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- Parent Video Series: Supporting the Learning of Children with Significant Cognitive Disabilities at Home: Helping Your Child with Academics at HomeFormats: Online
This video provides parents of students with disabilities, specifically those with the most significant cognitive disabilities, with tips on how to support their child’s standards-based instruction at home.
Published: November 2020 - Understanding English Learner Accommodations : Electronic TranslatorsFormats: Free Video
The video describes one of the testing accommodations allowed for English learners on West Virginia state assessments. It describes the West Virginia policy on using an electronic translator as an English-language support. The video is part of a series called “Understanding English learner accommodations,” a set of resources created for the West Virginia Department of Education.
Published: 11/3/2022 - Understanding English Learner Accommodations : Translated Test DirectionsFormats: Free Video
The video describes one of the testing accommodations allowed for English learners on West Virginia state assessments. It describes the West Virginia policy on using translated test directions as an English-language support. The video is part of a series called “Understanding English learner accommodations,” a set of resources created for the West Virginia Department of Education.
Published: 11/3/2022 - Parent Video Series: Supporting the Learning of Children with Significant Cognitive Disabilities at Home: Helping Your Child with Checking Progress at HomeFormats: Online
This video describes easy ways for parents to check on their child's progress in academics and behavior while learning at home. It also suggests ways to talk to the school about a child's progress and to ask for suggestions on changing the learning supports provided at home.
Published: July 2021 - Understanding English Learner Accommodations : Bilingual Word to Word DictionariesFormats: Free Video
The video describes one of the testing accommodations allowed for English learners on West Virginia state assessments. It describes the West Virginia policy on using bilingual word to word dictionaries as English-language supports. The video is part of a series called “Understanding English learner accommodations,” a set of resources created for the West Virginia Department of Education.
Published: 11/3/2022 - CCSSO Accessibility Manual: How To Select, Administer, And Evaluate Use Of Accessibility Supports For Instruction And Assessment Of All StudentsFormats: Word
The Council of Chief State School Officers (CCSSO) Accessibility Manual: How to Select, Administer, and Evaluate Use of Accessibility Supports for Instruction and Assessment of All Students establishes guidelines for states to use for the selection, administration, and evaluation of accessibility supports for instruction and assessment of all students, including students with disabilities, English learners, English learners with disabilities, and students without an identified disability or English learner status. This resource serves state education agency (SEA) leaders in several ways, and it can be used as a customizable base for or extension of education-accessibility manuals.
Published: May 2021 - Parent Video Series: Supporting the Learning of Children with Significant Cognitive Disabilities at Home: Helping Your Child with Math While at HomeFormats: Online
This video describes ways parents of students with significant cognitive disabilities can help expand their child’s math skills at home. The video discusses why it is important to focus on math at home, how to do this, and what support parents can ask for from the school. The video gives tips on making modifications for different disabilities, and provides sources for more information.
Published: March 2021 - Parent Video Series: Supporting the Learning of Children with Significant Cognitive Disabilities at Home: Helping Your Child with the Foundations of Reading at HomeFormats: Online
This video describes ways parents of students with disabilities can help their child with the foundations of reading while at home. The video discusses why it is important to focus on foundations of reading at home, how to do this, and what support parents can ask for from the school. The video gives tips on making modifications for different disabilities, and provides sources for more information.
Published: March 2021 - Parent Video Series: Supporting the Learning of Children with Significant Cognitive Disabilities at Home: Helping Your Child with Reading at HomeFormats: Online
This video describes ways parents of students with significant cognitive disabilities can help their child expand reading skills while at home. The video discusses why it is important to focus on reading at home, how to do this, and what support parents can ask for from the school. The video gives tips on making modifications for different disabilities, and provides sources for more information.
Published: March 2021 - Parent Video Series: Supporting the Learning of Children with Significant Cognitive Disabilities at Home: Helping Your Child with the Foundations of Math While at HomeFormats: Online
This video describes ways parents of students with disabilities can help their child with the foundations of math while at home. The video discusses why it is important to focus on foundations of math at home, how to do this, and what support parents can ask for from the school. The video gives tips on making modifications for different disabilities, and provides sources for more information.
Published: March 2021 
Moving Your Numbers: District Self-Assessment Guide for Moving Our Numbers: Using Assessment and Accountability to Increase Performance for Students with Disabilities as Part of District-Wide ImprovementFormats: PDFA guide for use by district leadership teams and school-level leadership teams in gauging the district's degree of implementation and scale of actions associated with effective practices identified in the Moving Your Numbers series.
