• Senior Research Associate
Email
kline010@umn.edu
Phone
+1 612-626-9061
Address
Inst on Community Integration/NCEO
Room 202B PtH [map]
150 Pillsbury Dr SE
Minneapolis, MN 55455

Kristin Kline Liu, Ph.D., is a Senior Research Associate at the National Center on Educational Outcomes and the Co-Principal Investigator of the TIES Center (Increasing Time, Instructional Effectiveness, Engagement, and State Support for Inclusive Practices for Students with Significant Cognitive Disabilities). In this role she addresses policies and practices that support inclusive learning environments for students with significant cognitive disabilities. She is also the Co-Principal Investigator for the Improving Instruction of English Learners Through Accessibility Decision Making project. The Improving Instruction project will design an online learning module to improve West Virginia teachers' understanding and use of accessibility features and accommodations for English learners. Kristi has a Ph.D. in Second Languages and Cultures Education from the University of Minnesota. Her research and technical assistance focuses on improving academic expectations and outcomes of students from special populations, including English learners, students with disabilities, and, her particular area of expertise, English learners with disabilities. Her work also addresses the inclusion of students with special needs in accountability assessments at the local and state levels.

Projects

Project

National Center on Educational Outcomes (NCEO)

Provides national leadership in designing and building educational assessments and accountability systems that appropriately monitor educational results.

Project

Improving the Validity of Assessment Results for English Language Learners with Disabilities (IVARED) [Archived]

Creates a consortium of states (Arizona, Minnesota, Maine, Michigan, and Washington) to address the validity of assessment results of English language learners (ELLs) with disabilities in statewide…

Project

Data Informed Accessibility - Making Optimal Needs-based Decisions (DIAMOND)

Intends to improve the validity of assessment results and interpretations for students with documented needs by developing guidelines for making informed decisions about accessibility features and…

Project

English Learner Companion to Reducing Bias in Special Education Evaluations [Archived]

Revises the existing Minnesota Department of Education's guidelines for special education for English learners (ELs) to ensure the guidelines reflect recent federal and state policies for ELs with…

Project

National Deaf Center on Postsecondary Outcomes

Aims to increase the number of deaf individuals who are admitted to, persist in, and complete postsecondary education or training - without requiring remedial coursework. Other goals include…

Project

TIES Center: Increasing Time, Instructional Effectiveness, Engagement, and State Support for Inclusive Practices for Students with Significant Cognitive Disabilities

Creates sustainable changes in school and district educational systems so that students with significant cognitive disabilities can fully engage in the same instructional and non-instructional…

Project

Improving Instruction for English Learners Through Improved Accessibility Decisions

Develops two professional development modules on accessibility and accommodations decision making for instruction and assessment for English learners. One module is for educators and the other is…

Project

National Technical Assistance Center on Assessment for Children with Disabilities [Archived]

Conducted information gathering and needs assessments, provided technical assistance, and engaged in dissemination to improve results for students with disabilities by increasing their…

Project

Limited English Proficiency IEP Strategies Project [Archived]

Provides research-based knowledge to educators on the topic of instructional strategies that help middle school English language learners with disabilities achieve in standards-based content…

Products

NCEO Data Analytics: AA-AAS Participation Rate from 2007-08 to 2016-2017 (#12)

This 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…

Published: 1/6/2020

Improving Instruction Briefs: Working with Language Interpreters: Information for Teachers

This Brief for teachers answers questions about working with a language interpreter for families whose children are English learners. Clear, comprehensible communication between parents and…

Published: December 2019

NCEO Technical Reports: State Reports on the Participation and Performance of English Language Learners with Disabilities in 2006-2007 (#54)

A report reviewing state reports on the participation and performance of English Language Learners (ELLs) with Disabilities in 2006-2007. Previous data reports suggested that ELLs with disabilities…

Published: May 2009

NCEO Technical Reports: Student Think-Aloud Reflections on Comprehensible and Readable Assessment Items: Perspectives on What Does and Does Not Make an Item Readable (#48)

A document reporting on research related to large-scale assessments for students with learning disabilities in reading. The researchers examined the role of "readable and comprehensible" test items…

Published: September 2007

NCEO Limited English Proficiency Projects Reports: Grade-Level Standards-Based Science Outcomes for English Language Learners and Language Minority Students - A Review of the Literature (#6)

This year 2009 report is a literature review of peer-reviewed research on standards-based science outcomes and English learners and language minority students.

