P-12, Higher Ed

• Adaptive learning
• English language learners
• Remediation and intervention
• Special education

Craig Albers is an associate professor of educational psychology in the School Psychology Program at the University of Wisconsin – Madison, which is accredited by the American Psychological Association. He is also the chairperson of the interdisciplinary Prevention and Intervention Sciences program at UW. Albers recently completed a U.S. Department of Education training grant concerning systemic school reform and response-to-intervention techniques to improve the academic outcomes for all students as well as a $1.3 million Enhanced Assessment grant from the U.S. Department of Education to develop Alternate ACCESS for ELLs, for which he is the sole author. The Alternate ACCESS for ELLs – administered in 34 states – is an English language proficiency measure designed for use with English language learners who have significant disabilities. Albers is currently the principal investigator on a $1.6 million Institute of Education Sciences grant that is examining the use of response-to-intervention procedures with ELL students. Albers received his doctorate from Arizona State University in 2002.