Preventing Disproportionality: Instruction, Assessment, and Policy Implications for English Learners (MS239)

Tuesday, February 26, 2019
10:00 AM–11:50 AM

  • PMD: 1,8
  • Skill Level: Intermediate

Learner Objectives

This session will help participants…

  1. understand the importance of effective instructional practices to prevent the disproportionate identification of ELs with educational disabilities.
  2. implement an evidence-based, multi-modal, and multi-informant assessment model that accurately differentiates between language difference and educational disability.
  3. advocate for systems level changes in instructional and assessment policy to better serve ELs.


This mini-skills session offers a model to comprehensively evaluate E learners. Participants will understand the necessity of gathering qualitative information about students and families; conducting oral language assessment to determine language proficiency; interpreting WIDA ACCESS for ELL data to inform instructional and assessment decisions; and selecting the most appropriate cognitive and achievement batteries. From a prevention perspective, presenters will provide implications for practice, including suggestions for influencing systems-level instructional and assessment policies.

Convention session locations are only viewable for convention attendees. Locations will be available/visible Monday, February, 25 2019.

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Sandy M. Salguero, Loudoun County Public Schools, Ashburn, VA
Charles A. Barrett, PhD, Loudoun County Public Schools, Ashburn, VA
Angelica M. Parent, Loudoun County Public Schools, Ashburn, VA
Leslie V. Cajas-Laynez, Loudoun County Public Schools, Ashburn, VA

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