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ICI
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Acknowledgments
Martha L. Thurlow, Sandra H. Warren, and Magda Chia
Executive Summary
Guidebook to Including Students with Disabilities and English Learners in Assessments
Lesson 1. Know the student populations in your state and their characteristics
Lesson 2. Develop a basic understanding of how the principles of universal design apply to assessments
Lesson 3. Examine laws, professional standards, principles, and policies on including students with disabilities and English learners in assessments
Lesson 4. Gain an understanding of why it is important to include all students in assessment systems, including students with disabilities, English learners, and English learners with disabilities
Lesson 5. Review the many lessons learned about accessible assessments
Lesson 6. Work with stakeholders to develop guidance for the field on making important testing decisions
Lesson 7. Think through intended uses of assessment results and approaches to reporting results that meet federal and professional requirements and also serve the needs of stakeholders who receive reports
Lesson 8. Realize that ensuring full implementation is partly the state’s responsibility
Lesson 9. Focus on continuous improvement of the assessment system
Lesson 10. Learn from peers, including individuals in other states, as well as from national organizations and technical assistance providers
References
Appendix A All Resources
Appendix B Fairness Standards in the Standards
Appendix C CCSSO Principles for High Quality Assessments: Accessibility
Appendix D Assessment Principles and Guidelines for ELLs with Disabilities
Appendix E Principles and Characteristics of Inclusive Assessment Systems in a Changing Assessment Landscape
Appendix F Peer Review Critical Elements in Section 5
Guidebook to Including Students with Disabilities and English Learners in Assessments
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Acknowledgments
Martha L. Thurlow, Sandra H. Warren, and Magda Chia
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