Alternate English Language Learning Assessment (ALTELLA)

Establishes a foundational knowledge base to support the development of an alternate assessment of English language development. Most English language learners (ELLs) with the most significant cognitive disabilities are not included in assessments of English language proficiency (ELP). As a result, there is little evidence of how ELLs with significant cognitive disabilities are progressing toward English mastery to ensure their success in school and on the path to college, career, and community readiness. The ALTELLA project will apply the lessons learned from the past decade of research on assessing ELLs and students with significant cognitive disabilities, as separate groups, to develop an English Language Proficiency assessment based on alternate performance standards for ELLs with significant cognitive disabilities -- the Alternate English Language Learning Assessment (ALTELLA). Key activities will include the development of an Individual Characteristics Questionnaire, classroom observations and teacher interviews, standards prioritization, and the creation of item templates. This project establishes a collaboration of states including Arizona (lead), Michigan, Minnesota, South Carolina, and West Virginia, to complete the foundational work needed for an evidence-centered design approach to the development of an ALTELLA.