Published: April 2009

NCEO Limited English Proficiency Projects Reports: Connecting English Language Proficiency, Statewide Assessments, and Classroom Proficiency (#5)

This year 2004 study provides information on the link between teacher ratings of English learners' academic language, language proficiency tests, and standardized assessments.

Published: August 2004

NCEO Limited English Proficiency Projects Reports: Relationships Between a Statewide Language Proficiency Test and Academic Achievement Assessments (#4)

This year 2004 report compares English learner reading performance on an English language proficiency test to English learner and English fluent peer performance on academic achievement tests.

Published: August 2004

NCEO Limited English Proficiency Projects Reports: 1999-2000 Participation and Performance of English Language Learners Reported in Public State Documents and Web Sites (#3)

This 2002 report summarizes publicly reported participation and performance data for English learners on state assessments.

Published: September 2002

NCEO Limited English Proficiency Projects Reports: State and District Assessments as an Avenue to Equity and Excellence for English Language Learners with Disabilities (#2)

This 2001 report summarizes publicly reported participation and performance data for English learners on state assessments.

Published: September 2001

NCEO Limited English Proficiency Projects Reports: The Effects of a Simplified English Language Dictionary on a Reading Test (#1)

This year 2001 report examines the performance of Hmong background English learners using a monolingual English dictionary accommodation on a reading test.

Published: March 2001

NCEO English Language Learners (ELLs) with Disabilities Reports: Middle School Principals' Perspectives on Academic Standards-Based Instruction and Programming for English Language Learners with Disabilities (#22)

A report from a study following up on the findings of earlier NCEO research on instructional services and leadership for English language learners (ELLs) with disabilities. This study looked at a…

Published: September 2008

NCEO English Language Learners (ELLs) with Disabilities Reports: Delphi Study of Instructional Strategies for English Language Learners with Disabilities: Recommendations from Educators Nationwide (#21)

A report from NCEO's national research spanning seven years that has focused on identifying and validating instructional strategies for ELLs with disabilities. In recent work, educators from five…

Published: September 2008

NCEO English Language Learners (ELLs) with Disabilities Reports: Middle School Principals' Interpretation of State Policy and Guidance on Instructional Strategies for ELLs with Disabilities (#20)

A report describing how principals of successful schools translated information to teachers on designing accessible standards-based instruction for ELLs with disabilities. The study aimed to…

Published: September 2008

NCEO English Language Learners (ELLs) with Disabilities Reports: Reading, Mathematics, and Science Instructional Strategies for English Language Learners with Disabilities - Insights from Educators Nationwide (#19)

A report studying instructional strategies at middle and junior high schools. Middle school teaching and learning is especially challenging, perhaps because the curriculum places greater cognitive…

Published: September 2008

NCEO English Language Learners (ELLs) with Disabilities Reports: Use of Chunking and Questioning Aloud to Improve the Reading Comprehension of English Language Learners with Disabilities (#17)

This year 2006 report describes how the chunking and questioning aloud instructional strategy could improve the reading achievement of English learners with disabilities.

Published: December 2006

NCEO English Language Learners (ELLs) with Disabilities Reports: Math Strategy Instruction for Students with Disabilities who are Learning English (#16)

This year 2006 report describes the effect of a teacher-directed "think aloud" strategy with English learners with disabilities in math.

Published: November 2006

NCEO English Language Learners (ELLs) with Disabilities Reports: ELL Parent Perceptions on Instructional Strategies for their Children with Disabilities (#12)

This year 2005 report examines parents' perspectives on instructional strategies teachers use with English learners with disabilities.

Published: November 2005

NCEO English Language Learners (ELLs) with Disabilities Reports: Student Perceptions of Instructional Strategies - Voices of English Language Learners with Disabilities (#11)

This year 2005 report examines the perspective of English learners with disabilities on instructional strategies used in standards-based instruction.

Published: July 2005

NCEO English Language Learners (ELLs) with Disabilities Reports: Educator Perceptions of Instructional Strategies for Standards-based Education of English Language Learners with Disabilities (#7)

This year 2004 report summarizes a study on teacher-identified strategies for teaching grade-level reading/English language arts, math, and science to English learners with disabilities.

Published: August 2004

NCEO English Language Learners (ELLs) with Disabilities Reports: Graduation Exam Participation (2000-2001) of English Language Learners with Disabilities (#3)

This year 2005 report examines the performance of English learners with disabilities on Minnesota's Basic Standards Test in 2000-2001.

