Congratulations! You have completed all five modules.

In Module 1 you learned:

• about the IVARED project and the goals of these learning modules;
• who the students in the module are and what purpose their profiles serve in the modules;
• that there are prominent policies, federal laws, and case law findings relating to ELLs with disabilities;
• and, what exemptions are possible for English Language Learners.

In Module 2 you learned:

• a description of ELLs with disabilities
• a means to understand the needs of individual students by considering a framework as depicted by four quadrants
• there are considerations to be made for each student based on his/her ELL status and disability needs
• since the characteristics of students can be complex, decisions about assessment accommodations, participation, and other educational deliberations should be done by a collaborative group of individuals from the school and community
• general information about the demographics of English language learners and special education students in the U.S. educational system

In Module 3 you learned:

• Ensuring ELLs with disabilities are participating in the proper assessments results in a more valid measure of what they know and can do.
• The Common Core State Standards (CCSS), adopted in 2010, poses both challenges and benefits to ELLs with disabilities.
• Alternate assessments are intended for students with significant cognitive disabilities and most ELLs with disabilities are not appropriate candidates for alternative assessments.
• Most ELLs with disabilties should participate in the general assessment (with or without accommodations).
• Participation decisions should be made by a collaborative team which should consider a variety of factors relating to the student, test versions, state guidelines, curriculum, the purpose of the assessment and the consequences of any decisions made about the student.

In Module 4 you learned:

• what accommodations are and how they differ from modifications;
• that accommodations for students with disabilities vary from accommodations used for English language learners;
• for ELLs with disabilities, choosing accommodations for a student's disability only is not enough;
• various examples of instructional and assessment accommodations for ELLs with disabilities;
• the makeup of the group of collaborators who should make accommodations decisions, including the student, parents/guardians, and others;
• how educators may be able to know if accommodations are allowing the student to demonstrate his/her knowledge level and skills.

In Module 5, you learned:

• it is important to use assessment scores appropriately;
• results should be disaggregated for ELLs with disabilities;
• successfully interpreting assessment results requires consideration of the intended purpose of the assessment;
• interpretation of results for state content assessments and English language proficiency assessments may differ;
• it is important for educators to guide parents and students in the interpretation of results as well as provide native language translations, helpful representations, or have meetings to explain results clearly.

Remember: You may stop back to review or revisit any of these materials whenever you are logged into the system.