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States’ Large-Scale Assessment Policies: Considering ELLs With Disabilities

States’ Large-Scale Assessment Policies: Considering ELLs With Disabilities. Jane Minnema National Center on Educational Outcomes http://education.umn.edu/nceo CCSSO, 2003. ELLs with Disabilities …. Educators understood first! Policymakers thinking! Research catching up …

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States’ Large-Scale Assessment Policies: Considering ELLs With Disabilities

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  1. States’ Large-Scale Assessment Policies: Considering ELLs With Disabilities Jane Minnema National Center on Educational Outcomes http://education.umn.edu/nceo CCSSO, 2003

  2. ELLs with Disabilities … • Educators understood first! • Policymakers thinking! • Research catching up … - Disability identification mostly - Parents in IEP team meetings - Large-scale assessment recently

  3. States’ policies for ELLs with disabilities • Same pattern as research - 25 states with special education policies for ELLs - Many address parent needs - Little large-scale assessment policy

  4. ELLs with Disabilities Large-Scale Assessment Research Project • States’ large-scale assessment policies before NCLB • Ideas from state educational agencies • Update fall, 2003 after NCLB

  5. Policy review results … • Texas only state with written policy • Referenced in special education policy (New Hampshire, Wisconsin) • Referenced in ELL policy (Illinois, Virginia) • Most policies address “cultural appropriateness”

  6. Results continued … • Few similarities across states: - Statewide testing to include ALL • All states defer to IEP team decision • Few states require language expert • Parent language needs addressed • Student home language considerations • Some states mention accommodations

  7. Results continued … • Wide variability across states - Terms for students differ across states & within policies - Testing options vary - Exemption criteria inconsistencies - Public reporting uncertainties

  8. Implications … • Practitioners have little or no guidance • Lose benefits of educational reform • Students may be left behind

  9. States’ Knowledge, Beliefs, and Opinions: Considering ELLs With Disabilities Michael Anderson National Center on Educational Outcomes http://education.umn.edu/nceo CCSSO, 2003

  10. SEA Telephone Interviews • 14 states participated • State Assessment Directors • State Special Education Directors • State ELL Directors

  11. States participating in phone interviews

  12. Challenges of inclusion:BIG themes • Appropriate referral to Special Education • Language accommodations • Is the test measuring what we think it is measuring?

  13. Challenges of inclusion:state themes… Arkansas • How does an LEP/SpEd student fit into the alternate assessment system? • Solution: Special Ed. takes precedence

  14. Challenges of inclusion:state themes… Arizona and California • Laws at conflict: English only vs. appropriate accommodations • Solution: Legal issues still being worked out. What is best for students?

  15. Challenges of inclusion:state themes… Illinois • How to include LEP/SpEd students in the assessment system? • Solution: Three ways to participate in IL – training needed and monitoring.

  16. Challenges of inclusion:state themes… Illinois • Preparing portfolios so they: Show what a student knows Can be scored accurately • Solution: Portfolio training takes time. State guidance needed.

  17. Challenges of inclusion:state themes… Minnesota • How to include a visually impaired student in English language test? • How to include a hearing impaired student in the listening/speaking test? • Solution: Simplified visuals in picture-based test • Solution: More technology needed in assessment

  18. More collaboration needed… • Special Education needs to tap ESL resources at the state and local levels. • ESL professionals need to be included in assessment decisions and on IEP teams (only 1 of 14 states reported being required)

  19. Are ESL teachers consulted? “Well, again, I’ll give you the institutional standard answer is that we have IEP teams and they are all properly composed and the teams reach a consensus decision about what’s the right approach for each kid. Now, if you were to call one of the ELL teachers in one of our cities, they would say that they’re frustrated because they don’t always get a chance to communicate with other members of the team…”

  20. NCEO Research Projects … • Large-Scale Assessment Research Project for ELLs with Disabilitie • Instructional Research Project for ELLs with Disabilities • Parents of ELLs with Disabilities Research Project

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