Resource Library

Each day in the nation's schools, gifted and talented students are at risk for underachievementespecially if they are from culturally and linguistically diverse backgrounds or low-socioeconomic status (SES) families.

Charged by the U.S. Department of Education, The George Washington University Center for Equity and Excellence in Education (GW-CEEE) developed a Guide for state education agencies (SEAs) to use to improve state assessment policies for accommodating English language learners (ELLs).

This webinar consists of four sections, (1) "Introductions and ELL Background," (2) "PM with CBM," (3) "RTI and ELL," and (4) "A Closer Look at CBM in a RTI Model," and describes the process of how CBM and RTI assist with monitoring ELLs.

A 2008 report reviewing the previous 15 years of alternate assessment development, from the early 1990s through the mid-2000s, as reported by state directors of special education on the Institute's National Center on Educational Outcomes (NCEO) state surveys, and augmented by other research and

Response to Intervention (RTI) was encoded into the Individuals with Disabilities Education Improvement Act of 2004, and is being adopted on a wide scale as an alternative approach to identification of students with learning disabilities.

Do older English as a second language (ESL) children have the same knowledge of word meanings as English as a first language (EL1) children? How important is vocabulary's role in predicting word recognition in these groups?