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MTSS for All: Including Students with the Most Significant Cognitive DisabilitiesThe purpose of this Brief is to provide suggestions for ways in which the Multi-Tiered System of Supports (MTSS), a framework for organizing and providing a tiered instructional continuum to support learning for all students, can include students with the most significant cognitive disabilities. Ideas for how to make MTSS fully inclusive of all students are presented following a short history of MTSS and a summary of current MTSS models.
Published: 1/23/2020
NCEO Data Analytics: AA-AAS Participation Rate from 2007-08 to 2016-2017 (#12)Formats: OnlineThis interactive report presents data on the participation rate and percent proficient on the alternate assessment based on alternate achievement standards (AA-AAS) by grade and content across years. This report provides the data with an interactive performance map, trends over time, and state profiles.
Published: 2020-01-22
NCEO Newsletter: February 2020 issueFormats: OnlineThis newsletter highlights several NCEO resources that can be used to learn more about what the research says about the effectiveness of various accommodations. The newsletter also highlights several new publications, including a report on states’ alternate assessment based on alternate academic achievement standards (AA-AAAS) participation guidelines and definitions of students with the most significant cognitive disabilities. A brief on considerations for states providing materials in braille is also highlighted, as well as a parent-educator toolkit developed by an affiliated project, the Improving Instruction for English Learners Through Improved Accessibility Decisions project. Finally, in this issue, we provide information on NCEO presentations and posters at the annual conference of the Council for Exceptional Children (CEC).
Published: February 2020
A Summary of the Research on Test Accommodations for English Learners and English Learners with Disabilities: 2010-2018The purpose of this literature review is to examine the published English learner (EL) accommodations literature between 2010 and 2018 to provide an updated overview of research trends on this subject. Providing accommodations during assessments for students with disabilities has long been a standard requirement in federal education legislation. Providing assessment accommodations for English learners (ELs), on the other hand, is a newer requirement appearing only over the past few decades. As such, state assessment policies vary widely in terms of what accommodations are permitted for ELs on state assessments. Further, many of the allowable accommodations do not address students’ linguistic needs and there is not a large research base to document their effectiveness. In this review, the researchers examine the purpose of each study, the type of assessment measured, the content area assessed, the type of linguistic support accommodation examined, the characteristics of the research sample and the participants, the type of research design, the findings, and the author-identified limitations.
Published: 1/8/2020
NCEO Data Analytics: 2016-17 Publicly Reported Assessment Results for Students with Disabilities and ELs with Disabilities (#11)Formats: OnlineThis interactive report presents data on public reporting practices for assessment data for students with disabilities in K-12 schools in the United States. This brief is based on 2016-17 Publicly Reported Assessment Results for Students with Disabilities and ELs with Disabilities
. The purpose of this study was to analyze whether states report data for students with disabilities "to the public with the same frequency and in the same detail as it reports on the assessment of nondisabled children," as required by the Individuals with Disabilities Education Act (IDEA). The report also summarizes the extent to which states report participation and performance for English Learners (ELs) with disabilities and examines public reporting of accommodations.Published: 2020-01-06
NCEO Data Analytics: State Assessment Participation and Performance of Students with IEPs, 2016-2017 (#10)Formats: OnlineThis interactive report presents data on the participation and performance of students receiving special education services in statewide assessments used for Elementary and Secondary Education Act (ESEA) accountability. Using federally submitted data from the 2016-17 school year, the researchers present information on participation and performance in reading and mathematics statewide assessments. This report includes state profiles for students with disabilities’ participation rates and performance.
