Assessment Accommodations for English Language Learners: The Case of Former-LEPs

Within the U.S. public school system, English Language Learners (ELL) represent the fastest growing student population. Many of these students struggle to access grade-level content due to Limited English Proficiency (LEP). Although policy regarding LEP status varies state-to-state, most states impose a short time limit on how long a student can be designated LEP. Consequently, students may lose their LEP status before gaining full proficiency in English. Current policy does not allow for test accommodations for former-LEP students, raising concerns about whether language factors within the tests may prevent students who are not fully proficient in English from successfully accessing the content of the tests. The purpose of this article is to identify education placement and assessment policies that lead to reduced assessment language support for former-LEP students. Using the state of Texas as a case example, we identify potential impact points for former-LEP students who are required to participate in English-only assessments. We then review ELL assessment accommodations literature and propose extension of assessment policies to provide options for former-LEP student population. Accessed 17,458 times on https://pareonline.net from October 12, 2010 to December 31, 2019. For downloads from January 1, 2020 forward, please click on the PlumX Metrics link to the right

How Will No Child Left Behind Improve Student Achievement? The Necessity of Classroom-Based Research in Accountability Reform.

No Child Left Behind (2001) legislation emphasizes the use of large-scale assessments in evaluating student proficiency in core academic areas. Classroom-based measures of proficiency, such as research projects, classroom assessments, and homework assignments, also provide rich data regarding students’ academic progress. This article articulates three areas where classroom-based measures can complement the large-scale assessment data used in NCLB reports of school, district and state progress: 1) Alignment of curriculum to state standards, 2) Assessment of student achievement, and 3) Identifying strategies for teaching in a diverse classroom. Making links between classroom instruction, student work, and large-scale assessment will be critical to understanding the mechanisms behind gains in proficiency. The article concludes with an example of possible methods for classroom-based research in the context of NCLB

Student Observations of Postsecondary Classroom Instruction: Accessibility Challenges and Collaborative Feedback.

For deaf students, accessible classroom design is often provided through external services such as interpreters or speech-to-text providers. An approach based in Universal Design for Learning (UDL), though, seeks to engage students in learning by creating classroom spaces with accessibility integrated into the pedagogical approach. Realizing these goals requires participation from one of the most valuable, yet underused, resources: the students themselves. To that end, this paper examines a student-faculty collaborative approach to increasing accessibility for deaf students in postsecondary classrooms. Results of this study suggest that student observers are able to provide concrete and constructive feedback on strategies to increase classroom accessibility

The Art of Managing Expectations: Vocational Rehabilitation Counselors as Mediators of Expectations between Clients who are Deaf and Potential Employers

Services for individuals who are deaf or hard of hearing (DHH) often include tailored strategies for successful employment placement. Using Oliver’s (1980) Expectation Confirmation Theory, this study utilized exploratory and confirmatory analyses of semi-structured interviews of 10 VR professionals to examine their view of the role expectations play in their assessment of important factors that lead to successful outcomes for DHH clients. Analysis revealed a complex, multilevel system in which VRCs operate as active mediators of the expectations of both clients who are DHH and their potential employers

Trauma and the use of formal and informal resources in the deaf population: perspectives from mental health service providers

Using grounded theory analysis, the current study identifies the perspectives of therapists and counselors regarding the nature of informal and formal resources supporting the treatment of deaf individuals with trauma. Nineteen counselors and therapists were interviewed, and accessibility, formal support, informal networks, and gaps in resources were identified as salient themes. Subsequent analysis identified concerns with confidentiality as a strong theme. This study emphasizes the need for counselors and therapists to become mindful of utilizing resources to support the treatment of trauma while being concerned with confidentiality

Multiple Constructs and the Effects of Accommodations on Standardized Test Scores for Students with Disabilities

