NYS- ells-disabilities-standard-scores-december-2014.pdf
This is a special education field advisory that was released in December, 2014. It details the use of standardized scores with culturally and linguistically diverse children. Read More
Category: Limited English Proficiency (LEP)
One who has limited English proficiency (an LEP) speaks a language other than English and understands and speaks little or no English by reason of foreign birth or ancestry. They must score below the state’s designated level of proficiency, which is determined by a test. LEPs are typically English Language Learners (ELLs).
Reading Development Module 8: Bilingual Considerations
Stephanie Downey Toledo is a bilingual speech language pathologist in New York City as well as a professor at Teachers College, Columbia University. She has collaborated with the LEADERS project on this module series and others.
It is important to distinguish between language difference and disorder. This holds true with reading. As SLPs it is important to consider whether a student’s reading development is being impeded by a disability or a language difference. What are the main factors affecting student success? Is it a difference in literacy instruction or content/ background knowledge? What has the student’s language acquisition looked like in both languages? How might socio-economic and cultural status be affecting reading development? When possible, we should support bilingual reading development.
Reading Development Module 1: What does it mean to know a language?
Stephanie Downey Toledo is a bilingual speech language pathologist in New York City as well as a professor at Teachers College, Columbia University. She has collaborated with the LEADERS project on this module series and others.
Test Resource Guide: Volume II- Preschool Assessment and Kindergarten Supplement
Test Resource Guide Vol II.pdf
This resource, originally published in 1994, consists of reviews of tests and other measures that may be used to obtain information about the preschool child who is suspected of having an educational disability. This volume is one in a series of guides for assessment in the New York City Public Schools. Read More
Test Resource Guide: Volume VII- Assessment of Cognition and Affect
Test Resource Guide.pdf
This resource consists of reviews of standardized measures of cognition and affect that may be used to provide information for determining eligibility for special education and for planning the education of students who have an educational disability. This volume is one in a series of guides for assessment in the New York City Public Schools. Read More
Validity Part 3- ELLs, IQs, and Cognitive Tests (Preschool Disability Evaluations: Module 08)
This module examines validity issues for psychological tests such as the lack of validity of standardized IQ tests when used with bilingual individuals and English language learners (ELL). Read More
Law and Policy: NYCDOE Preschool Evaluations Fall 2011 Memo
NYCDOE Preschool Evaluations Fall 2011.pdf
This document presents why a shift in approach to disability evaluation of preschoolers from culturally and linguistically diverse backgrounds is needed. Read More
Introduction to Appropriate Assessment Procedures (Preschool Disability Evaluations: Module 11)
In this module, Cate introduces how to appropriately assess preschoolers for disabilities without the use of test scores. Read More