Published: June 2005

NCEO English Language Learners (ELLs) with Disabilities Reports: Graduation Exam Participation and Performance (1999-2000) of English Language Learners with Disabilities (#2)

This year 2005 report examines the participation and performance of English learners with disabilities on Minnesota's Basic Standards Test in 1999-2000.

Published: May 2005

NCEO Synthesis Reports: Who Are the Students Who May Qualify for an Alternate Assessment Based on Modified Academic Achievement Standards (AA-MAS)? Focus Group Results (#79)

A report summarizing the results of educator focus groups conducted by one state in a consortium dedicated to studying alternate assessments based on modified achievement standards (AA-MAS)…

Published: January 2011

PARA Accessible Reading Assessment Reports: Studying Less-Accurately Measured Students

A report describing a small-scale study that closely examined a limited number of students to shed light on several questions. The study provided a preliminary look at the possibility of using…

Published: October 2010

PARA Accessible Reading Assessment Reports: Disabilities and Reading: Understanding the Effects of Disabilities and Their Relationship to Reading Instruction and Assessment

A report providing common ground on the issues surrounding reading and students with various disabilities to facilitate discussion of accessible reading assessment. The information in this report…

Published: March 2009

NCEO Minnesota Assessment Project Reports: Initial Perceptions of English as a Second Language Educators on Including Students with Limited English Proficiency in Minnesota's High Standards (#33)

This year 2000 report examines educator perceptions and expectations of including English learners in Minnesota's High Standards.

Published: December 2000

NCEO Minnesota Assessment Project Reports: Bilingual Accommodations for Limited English Proficient Students on Statewide Reading Tests: Phase 2 (#31)

This year 2000 report examines a bilingual side-by-side test accommodation for English learners on a reading test.

Published: August 2000

NCEO Minnesota Assessment Project Reports: Participation and Performance of Limited English Proficient Students During Second Attempts on a Graduation Exam (#28)

This year 2000 report examines the performance of English learners on Minnesota's Basic Standards Tests.

Published: June 2000

NCEO Minnesota Assessment Project Reports: Factors Related to the Performance of LEP Students on Basic Standards Tests (#27)

This year 2000 report summarizes factors affecting English learner performance on Minnesota's state assessments.

Published: July 2000

NCEO Minnesota Assessment Project Reports: Data on LEP students in State Education Reports (#26)

This year 2000 report summarizes the extent of states' public reporting of English learner data on state assessments.

Published: August 2000

NCEO Brief: Developing Common Accommodations Policies Discussion Points for Consortia (#2)

A brief -- the second in a series for the Race to the Top Assessment Consortia -- addressing the need for the Consortia to develop shared accommodations policies. The publication presents…

Published: May 2011

NCEO Brief: Understanding Subgroups in Common State Assessments: Special Education Students and ELLs (#4)

A brief -- the fourth in a series for the Race to the Top Assessment Consortia -- presenting information on the characteristics of special education students, English Language Learners (ELLs), and…

Published: July 2011

NCEO Technical Reports: Characteristics of Low Performing Special Education and Non-Special Education Students on Large-Scale Assessments (#60)

A report investigating whether the characteristics of the lowest performing students in special education differ from the characteristics of the lowest performing students who are not in special…

Published: March 2012

Impact: Feature Issue on Educating K-12 English Language Learners with Disabilities

A newsletter issue examining the education of English language learners with disabilities, who are a growing part of the K-12 school population in the U.S. The available knowledge on how to…

Published: Winter/Spring 2013

NCEO Brief: Participation of ELLs with Disabilities in ELP Assessments (#8)

A brief presenting information on what is known about the participation of English language learners (ELLs) with disabilities in state English language proficiency (ELP) assessments. It highlights...

Published: May 2014

NCEO Brief: State Assessment Decision-Making Processes for ELLs with Disabilities (#9)

A brief presenting information on what is known about assessment decision-making processes for English language learners (ELLs) with disabilities. It highlights information that has been collected…

Published: June 2014

NCEO Brief: Exploring Alternate ELP Assessments for ELLs with Significant Cognitive Disabilities (#10)

A brief presenting information on what we know about the participation of English language learners (ELLs) with disabilities in state alternate assessments based on alternate achievement standards...

Published: July 2014

NCEO Minnesota Assessment Project Reports: Input from the Field on Assessing Students with Limited English Proficiency in Minnesota's Basic Requirements Exams (#2)

This year 1996 report summarizes survey data on the inclusion of English learners in Minnesota's Basic Standards Tests.

