Partner states
The IVARED learning module was created by the National Center on Educational Outcomes in partnership with state departments of education in Arizona, Maine, Michigan, Minnesota, and Washington.
Contents developed under an Enhanced Assessment Grant (#S368A100011) from the U.S. Department of Education. Contents do not necessarily represent policy of the U.S. Department of Education; the reader should not assume endorsement by the Federal government.
Online resources
U.S. Department of Education guidance on inclusion of English Learners (ELs) with disabilities in English language proficiency (ELP) assessments
Student profiles
Full profiles of the student examples in the IVARED modules
Contact us
Email: jameshatten@umn.edu
References
Collier, V. P. (1995). Acquiring a second language for school. Directions in Language & Education, 1(4). Retrieved from:
http://www.ncela.gwu.edu/files/rcd/BE020668/Acquiring_a_Second_Language_.pdf
Elliott, J. L., & Thurlow, M. L. (2000). Improving test performance of students with disabilities in state and district assessments.
Thousand Oaks, CA: Corwin Press.
Impact, Vol. 26, No. 1, Winter/Spring 2013 and NCEO Brief July 2011, Number 4
Karger, J. (2013). The legal obligations of education systems to serve English language learners with disabilities. In K. Liu, E. Watkins, D. Pompa,
P. McLeod, J. Elliott, & V. Gaylord (Eds.). (Winter/Spring 2013). Impact: Feature Issue on Educating K-12 English Language Learners with Disabilities,
26(1). Minneapolis: University of Minnesota, Institute on Community Integration.
Liu, K., Albus, D., & Barrera, M. (2011). Moving ELLs with disabilities out of the margins. In M. K. Russell, & M. Kavanaugh (Eds.). Assessing
Students in the Margins: Challenges, Strategies, and Techniques (p. 59 – 87). Charlotte, MC: Information Age Publishing.
Minnesota Department of Education (2012). Procedures Manual for the Minnesota Assessments 2012-2013. Retrieved from:
http://www.mnstateassessments.org/resources/Manuals/2012-13_Procedures_Manual.pdf
NCEO. (2011, July). Understanding subgroups in common state assessments: Special education students and ELLs (NCEO Brief #4). Minneapolis, MN:
University of Minnesota, National Center on Educational Outcomes.
Pompa, D., & Thurlow, M. (2013). The Common Core State Standards and English language learners with disabilities. In K. Liu, E. Watkins, D. Pompa,
P. McLeod, J. Elliott, & V. Gaylord (Eds.). (Winter/Spring 2013). Impact: Feature Issue on Educating K-12 English Language Learners with Disabilities,
26(1). Minneapolis: University of Minnesota, Institute on Community Integration.
Shyyan, V., Christensen, L., Touchette, B., Lightborne,L., Gholson, M., and Burton, K. (2013). Accommodations manual: How to select, administer, and
evaluate use of accommodations for instruction and assessment English language learners with disabilities (1st ed.). Washington, DC: Assessing Special
Education Students State Collaborative on Assessment and Student Standards, Council of Chief State School Officers.
Thurlow, M. L., Liu, K. K., Ward, J. M., & Christensen, L. L. (2013). Assessment principles and guidelines for ELLs with disabilities. Minneapolis, MN: University
of Minnesota, Improving the Validity of Assessment Results for English Language Learners with Disabilities (IVARED).
Tyler, B. J., & Garcia, S. B. (2013). Meeting the educational needs of English language learners with learning disabilities. In K. Liu, E. Watkins, D. Pompa,
P. McLeod, J. Elliott, & V. Gaylord (Eds.). (Winter/Spring 2013). Impact: Feature Issue on Educating K-12 English Language Learners with Disabilities,
26(1). Minneapolis: University of Minnesota, Institute on Community Integration.