Students with disabilities frequently use accommodations to participate in large-scale, standardized assessments. Accommodations can include changes to the administration of the test, such as extended time, changes to the test items, such as read aloud, or changes to the student’s response, such as the use of a scribe. Some accommodations or modifications risk changing the difficulty of the test items or decreasing the validity of how test scores are interpreted. Questions regarding the validity of accommodated tests are heightened when scores are used in high-stakes decisions such as grade promotion, graduation, teacher merit pay, or other accountability initiatives. The purpose of this article is to review existing literature on multiple constructs that affect validity of interpretations of accommodated assessment scores. Research on assessment accommodations continues to grow but offers few conclusive findings on whether they facilitate fair and accurate measurement of student knowledge and skill. The validity of an accommodated score appears to vary depending on several factors such as student characteristics, test characteristics, and the accommodations themselves. A multiple construct approach may facilitate more accurate evaluations of the effects of accommodated test scores Accessed 12,923 times on https://pareonline.net from October 19, 2009 to December 31, 2019. For downloads from January 1, 2020 forward, please click on the PlumX Metrics link to the right

An Evidence-Based Comparison of Operational Criteria for the Presence of Sarcopenia

Background. Several consensus groups have previously published operational criteria for sarcopenia, incorporating lean mass with strength and/or physical performance. The purpose of this manuscript is to describe the prevalence, agreement, and discrepancies between the Foundation for the National Institutes of Health (FNIH) criteria with other operational definitions for sarcopenia. Methods. The FNIH Sarcopenia Project used data from nine studies including: Age, Gene and Environment Susceptibility-Reykjavik Study; Boston Puerto Rican Health Study; a series of six clinical trials from the University of Connecticut; Framingham Heart Study; Health, Aging, and Body Composition Study; Invecchiare in Chianti; Osteoporotic Fractures in Men Study; Rancho Bernardo Study; and Study of Osteoporotic Fractures. Participants included in these analyses were aged 65 and older and had measures of body mass index, appendicular lean mass, grip strength, and gait speed. Results. The prevalence of sarcopenia and agreement proportions was higher in women than men. The lowest prevalence was observed with the FNIH criteria (1.3% men and 2.3% women) compared with the International Working Group and the European Working Group for Sarcopenia in Older Persons (5.1% and 5.3% in men and 11.8% and 13.3% in women, respectively). The positive percent agreements between the FNIH criteria and other criteria were low, ranging from 7% to 32% in men and 5% to 19% in women. However, the negative percent agreement were high (all >95%). Conclusions. The FNIH criteria result in a more conservative operational definition of sarcopenia, and the prevalence was lower compared with other proposed criteria. Agreement for diagnosing sarcopenia was low, but agreement for ruling out sarcopenia was very high. Consensus on the operational criteria for the diagnosis of sarcopenia is much needed to characterize populations for study and to identify adults for treatment

The FNIH Sarcopenia Project: Rationale, Study Description, Conference Recommendations, and Final Estimates

Background. Low muscle mass and weakness are common and potentially disabling in older adults, but in order to become recognized as a clinical condition, criteria for diagnosis should be based on clinically relevant thresholds and independently validated. The Foundation for the National Institutes of Health Biomarkers Consortium Sarcopenia Project used an evidence-based approach to develop these criteria. Initial findings were presented at a conference in May 2012, which generated recommendations that guided additional analyses to determine final recommended criteria. Details of the Project and its findings are presented in four accompanying manuscripts. Methods. The Foundation for the National Institutes of Health Sarcopenia Project used data from nine sources of community-dwelling older persons: Age, Gene/Environment Susceptibility-Reykjavik Study, Boston Puerto Rican Health Study, a series of six clinical trials, Framingham Heart Study, Health, Aging, and Body Composition, Invecchiare in Chianti, Osteoporotic Fractures in Men Study, Rancho Bernardo Study, and Study of Osteoporotic Fractures. Feedback from conference attendees was obtained via surveys and breakout groups. Results. The pooled sample included 26,625 participants (57% women, mean age in men 75.2 [±6.1 SD] and in women 78.6 [±5.9] years). Conference attendees emphasized the importance of evaluating the influence of body mass on cutpoints. Based on the analyses presented in this series, the final recommended cutpoints for weakness are grip strength <26kg for men and <16kg for women, and for low lean mass, appendicular lean mass adjusted for body mass index <0.789 for men and <0.512 for women. Conclusions. These evidence-based cutpoints, based on a large and diverse population, may help identify participants for clinical trials and should be evaluated among populations with high rates of functional limitations