Published: August 1996

NCEO Data Analytics: State and National Demographic Information for English Learners (ELs) and ELs with Disabilities, 2012-13 (#4)

This interactive report presents data that states have submitted on the five languages most frequently used by English learners (ELs) in each state, the percent of identified ELs receiving...

Published: April 2016

NCEO Minnesota Assessment Project Reports: Focus Group Input on Students with Limited English Proficiency and Minnesota's Basic Standards Tests (#4)

This year 1996 report summarizes focus group input on the participation of English learners on Minnesota's first Basic Standards Test administration.

Published: August 1996

NCEO Minnesota Assessment Project Reports: Accommodations for Students with Limited English Proficiency: Analysis of Guidelines from States with Graduation Exams (#6)

This year 1996 report reviews high stakes graduation testing guidelines and summarizes accommodation trends for English learners.

Published: August 1996

NCEO Minnesota Assessment Project Reports: Resources: Limited English Proficient Students in National and Statewide Assessments (#8)

This year 1996 report provides an annotated review of the literature on issues in assessing English learners.

Published: August 1996

NCEO Minnesota Assessment Project Reports: A Review of the Literature on Students with Limited English Proficiency and Assessment (#11)

This year 1997 report reviews literature on best practices for assessing English learners.

Published: August 1997

NCEO Minnesota Assessment Project Reports: High School Graduation Requirements in the U.S. for Students with Limited English Proficiency (#13)

This year 1997 report examines graduation requirements for the 50 states and summarizes how these policies apply to English learners.

Published: September 1997

NCEO Minnesota Assessment Project Reports: Educators' Responses to LEP Students' Participation in the 1997 Basic Standards Testing (#15)

This year 1997 report examines participation and accommodations decision-making for English learners on Minnesota's Basic Standards Test.

Published: October 1997

NCEO Minnesota Assessment Project Reports: Cambodian, Hmong, Lao, Spanish-Speaking, and Vietnamese Parents and Students Speak Out on Minnesota's Basic Standards Tests (#12)

This year 1997 report summarizes views of English learners and their parents on participation in Minnesota's Basic Standards Tests.

Published: May 1997

NCEO Minnesota Assessment Project Reports: Participation and Performance of Students from non-English Language Backgrounds: Minnesota's 1996 Basic Standards Tests in Reading and Math (#17)

This year 1999 report summarizes data for students from non-English language backgrounds taking Minnesota's Basic Standards Tests in 1996.

Published: January 1999

NCEO Minnesota Assessment Project Reports: Limited English Proficient Students' Participation and Performance on Statewide Assessments: Minnesota Basic Standards Reading and Math, 1996-1998 (#19)

This year 1999 report summarizes data for English learners taking the Minnesota's Basic Standards Tests from 1996 to 1998.

Published: September 1999

NCEO Minnesota Assessment Project Reports: Participation and Performance of Limited English Proficient Students: Minnesota Comprehensive Assessments in Reading and Math, 1998-99 (#24)

This year 2000 report summarizes data for English learners taking Minnesota's Comprehensive Assessments in 1998-1999.

Published: January 2000

NCEO Minnesota Assessment Project Reports: 1999 Report on the Participation and Performance of Limited English Proficient Students on Minnesota's Basic Standards Tests (#30)

This year 2000 report builds on previous reports examining the participation and performance rates of LEP eighth grade students on Minnesota's Basic Standards Tests. This report covers the testing…

Published: August 2000

NCEO Minnesota Assessment Project Reports: Bilingual Accommodations for Limited English Proficient Students on Statewide Reading Tests: Phase 1 (#20)

This year 1999 report examines the feasibility and desirability of offering English learners a reading test with bilingual test items and answer choices.

Published: October 1999

NCEO Minnesota Assessment Project Reports: Feasibility and Practicality of a Decision Making Tool for Standards Testing of Students with Limited English Proficiency (#22)

This year 1999 report describes an accommodation decision-making tool for educators and examines the tool's feasibility.

Published: December 1999

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

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…

Published: June 2020

NCEO Brief: Meeting the Needs of ELs with Disabilities in Your State: Making EL Exit Decisions (#13)

The purpose of this Brief is to highlight the numbers and characteristics of English learners (ELs) with disabilities and current decision-making processes for exiting these students from EL…

Published: September 2017

NCEO Reports: Alternate Assessments for Students with Significant Cognitive Disabilities: Participation Guidelines and Definitions (#406)

This report documents the status of states' assessment participation guidelines and definitions of students with the most significant cognitive disabilities that were in place just prior to the…

Published: December 2017

NCEO Brief: Using Local Assessment Data to Measure Progress Toward the State-Identified Measurable Result (SIMR) (#14)

The purpose of this Brief is to outline key strategies for the collection, analysis, and use of local assessment data to monitor progress toward the (State-Identified Measurable Result)SIMR.

