NCEO developed a white paper to address approaches that states might take for an alternate assessment of English Language Proficiency (ELP) for students with significant cognitive disabilities. The development of this paper was accomplished through the work of NCEO staff with the English Language Proficiency Assessment for the 21st Century (ELPA21) consortium, which is developing an assessment of ELP.

The white paper, titled White Paper on English Language Learners with Significant Cognitive Disabilities was developed in collaboration with several ELPA21 state representatives as well as the Council of Chief State School Officers (CCSSO). Its purpose is to provide states with recommendations for ways to include ELLs with the most significant cognitive disabilities in an assessment of their English language proficiency. It provides background information on federal requirements for the assessment of these students, the characteristics of ELLs with significant cognitive disabilities, and why these students need to be included in assessments of English language proficiency. After reviewing current instructional practices and current assessment practices for these students, it provides several recommendations for including ELLs with significant cognitive disabilities in alternate ELP assessments.

One set of recommendations addresses possible approaches that states might use to develop an alternate ELP assessment. Another set of recommendations addresses needed research. The report can be found on the NCEO website and on the ELPA21 website.