What We are Learning from Leading States about the Importance of Equitable Whole-Child Education Policy
By Kaylan Connally, CCSSO Program Manager, Student Expectations and Lindsay Kubatzky, NCLD Policy Manager
Ensuring an Equitable Opportunity: Providing a High-Quality Education for Students with Disabilities
The primary mechanism for ensuring students with disabilities receive the right educational content and rigor at the right moment in their education is the individualized education program (IEP).
The English Language Proficiency (ELP) Standards for English Learners with Significant Cognitive Disabilities presented in this document were developed with explicit consideration of the range of learners who make up the English learner with significant cognitive disabilities student population.
Every student deserves a high-quality education. Providing the right tools and resources necessary is critical, especially for traditionally underserved students.
The Assessing Special Education Students (ASES) collaborative supports states as they enhance their assessment, accountability, and curriculum and instruction systems to provide full equity for students with disabilities.
Understanding and Supporting the Educational Needs of Recently Arrived Immigrant English Learner Students
The foreign-born population in the United States is larger than it has ever been with over 40 million immigrants living in the country. U.S.
Handbook for Developing and Monitoring the English Language Proficiency Indicator and English Learner Progress
The purpose of this Handbook is to guide state education agencies in developing an English Language Proficiency (ELP) Indicator and how to monitor English Learners’ (EL) progress.
The Collaborative Meeting dates for membership year 2017-2018 and membership year 2018-2019.
The Assessing Special Education Students (ASES) State Collaborative on Assessment and Student Standards (SCASS) supports states as they enhance their 21st century assessment, accountability, and curriculum and instruction systems to provide full equity for students with disabilities.
The purpose of the Guide is to offer recommendations to states developing policies and
procedures on 1) the identification of English learners with disabilities, and 2) Individualized