Published: 2012
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 a series of single-subject studies examining the effect of a teacher-directed "think aloud" instructional strategy in math with English learners with disabilities.
Published: November 2006
NCEO Synthesis Reports: Dealing with Flexibility in Assessments for Students with Significant Cognitive Disabilities (#60)This year 2006 report presents an analysis of where flexibility is allowed or controlled (standardized) in the development of alternate assessments based on alternate achievement standards for students with significant cognitive disabilities. The authors identify key challenges in evaluating data and technical quality given the flexibility of this population's instructional goals. Further, they address specific points for policymakers and assessment leaders to consider regarding the degree of flexibility or standardization they might design into these alternate assessment systems, including clarifying state values and goals, research and development, assessment format, and evaluating technical quality.
Published: June 2006
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 information that shows the variability in use of accommodations and policies across the states within each Consortium. The brief identifies ways to address the different perspectives on accommodations that underlie this variability, and provides several questions for the Consortia to use as discussion points as they develop their common accommodations policies.
Published: May 2011
NCEO Newsletter: October 2019 issueFormats: OnlineThis newsletter includes articles on a variety of topics. First, a Brief on examining disproportionality is highlighted, including ideas for looking at data when sample sizes are small; this brief also provides a link to a video on producing confidence intervals. Following that is an article highlighting a study of guidance manuals; it describes ideas and lessons learned from leaders who developed state education agency and local education agency guidance manuals for identifying, assessing, and referring English learners (ELs) to special education. Presentations that will be made by NCEO staff in November in St Paul, Minnesota (MELEd) and February in Portland Oregon (CEC) are also listed in this newsletter. Finally information on products from two NCEO affiliated projects is presented – first, several products from the TIES Center are shown, followed by a description of a module that is now publicly available from the DIAMOND project.
Published: October 2019- NCEO Newsletter: June 2024 issueFormats: Online
NCEO’s June 2024 newsletter features several NCEO resources that address accommodations. Articles highlight several resources on student and teacher perspectives about accommodations, what the terms “accommodations” and “modifications” mean for both instruction and assessment for students with disabilities, and information about NCEO’s updated Accommodations Toolkit. This issue also includes information about a video series NCEO published several years ago that shares the story of how accommodation decisions were made and implemented for a student. The issue finishes with all the sessions in which NCEO is participating during the National Conference on Student Assessment (NCSA) and an article on the forum on Unlocking Potential: Harnessing Artificial Intelligence for Inclusive Learning that follows NCSA.
Published: June 2024 
NCEO Brief: Participation Guidelines for New Assessments: Thinking Through Their Development (#3)A brief -- the third in a series for the Race to the Top Assessment Consortia -- addressing the need for the Consortia to develop shared assessment participation criteria for students with disabilities, English language learners (ELLs), and ELLs with disabilities. It presents information that shows the variability in member state assessment participation rates and criteria. This brief also identifies ways to address the perspectives underlying variability in participation rates and the questions that Consortia may need to ask as they develop their common participation criteria.
Published: June 2011
NCEO Brief: Don't Forget Accommodations! Five Questions To Ask When Moving to Technology-based Assessments (#1)A brief -- the first in a series for the Race to the Top Assessment Consortia -- addressing the need to think carefully about accommodations when moving from paper-based assessments to technology-based assessments. It highlights questions to ask and introduces topics needing clarification by the Consortia. Among the topics are determining which embedded features are available and to whom, which embedded features are to be called accommodations, and which accommodations are still needed that cannot be embedded.
Published: April 2011
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 provides details about a series of single-subject research studies examining how chunking and questioning aloud could be used to improve grade-level standards-based reading achievement of English learners with learning disabilities.
Published: December 2006
NCEO Brief: Including Students with Disabilities in Common Non-Summative Assessments (#6)A brief -- the sixth in a series for the Race to the Top Assessment Consortia -- addressing the Consortia's need to develop an inclusive approach to their non-summative assessments, including their optional interim assessments. Consideration should be given to: (a) the implementation of universal design principles; (b) the development of clear participation criteria and guidelines; and (c) accommodation policies that account for good testing practices, embedded features of technology-based assessments, and additional accommodations. This brief encourages the Consortia to build on what has been learned from inclusive large-scale assessments.
Published: July 2012