Grip Strength Cutpoints for the Identification of Clinically Relevant Weakness

Background. Weakness is common and contributes to disability, but no consensus exists regarding a strength cutpoint to identify persons at high risk. This analysis, conducted as part of the Foundation for the National Institutes of Health Sarcopenia Project, sought to identify cutpoints that distinguish weakness associated with mobility impairment, defined as gait speed less than 0.8 m/s. Methods. In pooled cross-sectional data (9,897 men and 10,950 women), Classification and Regression Tree analysis was used to derive cutpoints for grip strength associated with mobility impairment. Results. In men, a grip strength of 26–32 kg was classified as “intermediate” and less than 26 kg as “weak”; 11% of men were intermediate and 5% were weak. Compared with men with normal strength, odds ratios for mobility impairment were 3.63 (95% CI: 3.01–4.38) and 7.62 (95% CI 6.13–9.49), respectively. In women, a grip strength of 16–20 kg was classified as “intermediate” and less than 16 kg as “weak”; 25% of women were intermediate and 18% were weak. Compared with women with normal strength, odds ratios for mobility impairment were 2.44 (95% CI 2.20–2.71) and 4.42 (95% CI 3.94–4.97), respectively. Weakness based on these cutpoints was associated with mobility impairment across subgroups based on age, body mass index, height, and disease status. Notably, in women, grip strength divided by body mass index provided better fit relative to grip strength alone, but fit was not sufficiently improved to merit different measures by gender and use of a more complex measure. Conclusions. Cutpoints for weakness derived from this large, diverse sample of older adults may be useful to identify populations who may benefit from interventions to improve muscle strength and function

Cutpoints for Low Appendicular Lean Mass That Identify Older Adults With Clinically Significant Weakness

Background. Low lean mass is potentially clinically important in older persons, but criteria have not been empirically validated. As part of the FNIH (Foundation for the National Institutes of Health) Sarcopenia Project, this analysis sought to identify cutpoints in lean mass by dual-energy x-ray absorptiometry that discriminate the presence or absence of weakness (defined in a previous report in the series as grip strength <26kg in men and <16kg in women). Methods. In pooled cross-sectional data stratified by sex (7,582 men and 3,688 women), classification and regression tree (CART) analysis was used to derive cutpoints for appendicular lean body mass (ALM) that best discriminated the presence or absence of weakness. Mixed-effects logistic regression was used to quantify the strength of the association between lean mass category and weakness. Results. In primary analyses, CART models identified cutpoints for low lean mass (ALM <19.75kg in men and <15.02kg in women). Sensitivity analyses using ALM divided by body mass index (BMI: ALMBMI) identified a secondary definition (ALMBMI <0.789 in men and ALMBMI <0.512 in women). As expected, after accounting for study and age, low lean mass (compared with higher lean mass) was associated with weakness by both the primary (men, odds ratio [OR]: 6.9 [95% CI: 5.4, 8.9]; women, OR: 3.6 [95% CI: 2.9, 4.3]) and secondary definitions (men, OR: 4.3 [95% CI: 3.4, 5.5]; women, OR: 2.2 [95% CI: 1.8, 2.8]). Conclusions. ALM cutpoints derived from a large, diverse sample of older adults identified lean mass thresholds below which older adults had a higher likelihood of weakness