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- Accommodations Toolkit: Assistive Technology: ResearchFormats: Online
This fact sheet on assistive technology is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO). It summarizes information and research findings on the use of assistive technology as an accessibility feature or accommodation.
Published: 12/16/2024 - Accommodations Toolkit: Highlighting: ResearchFormats: Online
This fact sheet on highlighting is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO). It summarizes information and research findings on the use of highlighting as an accessibility feature or accommodation.
Published: 12/16/2024 - Accommodations Toolkit: Highlighting: States' Accessibility Policies, 2023Formats: Online
This summary of states’ accessibility policies for highlighting is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO).
Published: 12/16/2024 - Accommodations Toolkit: Human Read-Aloud: States' Accessibility Policies, 2023Formats: Online
This summary of states’ accessibility policies for human read-aloud is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO).
Published: 12/16/2024 - Accommodations Toolkit: Text-to-Speech (Computer-Generated Voice): ResearchFormats: Online
This fact sheet on text-to-speech is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO). It summarizes information and research findings on the use of text-to-speech with computer-generated speech as an assessment accessibility feature or accommodation.
Published: 12/16/24 - English Learners with Disabilities Toolkit: Communicating About Assessments with Parents of English Learners with Disabilities (Tool 8)Formats: PDF
This tool contains information that states can use to ensure their parent-focused assessment information is inclusive of assessments taken by English learners with disabilities. It also contains information on how to ensure that these parent resources are shared with local education agency staff who can distribute information to parents. States may customize this tool as needed to meet their needs.
Published: December 2024 - English Learners with Disabilities Toolkit: Planning for the Accessibility Needs of an English Learner with a Disability Who Participates in State Alternate Assessments (Tool 7)Formats: PDF
This tool describes a planning process for determining the access needs of an individual student who is an English learner with a disability and will take state alternate assessments. It includes components of a sample accessibility plan for an English learner with a disability who participates in alternate assessments and a model of a completed plan. The sample accessibility plan is designed to supplement the IEP. States may customize this tool as needed to meet their needs.
Published: November 2024 - English Learners with Disabilities Toolkit: Planning for the Accessibility Needs of an English Learner with a Disability Who Participates in State General Assessments (Tool 6)Formats: PDF
This tool describes a planning process for determining the access needs of an individual student who is an English learner with a disability and will take state general assessments. It includes components of a sample accessibility plan for an English learner with a disability and a model of a completed plan. The sample accessibility plan is designed to supplement the IEP. States may customize this tool as needed to meet their needs.
Published: November 2024 - English Learners with Disabilities Toolkit: Deciding Whether an English Learner with a Disability Should Participate in State Alternate Assessments of Reading/Language Arts, Mathematics, and Science (Tool 5)Formats: PDF
This tool describes a way to ensure that all potential assessment participation decision makers are informed about the state’s content assessments and considerations for determining whether a student who is an English learner with a disability should participate in the alternate assessment based on alternate academic achievement standards (AA-AAAS) or the general content assessment. A list of resources on decision-making approaches for content assessments is included. States may customize this tool as needed to meet their needs.
Published: November 2024 - English Learners with Disabilities Toolkit: Deciding Whether an English Learner with a Disability Can Participate in All Domains of an English Language Proficiency Assessment (Tool 4)Formats: PDF
This tool describes a way to ensure that all potential assessment participation decision makers are informed about the state’s English language proficiency assessments. It includes considerations for making a decision about exempting an individual English learner with a disability from participation in a particular English proficiency domain because the disability prevents access to that domain. States may customize this tool as needed to meet their needs.
Published: November 2024 - English Learners with Disabilities Toolkit: Deciding Whether an English Learner with a Disability Should Participate in the State Alternate English Language Proficiency Assessment (Tool 3)Formats: PDF
This tool provides states with components to help ensure that all potential decision makers are informed about the state’s English language proficiency (ELP) assessments. It also provides considerations for making the decision about whether a student who is an English learner with a disability should participate in the alternate ELP assessment or the general ELP assessment. States may customize this tool as needed to meet their needs.
