to severe intellectual disability. The purpose of this study was to describe changes in literacy instruction of teachers…

Since the inception of No Child Left Behind Act (NCLB) of 2002, reading teachers, administrators, and school districts have been concerned with identifying the best practices to narrow the academic achievement gap between struggling students, who read below their academic grade level and are at-risk for not passing their current grade level, and…

A child with a disability is expected to take tests along with his or her non-disabled classmates. The child may receive accommodations or modifications, if needed. Some children may take alternate assessments. Some may take tests that measure progress in alternate standards. Your child must recall facts quickly and correctly to do well on tests.…