Published: February 2018

NCEO Data Analytics: State Assessment Participation and Performance of Students with IEPs, 2014-2015 (#6)

This 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...

Published: June 2018

NCEO Data Analytics: State Assessment Participation and Performance of Students with IEPs, 2015-2016 (#7)

This 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...

Published: July 2018

NCEO Reports: 2015-16 Publicly Reported Assessment Results for Students with Disabilities and ELs with Disabilities (#407)

This is the nineteenth report by the National Center on Educational Outcomes (NCEO) that describes how states publicly report online assessment data for students with disabilities in K-12 schools...

Published: July 2018

NCEO Reports: A Review of the Literature on Measuring English Language Proficiency Progress of English Learners with Disabilities and English Learners (#408)

The purpose of this literature review was to identify evidence-based practices used (or recommended for use) to measure progress of English learners (ELs) with disabilities on English language...

Published: July 2018

NCEO Reports: 2016-17 Publicly Reported Assessment Results for Students with Disabilities and ELs with Disabilities (#411)

This is the 20th report by the National Center on Educational Outcomes (NCEO) that describes how states publicly report assessment data for students with disabilities in K-12 schools in the United…

Published: October 2019

TIES Center Reports: Using Systems Change Efforts to Implement and Sustain Inclusive Education Practices in General Education Settings for Students with the Most Significant Cognitive Disabilities: A Review of the Literature (#102)

This report presents the findings from a literature review that examined how systems change efforts can guide initiatives to increase and sustain the placement of students with the most significant…

Published: June 2019

NCEO Data Analytics: 2016-17 Publicly Reported Assessment Results for Students with Disabilities and ELs with Disabilities (#11)

This interactive report presents data on public reporting practices for assessment data for students with disabilities in K-12 schools in the United States.

Published: 1/22/2020

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

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…

Published: June 2020

Improving Instruction Briefs: Building Successful Communication Between Teacher and Parent or Guardian: Information for Teachers

This 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…

Published: December 2019

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

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…

Published: June 2020

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

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…

Published: June 2020

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

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,…

Published: June 2020

Improving Instruction Briefs: Working with Language Interpreters: Information for Principals

This Brief for principals answers questions about working with a language interpreter for families whose children are English learners. Clear, comprehensible communication between parents and…

Published: December 2019

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

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…

Published: June 2020

TIES Center Reports: Communication Competence in the Inclusive Setting: A Review of the Literature (#103)

This report presents findings from a literature review that was conducted to identify evidenced-based approaches to supporting the development of communicative competence for K-8 students in…

Published: June 2019

Impact: Feature Issue on Inclusive Education for K-8 Students with the Most Significant Cognitive Disabilities

An issue in the  Impact  series that examines K-8 inclusive education. Historically, students with the most significant cognitive disabilities were often taught only functional skills in our K-12…

Published: Winter 2018-19

NCEO Reports: 2018-19 Participation Guidelines and Definitions for Alternate Assessments based on Alternate Academic Achievement Standards (#415)

The purpose of this report is to provide an update on state participation criteria and guidelines for alternate assessments based on alternate academic achievement standards (AA-AAAS). In this…

Published: October 2019

NCEO Data Analytics: State Assessment Participation and Performance of Students with IEPs, 2016-2017 (#10)

This 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…

Published: December 2019

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

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…

Published: June 2020

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

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…

Published: June 2020

Improving Instruction Briefs: Building Successful Communication Between Parent or Guardian and Teacher: Information for Parents or Guardians

This 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…

Published: December 2019

NCEO Reports: A Review of the Literature on Computerized Speech-to-Text Accommodations (#414)

This literature review describes what research conducted between 2008 and 2018 tells the field about the use of computerized speech-to-text (STT) technology tools by K-12 and post-secondary…

Published: August 2019

Improving Instruction Briefs: Accessibility Features and Accommodations: Information for Parents or Guardians

This 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…

Published: December 2019

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

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…

Published: June 2020

Improving Instruction Briefs: Building Successful Partnerships Between the School Principal, Families, and Communities: information for Principals

This 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…

Published: December 2019

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

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…

Published: June 2020

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

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…

Published: June 2020

NCEO Data Analytics: Percent of Students with Disabilities by Disability Categories for 2005-06 to 2016-17 (#8)