Published: November 2024 - Unlocking Potential: Harnessing AI for Inclusive LearningFormats: PDF
This report contains the proceedings of a forum held on June 26, 2024 in Seattle, Washington to discuss issues surrounding artificial intelligence (AI) and accessibility in education. A specific goal of the forum was to bring together representatives from state education agencies (SEAs), assessment vendors, AI experts, and others to discuss the implications of AI for accessibility in instruction and assessment. Participants explored current challenges, potential benefits, and key considerations for implementing AI in ways that enhance rather than hinder accessibility for all students.
Published: October 2024 - NCEO Brief: Cross-agency Collaboration to Improve Assessments and Outcomes for Students with Disabilities (#36)Formats: PDF
This Brief focuses on collaboration between special education and assessment offices, but other offices (e.g., curriculum and instruction, accountability) may also need to be involved. The Brief describes the reasons for collaboration and its benefits, provides suggestions for who needs to be involved, and provides specific examples of successful collaboration.
Published: October 2024 - NCEO Newsletter: October 2024 issueFormats: Online
NCEO’s October 2024 newsletter features several new NCEO publications. The first article is about several reports published by a project affiliated with NCEO that share findings of research studies about students who shifted from the alternate assessment to the general assessment. The next article is about how states address the federal requirement that 95% of students participate in state assessments used for accountability. This is followed by an article on the unintended consequences of improved accessibility on state tests, and an article about the accommodations research literature.
Published: October 2024 - English Learners with Disabilities Toolkit: State Assessments for English Learners with Disabilities: State Data Display Templates (Tool 2)Formats: PDF
This State Data Display Templates tool is designed to provide state education agencies with templates to use to display state assessment participation and student characteristics data for English learners with disabilities. The templates are designed for a closer look at State assessment data but may be adapted for use with other types of assessments.
Published: September 2024 - English Learners with Disabilities Toolkit: Using Data to Understand the Characteristics of English Learners with Disabilities in Your State (Tool 1)Formats: PDF
This tool is designed to provide state education agencies (SEAs), particularly assessment staff, with templates to use to display data on the characteristics of English learners with disabilities. The tool includes templates for examining languages spoken at home, disability categories, and English language proficiency (ELP) levels on both the general and alternate ELP assessments. States may customize this tool as needed to meet their needs.
Published: August 2024 - NCEO Reports: A Summary of the Research on the Effects of K–12 Test Accommodations: 2022 (#444)Formats: PDF
This report presents a synthesis of the research literature published in 2022 on testing accommodations for U.S. elementary and secondary students (K–12). The National Center on Educational Outcomes (NCEO) has reported on accommodations research since 1999. In 2022, NCEO identified four research studies on testing accommodations that met the criteria for inclusion.
Published: August 2024 - MIDAS Project Reports: Parents’ Perspectives on Their Child’s Move from the AA-AAAS to the General Assessment (#104)Formats: PDF
This report presents the findings of interviews that were conducted with parents of students who moved from the alternate assessment based on alternate academic achievement standards (AA-AAAS) to the general state assessment used for accountability. The purpose of the interviews was to learn more about their experiences as parents of students on the cusp between the two assessments.
Published: August 2024 - MIDAS Project Reports: A Mixed Methods Study on Teaching Students Who Moved From the AA-AAAS to General State Assessment (#102)Formats: PDF
This report presents the findings of a study that examined the successes and barriers that teachers faced when instructing students with disabilities who have moved from the alternate assessment based on alternate academic achievement standards (AA-AAAS) to the general state assessment. For this study, classroom observations and teacher interviews were conducted in three states.
Published: July 2024 - MIDAS Project Reports: Teachers’ Perspectives on Using Multiple Measures of Academic Achievement to Inform Instruction of Students on the Cusp Between the AA-AAAS and the General Assessment (#103)Formats: PDF
This report presents the findings of online focus groups conducted with teachers to learn more about their experiences using multiple measures to inform instructional decision making for students on the cusp between the alternate assessment based on alternate academic achievement standards (AA-AAAS) and the general state assessment used for accountability.
Published: July 2024