Published: December 2019
Improving Instruction Briefs: Accessibility Features and Accommodations: Information for Parents or GuardiansThis Brief 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 to help their child 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: December 2019
Improving Instruction Briefs: Building Successful Communication Between Parent or Guardian and Teacher: Information for Parents or GuardiansThis Brief for parents or guardians of students who are English learners answers questions about communicating with teachers when English is a challenge, and the benefits of successful communication. 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: December 2019
Improving Instruction Briefs: Building Successful Partnerships Between the School Principal, Families, and Communities: information for PrincipalsThis Brief for principals answers questions about communicating with parents or guardians for whom communicating in English is a challenge. 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: December 2019
Improving Instruction Briefs: Building Successful Communication Between Teacher and Parent or Guardian: Information for TeachersThis Brief for teachers answers questions about communicating with parents or guardians for whom communicating in English is a challenge. 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: December 2019
Improving Instruction Briefs: Working with Language Interpreters: Information for Parents or GuardiansThis Brief for parents or guardians of students who are English learners answers questions about working with a language interpreter. 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: December 2019
Improving Instruction Briefs: Working with Language Interpreters: Information for PrincipalsThis Brief for principals answers questions about working with a language interpreter for families whose children are English learners. 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: December 2019
Improving Instruction Briefs: Working with Language Interpreters: Information for TeachersThis Brief for teachers answers questions about working with a language interpreter for families whose children are English learners. 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: December 2019- Engaging Parents of English Learners and English Learners with DisabilitiesFormats: PDF
This presentation addressed engaging parents of English learners with and without disabilities. It was presented at the 2019 Minnesota Department of Education's Minnesota English Learner Education conference (MELEd).
Published: 2019-11-22 - Trends in Accommodations Assigned to English Learners with Disabilities for Statewide AssessmentsFormats: PDF
This presentation focused on trends in accommodations assigned to English learners with disabilities for statewide assessments. It was presented at the 2019 Minnesota Department of Education's Minnesota English Learner Education conference (MELEd).
Published: 2019-11-22 - What do Teachers Know About Accessibility Features and Accommodations for English Learners?Formats: PDF
This presentation discussed what teachers know about accessibility features and accommodations for English learners. It was presented at the 2019 Minnesota Department of Education's Minnesota English Learner Education conference (MELEd).
Published: 2019-11-22 - What Do You Wish Your Colleagues Knew About Making Content Accessible for ELs?Formats: PDF
This presentation addressed making academic content accessible for English learners. It was presented at the 2019 Minnesota Department of Education's Minnesota English Learner Education conference (MELEd).
Published: 2019-11-22 - Predictors of Participation of Transition Planning Participation and Future Goal Aspirations for Secondary ELs with DisabilitiesFormats: PDF
This presentation discussed predictors of participation of transition planning participation and future goal aspirations for secondary English learners with disabilities. It was presented at the 2019 Minnesota Department of Education's Minnesota English Learner Education conference (MELEd).
Published: 2019-11-19 
NCEO Reports: A Summary of the Research on Effects of Test Accommodations: 2015-2016 (#412)The purpose of this report is to present a synthesis of the research on test accommodations published in 2015 and 2016. We summarize the research to review current research trends and enhance understanding of the implications of accommodations use in the development of future policy directions, to highlight implementation of current and new accommodations, and seek to draw valid and reliable interpretations when accommodations are used in testing situations. The literature described here encompasses empirical studies of score comparability and validity studies as well as investigations into accommodations use, implementation practices, and perceptions of their effectiveness. As a whole, the current research body offers a broad view and a deep examination of issues pertaining to assessment accommodations.
Published: November 2019
NCEO Brief: Considerations for States Providing Materials in Braille (#19)The purpose of this brief is to provide information on, and recommendations for, providing appropriate braille materials for students. In November 2012, the U.S. members of the Braille Authority of North America (BANA) voted to adopt Unified English Braille Code (UEB), with implementation of the code to begin in January 2016. Prior to that, braille materials and assessments were provided through English Braille American Edition (EBAE) a "literary" code, and Nemeth Code for Mathematics & Science Notation (Nemeth). Now, math and science materials can be created in UEB only or in Nemeth that is embedded within UEB. This brief examines why providing both options is important to designing appropriate school policies and procedures for braille users.
Published: October 2019