Assessment Principles and Guidelines for English Language Learners (ELLs) with Disabilities (April 2013)


The five principles included here are meant to serve as a comprehensive and cohesive vision of ways to ensure the appropriate inclusion of ELLs with disabilities in large-scale assessment systems, to make certain that their results are valid indicators of their knowledge and skills. We believe that these principles should serve as a starting point for a larger, multi-disciplinary conversation about how to best assess these students. They are not the endpoint, but the beginning of a much-needed, broader discussion about the appropriate instruction and assessment of ELLs with disabilities. The guidelines under each principle provide specific information on ways to achieve the vision represented by the principle.


ADD/ADHD Assessment Autism Spectrum Disorder Curriculum/Instructional Methods Deaf-Blind Developmental Delay Elementary Emotional Disabilities English Language Learners (ELL)/English as a Second Language (ESL) Hearing Impairment High School Intellectual Disabilities Learning Disability Middle School Mild/Moderate Disabilities Multiple Disabilities Orthopedic Impairment Other Health Impairment Speech/Language Impairment Traumatic Brain Injury Vision Impairment