This interactive report presents data on the number and percent of students receiving special education services by trends over time, category, and by state. The U.S. Department of Education…

Published: February 2019

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

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…

Published: June 2020

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

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,…

Published: June 2020

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

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…

Published: June 2020

Improving Instruction Briefs: Working with Language Interpreters: Information for Parents or Guardians

This 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…

Published: December 2019

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…

Published: November 2019

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

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…

Published: June 2020

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

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…

Published: May 2020

ELPA21 White Paper: Developing an Alternate ELPA21 for English Learners with the Most Significant Cognitive Disabilities

This White Paper was developed as part of the commitment of the English Language Proficiency Assessment for the 21st Century (ELPA21) project to the development and implementation of an alternate…

Published: August 2018

Educators' Thoughts on Making Decisions About Accessibility for All Students

This report describes the asynchronous online focus group activity of the Data Informed Accessibility - Making Optimal Needs-based Decisions (DIAMOND) project. The goal of conducting the focus…

Published: September 2018

Assessment Principles and Guidelines for ELLs with Disabilities

A report detailing the work of an Institute project called Improving the Validity of Assessment Results for English Language Learners with Disabilities (IVARED) that has identified essential…

Published: 2013

Accommodations for Students with Disabilities on State English Language Proficiency Assessments: A Review of 2011 State Policies

A report documenting states' participation and accommodation policies for English language learners (ELLs) with disabilities on their English Language Proficiency (ELP) assessments. The states'…

Published: August 2013

Voices From the Field: Making State Assessment Decisions for English Language Learners With Disabilities

A report describing an activity undertaken by the Improving the Validity of Assessment Results for ELLs with Disabilities (IVARED) project, which is a consortium of the five states of Arizona,...

Published: 2013

Including Students who are Deaf or Hard-of-hearing in English Language Proficiency Assessments: A Review of State Policies

A report documenting participation and accommodation policies for English language learners (ELLs) who are Deaf/Hard of Hearing (HH) on English language proficiency (ELP) assessments used for Title...

Published: 2014

Including Students who are Blind or Visually Impaired in English Language Proficiency Assessments: A Review of State Policies

A report updating information on state participation and accommodations policies for English language learners (ELLs) who are Blind/Visually Impaired (VI) on English language proficiency (ELP)...

Published: August 2014

Literature on Early Literacy Instruction in Four Languages (Chinese, Korean, Navajo, Russian)

This year 2003 report reviews literature on evidence-based research for teaching reading to Chinese, Korean, Navajo, and Russian children.

Published: October 2003

Instructing and Assessing English Learners with Significant Cognitive Disabilities

The purpose of this report is to identify an evidence base on best practices in English language arts instruction for English learners (ELs) with significant cognitive disabilities whose family may...

Published: September, 2015

Educators' Perspectives on Classroom Implementation of Accessibility Features and Accommodations

A report from the DIAMOND project on phone interviews conducted with educators to highlight effective practices being used to implement accessibility features and accommodations in their classrooms.

Published: May 2018

Student Demonstrations of their Use of Accessibility Features and Accommodations

This report presents information from a study by the Data Informed Accessibility—Making Optimal Needs-based Decisions (DIAMOND) project that examined classroom use of accessibility features and…

Published: June 2019

MTSS for All: Including Students with the Most Significant Cognitive Disabilities

The purpose of this Brief is to provide suggestions for ways in which the Multi-Tiered System of Supports (MTSS) can include students with the most significant cognitive disabilities. 

Published: 1/23/2020

Additional Educators’ Perspectives on Classroom Implementation of Accessibility Features and Accommodations

A second report from the DIAMOND project on phone interviews conducted with educators to highlight effective practices being used to implement accessibility features and accommodations in their…

Published: April 2019

A Summary of the Research on Test Accommodations for English Learners and English Learners with Disabilities: 2010-2018

The 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…

Published: 1/8/2020

Topics

  • Culture and diversity
    • English language learners (ELLs)
      • Immigrants
      • Education practices (K12 and transition)
        • Academic standards
          • Accommodations and supports
            • Inclusive education
              • Instructional strategies
              • Educational accountability and assessment
                • Accommodations and supports
                  • Accountability
                    • Assessment (large-scale, alternate)
                      • Assessment of individuals
                        • Public reporting
                        • Specific life stage
                          • Children

                          Activities

                          • Dissemination
                            • Research
                              • Technical assistance