Teleconference 2:
January 28, 2002

Inclusive Assessment –  Issues and Strategies for Including Students with IEPs who are English Language Learners:  Talking Points

Who Are We Talking About?

[See ELL Terms; Disability Terms; and http://www.ncbe.gwu.edu/askncbe/faqs]

·        There are many terminology and definitional confusions that complicate discussions about students with IEPs who are English Language Learners.

·        Demographically, we know that most of these students are more likely to reside in certain states and in certain districts.  Still, they are likely to reside in all states and have a significant impact in many districts.

Why Do We Have to Think about These Students in Assessments?

[See LEP Projects Report #2]

·        Both IDEA and Title I have implications for the inclusion of these students in assessment systems. 

·        The same reasons that argue for the inclusion of students with disabilities and students who are learning English in assessments apply to these students.

What Do We Know About Large-Scale Testing of Students with IEPs who are English Language Learners?

[See Butler & Stevens; Lachat; Stansfield; Thompson & Thurlow]

·        A search of state policies reveals just a few states specifically address these students; often these policies reflect exclusion rather than inclusion.

·        When we search state and district Web sites for data on how these students perform on assessments, we find almost nothing.

·        When we do find participation and performance data, we find small numbers and low performance.

What Strategies are Appropriate for Including Students with IEPs who are English Language Learners in State and District Assessments?

·        There will need to be variations in ways that students participate – including with accommodations that meet individual needs, and alternate assessments (perhaps designed specifically for ELLs as well as for IEP students)

·        Much attention must be given to good decision making and the issues surrounding these decisions (does IEP or ELL come first; what accommodations address the language issues and which address the disability issues, etc.)

·        Collaboration in decision making, assessment, and educational interventions are critical.