Accessibility and Accommodations
The ELPA21 assessments are designed to be accessible for most test-takers. The ELPA21 Accessibility and Accommodations Manual guides the ELPA21 member states in the selection and administration of appropriate universal features, designated features, and accommodations for individual students. Additionally, the ELPA21 for All two page document provides a high level overview of the processes through which the initial EAG-funded and adminstered Administration, Accessibility, and Accommodations Task Management Team (AAA TMT) worked to prioritize the needs of students with disabilities. The AAA TMT also developed a White Paper on English Language Learners with Significant Cognitive Disabilities. This paper provides ELPA21 states with recommendations for ways to include ELLs with the most significant cognitive disabilities in an assessment of their English language proficiency. Additionally, ELPA21 has produced the ELPA21 Blind and Low Vision Information Sheet. It provides an overview of ELPA21's approach to assessing blind and low-vision ELLs and how the students are included in the assessments.
It is expected that each state will consider its options for the development and implementation of a federally-required alternate ELP assessment, and then develop an action plan for the option, or blend of options, that the state chooses to ensure that their ELLs are included in an assessment of English language proficiency.
In collaboration with the National Center for Educational Outcomes (NCEO), an alt-ELPA committee was formed fall 2017 and concluded its work spring 2018. The committee made significant progress on an alternate assessment for ELs with the most significant cognitive disabilities. The alt-ELPA committee and NCEO have produced several documents laying the groundwork for this very important subgroup of students.
There are currently four documents available, the first of which is a white paper titled Developing an Alternate ELPA21 for English Learners with the Most Significant Cognitive Disabilities (2018). This paper was developed as part of the commitment of the ELPA21 project to the development and implementation of an alternate assessment for ELS with the most significant cognitive disabilities, and builds on the 2016 report featured above. The purpose of this document is to propose steps that ELPA21 might take to ensure it develops and implements a technically adequte and appropriate alternate assessment for ELSCD. The full suite of documents is shown below.
- Developing an Alternate ELPA21 for English Learners with the Most Significant Cognitive Disabilities
- Theory of Action: Alternate Assessment of English Language Profciency for English Learners with the Most Signficiant Cognitive Disabilities
- Participation Guidelines
- Wish Lists for Accessibility and Accomodations