This year, the ELL SCASS reaffirmed its commitment to supporting states’ in their inclusion of English language learners in their assessment and accountability systems. Membership in this SCASS has already tripled as states begin a renewed collaboration in addressing issues related to alternate academic assessments for ELLs, the assessment of English language proficiency, and the Title III accountability requirements under NCLB and beyond.

A number of useful guides have been published over the years such as the most recent Ensuring Accuracy in Testing for LEP Students: A Practical Guide for Assessment Development, which specifies strategies to increase the validity of new and established tests for LEP students in terms of development, administration, scoring, and reporting. The guide provides explicit recommendations and examples of processes, procedures, and materials that can be utilized as states develop assessment systems. Representatives from member states, organized in three subcommittees, have begun research on the following topics: (1) appropriate accommodations for LEP special education students, (2) issues in assessing secondary LEP students--from content area assessments to high school exit exams, and (3) linking state ELD standards to state content standards. Additional publications may result from the work of these subcommittees.

more information . . .