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  NCEO Reports: State Spotlights: Reducing AA-AAAS State-Level Participation Rates to Meet the 1.0% Threshold, 2016-17 to 2017-18 (#421)

  Formats: PDF, Online

  This report highlights the work of states in the National Center on Educational Outcomes (NCEO) 1% Community of Practice (CoP) that reduced their alternate assessment participation rates from school year 2016-17 to school year 2017-18. Five states volunteered to share information on their approaches to decreasing the state-level participation rate in their states’ alternate assessments based on alternate academic achievement standards (AA-AAAS). The states highlighted in this report are Arkansas, Massachusetts, Michigan, Nebraska, and Wisconsin. Each state provided information on the strategies that it took; several provided examples of some of the materials they used.

  Published: July 2020
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  Meeting Every Student Succeeds Act (ESSA) and Workforce Innovation and Opportunity Act (WIOA) Requirements: Alternate Assessments and Inclusion of All Students

  Formats: Online

  This presentation addressed how to meet Every Student Succeeds Act (ESSA) and Workforce Innovation and Opportunity Act (WIOA) requirements on alternate assessments and inclusion of all students. It was presented to the U.S Departments of Education’s Office of Elementary and Secondary Education (OESE).

  Published: 2020-07-15
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  Evidence Base on Assessment Accommodations for English Learners

  Formats: PDF

  This brief summarizes the findings of a 2010-2018 literature review on assessment accommodations conducted by the Improving Instruction for English Learners through Improved Accessibility Decisions project. The complete literature review titled “A Summary of the Research on Test Accommodations for English Learners and English Learners with Disabilities 2010-2018” includes the full list of 11 included studies.

  Published: July 2020
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  TIES Center Briefs: 10 razones para apoyar a las comunidades escolares inclusivas para todos los estudiantes

  Formats: PDF

  Educators, students, and families have found many compelling reasons to support inclusive education for students with and without disabilities. This Brief, translated into Spanish, delineates ten reasons that supporting inclusive school communities for ALL students is important, but in a nutshell, inclusive learning communities are better, richer, and more effective when all students, including those with disabilities, are full participants. Content is in Spanish.

  Published: June 2020
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  NCEO Reports: Guidebook to Including Students with Disabilities and English Learners in Assessments (#420)

  Formats: Online, PDF

  This report provides 10 lessons about how to ensure inclusive assessment practices for students with disabilities and English learners. In addition to the 10 lessons, it provides foundational information on the characteristics of these students that require consideration during all phases of assessment design, development, and implementation. The focus of the Guidebook is large-scale summative assessments rather than interim and formative assessments; it does not address accountability considerations. The purpose of the Guidebook is to remind all assessment, special education, and other personnel in state departments of education of the lessons that have been learned, and to share those lessons with new personnel in state assessment, special education, Title I, and Title III offices.

  Published: June 2020
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  Improving Instruction Briefs: Working with Language Interpreters: Information for Parents or Guardians (Vietnamese translation)

  Formats: PDF

  This Brief, translated into Vietnamese, answers questions about working with a language interpreter that parents or guardians of students who are English learners might have. Clear, comprehensible communication between parents and educators is key to making appropriate decisions about accessibility features and accommodations. This Brief was developed by NCEO’s “Improving Instruction for English Learners Through Improved Accessibility Decisions,” in collaboration with the West Virginia Department of Education.

  Published: June 2020
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  Improving Instruction Briefs: Working with Language Interpreters: Information for Parents or Guardians (Spanish translation)

  Formats: PDF

  This Brief, translated into Spanish, answers questions about working with a language interpreter that parents or guardians of students who are English learners might have. Clear, comprehensible communication between parents and educators is key to making appropriate decisions about accessibility features and accommodations. This Brief was developed by NCEO’s “Improving Instruction for English Learners Through Improved Accessibility Decisions,” in collaboration with the West Virginia Department of Education.

  Published: June 2020
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  Improving Instruction Briefs: Working with Language Interpreters: Information for Parents or Guardians (Traditional Chinese translation)

  Formats: PDF

  This Brief, translated into Traditional Chinese, answers questions about working with a language interpreter that parents or guardians of students who are English learners might have. Clear, comprehensible communication between parents and educators is key to making appropriate decisions about accessibility features and accommodations. This Brief was developed by NCEO’s “Improving Instruction for English Learners Through Improved Accessibility Decisions,” in collaboration with the West Virginia Department of Education.

  Published: June 2020
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  Improving Instruction Briefs: Working with Language Interpreters: Information for Parents or Guardians (Simplified Chinese translation)

  Formats: PDF

  This Brief, translated into Simplified Chinese, answers questions about working with a language interpreter that parents or guardians of students who are English learners might have. Clear, comprehensible communication between parents and educators is key to making appropriate decisions about accessibility features and accommodations. This Brief was developed by NCEO’s “Improving Instruction for English Learners Through Improved Accessibility Decisions,” in collaboration with the West Virginia Department of Education.

  Published: June 2020
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  Improving Instruction Briefs: Working with Language Interpreters: Information for Parents or Guardians (Arabic translation)

  Formats: PDF

  This Brief, translated into Arabic, answers questions about working with a language interpreter that parents or guardians of students who are English learners might have. Clear, comprehensible communication between parents and educators is key to making appropriate decisions about accessibility features and accommodations. This Brief was developed by NCEO’s “Improving Instruction for English Learners Through Improved Accessibility Decisions,” in collaboration with the West Virginia Department of Education.

