Resources

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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
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  1% Toolkit: A Five-Step Process for Developing and Reviewing District Justifications for Exceeding 1.0% AA-AAAS Participation (NCEO Tool #8)

  Formats: PDF, Online

  The 2015 reauthorization of the Elementary and Secondary Education Act, known as the Every Student Succeeds Act (ESSA), includes a 1.0% threshold on state-level participation rates in the alternate assessment aligned to alternate academic achievement standards (AA-AAAS). This tool presents a five-step process to address the 1.0% threshold requirements for reviewing local education agency (LEA) justifications and providing support, oversight, and technical assistance when appropriate. It includes: (a) three templates for state education agency (SEA) and LEA use; (b) a continuum of support, oversight, and technical assistance SEAs may provide; and (c) additional resources for SEAs and LEAs.

  Published: June 2020
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  NCEO Brief: Five Formative Assessment Strategies to Improve Distance Learning Outcomes for Students with Disabilities (#20)

  Formats: PDF, Online

  The purpose of this Brief is to describe the use of formative assessment processes with students with disabilities during distance learning. Formative assessment is important for all kinds of learning, and especially focuses students on learning and evidence of learning. This Brief presents five strategies that can be used to support student understanding of their own learning. This has the potential to be a powerful antidote to the “check-box” approach some students may bring to online learning where they focus on compliance with following directions and completing a list of assignments.

  Published: May 2020
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  NCEO Data Analytics: Percentage of Students with IEPs Who Were Assigned Accommodations from 2007-08 to 2016-17 (#13)

  Formats: Online

  This interactive report presents data on the number and percentage of students receiving special education services who were assigned accommodations for the state general assessments used for accountability purposes in grades 3-8 and high school from 2007-08 to 2016-17. This report displays data on content area differences, grade level differences, trends over time, accommodations vs. performance, and state profiles.

  Published: May 2020