  Published: June 2020
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  Improving Instruction Briefs: Building Successful Communication Between Parent or Guardian and Teacher: Information for Parents or Guardians (Vietnamese translation)

  Formats: PDF

  This Brief, translated into Vietnamese, explains how parents or guardians of students who are English learners can develop successful communication with teachers. Good parent-educator communication is key to determining appropriate accessibility features and accommodations for students. This Brief was developed by NCEO’s “Improving Instruction for English Learners Through Improved Accessibility Decisions,” in collaboration with the West Virginia Department of Education.

  Published: June 2020
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  Improving Instruction Briefs: Building Successful Communication Between Parent or Guardian and Teacher: Information for Parents or Guardians (Spanish translation)

  Formats: PDF

  This Brief, translated into Spanish, explains how parents or guardians of students who are English learners can develop successful communication with teachers. Good parent-educator communication is key to determining appropriate accessibility features and accommodations for students. This Brief was developed by NCEO’s “Improving Instruction for English Learners Through Improved Accessibility Decisions,” in collaboration with the West Virginia Department of Education.

  Published: June 2020
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  Improving Instruction Briefs: Building Successful Communication Between Parent or Guardian and Teacher: Information for Parents or Guardians (Traditional Chinese translation)

  Formats: PDF

  This Brief, translated into Traditional Chinese, explains how parents or guardians of students who are English learners can develop successful communication with teachers. Good parent-educator communication is key to determining appropriate accessibility features and accommodations for students. This Brief was developed by NCEO’s “Improving Instruction for English Learners Through Improved Accessibility Decisions,” in collaboration with the West Virginia Department of Education.

  Published: June 2020
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  Improving Instruction Briefs: Building Successful Communication Between Parent or Guardian and Teacher: Information for Parents or Guardians (Simplified Chinese translation)

  Formats: PDF

  This Brief, translated into Simplified Chinese, explains how parents or guardians of students who are English learners can develop successful communication with teachers. Good parent-educator communication is key to determining appropriate accessibility features and accommodations for students. This Brief was developed by NCEO’s “Improving Instruction for English Learners Through Improved Accessibility Decisions,” in collaboration with the West Virginia Department of Education.

  Published: June 2020
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  Improving Instruction Briefs: Building Successful Communication Between Parent or Guardian and Teacher: Information for Parents or Guardians (Arabic translation)

  Formats: PDF

  This Brief, translated into Arabic, explains how parents or guardians of students who are English learners can develop successful communication with teachers. Good parent-educator communication is key to determining appropriate accessibility features and accommodations for students. This Brief was developed by NCEO’s “Improving Instruction for English Learners Through Improved Accessibility Decisions,” in collaboration with the West Virginia Department of Education.

  Published: June 2020
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  Improving Instruction Briefs: Accessibility Features and Accommodations: Information for Parents or Guardians (Vietnamese translation)

  Formats: PDF

  This Brief, translated into Vietnamese, explains accessibility features and accommodations for parents or guardians of students who are English learners, and also provides guidance on how to talk to teachers about accessibility features and accommodations. This Brief was developed by NCEO’s “Improving Instruction for English Learners Through Improved Accessibility Decisions,” in collaboration with the West Virginia Department of Education.

  Published: June 2020
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  Improving Instruction Briefs: Accessibility Features and Accommodations: Information for Parents or Guardians (Spanish translation)

  Formats: PDF

  This Brief, translated into Spanish, explains accessibility features and accommodations for parents or guardians of students who are English learners, and also provides guidance on how to talk to teachers about access accessibility features and accommodations. This Brief was developed by NCEO’s “Improving Instruction for English Learners Through Improved Accessibility Decisions,” in collaboration with the West Virginia Department of Education.

  Published: June 2020
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  Improving Instruction Briefs: Accessibility Features and Accommodations: Information for Parents or Guardians (Traditional Chinese translation)

  Formats: PDF

  This Brief, translated into Traditional Chinese, explains accessibility features and accommodations for parents or guardians of students who are English learners, and also provides guidance on how to talk to teachers about accessibility features and accommodations. This Brief was developed by NCEO’s “Improving Instruction for English Learners Through Improved Accessibility Decisions,” in collaboration with the West Virginia Department of Education.

  Published: June 2020
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  Improving Instruction Briefs: Accessibility Features and Accommodations: Information for Parents or Guardians (Simplified Chinese translation)

  Formats: PDF

  This Brief, translated into Simplified Chinese, explains accessibility features and accommodations for parents or guardians of students who are English learners, and also provides guidance on how to talk to teachers about access accessibility features and accommodations. This Brief was developed by NCEO’s “Improving Instruction for English Learners Through Improved Accessibility Decisions,” in collaboration with the West Virginia Department of Education.

  Published: June 2020
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  Improving Instruction Briefs: Accessibility Features and Accommodations: Information for Parents or Guardians (Arabic translation)

  Formats: PDF

  This Brief, translated into Arabic, explains accessibility features and accommodations for parents or guardians of students who are English learners, and also provides guidance on how to talk to teachers about accessibility features and accommodations. This Brief was developed by NCEO’s “Improving Instruction for English Learners Through Improved Accessibility Decisions,” in collaboration with the West Virginia Department of Education.

  Published: June 2020