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- TIES Center Briefs: Debunking Myths about Inclusive Education for Students with the Most Significant Cognitive Disabilities (TIES Center Brief #8)
Controversy often surrounds the inclusion of students with the most significant cognitive disabilities in the general education classroom and curriculum. This is the case even though the Individuals with Disabilities Education Act (IDEA) is clear in its Least Restrictive Environment (LRE) provisions that the presumed education setting for all students with disabilities is the general education classroom. There are many myths about including students with the most significant cognitive disabilities in general education classrooms. This Brief debunks six of them. At the end of each myth there is a short list of related resources.
Published: 2/22/2022 - NCEO Reports: Updated Assessment Principles and Guidelines for English Learners with Disabilities (#424)
This updated report, originally published in 2013, presents five core principles of valid assessments for English learners with disabilities, along with a brief rationale and specific guidelines that reflect each principle. The principles were developed through a Delphi review involving experts in the fields of assessment, instruction of English learners, and special education. Appendices to this report describe the Delphi data collection process, and members of the expert panel. References and selected core resources related to each principle and guidelines are also included in an appendix. This update of the report recognizes the contextual changes that have occurred since 2013, but does not alter the principles themselves.
Published: August 2020 
1% Toolkit: A Five-Step Process for Developing and Reviewing District Justifications for Exceeding 1.0% AA-AAAS Participation (NCEO Tool #8)The 2015 reauthorization of the Elementary and Secondary Education Act, known as the Every Student Succeeds Act (ESSA), includes a 1.0% threshold on state-level participation rates in the alternate assessment aligned to alternate academic achievement standards (AA-AAAS). This tool presents a five-step process to address the 1.0% threshold requirements for reviewing local education agency (LEA) justifications and providing support, oversight, and technical assistance when appropriate. It includes: (a) three templates for state education agency (SEA) and LEA use; (b) a continuum of support, oversight, and technical assistance SEAs may provide; and (c) additional resources for SEAs and LEAs.
Published: June 2020
1% Toolkit: Start with the End in Mind: An Infographic to Guide Decisions about Student Participation in the Alternate Assessment (NCEO Tool #7)This Infographic to Guide Decisions about Student Participation in the Alternate Assessment tool is designed to provide guidance about IEP team decision making for a student’s participation in the state's alternate assessment on academic achievement standards (AA-AAAS), which is meant for a very small number of students with significant cognitive disabilities. Developed during NCEO’s Peer Learning Group 3 (PLG 3), the tool explains how this important decision can affect the future opportunities available to a student with a disability. The infographic may be given to teachers in IEP trainings, provided to parents and guardians to read before an IEP team meeting, and used to talk with parents and guardians during an IEP team meeting.
Published: May 2020
1% Toolkit: Frequently Asked Questions on AA-AAAS (NCEO Tool #5)The 2015 Every Student Succeeds Act (ESSA) 1.0% cap on state-level participation rates in the alternate assessment aligned to alternate academic achievement standards (AA-AAAS) generated questions answered by the U.S. Department of Education in this Frequently Asked Questions on AA-AAAS. This FAQ tool includes questions that were asked by state personnel during the October 2018 1% Cap National Convening: Supporting States in Implementing ESSA’s 1% State-level Cap on Participation of Students in the AA-AAAS held in Boston, Massachusetts, during the NCEO 1% Community of Practice (CoP) and during NCEO’s Peer Learning Group 2 (PLG 2). The questions are listed in this tool by topic, and include the date the question was answered by the U.S. Department of Education.
Published: September 2019
NCEO Reports: Status of State-Defined Alternate Diplomas in 2018-19 (#416)The purpose of this report is to summarize the status of state-defined alternate diplomas in the 50 U.S. states three years after the Elementary and Secondary Education Act (ESSA) indicated that states could develop these diplomas and use them in accountability calculations. To count this diploma in a graduation measure for accountability, several criteria must be met, including that it must be standards-based, aligned to state requirements for the regular high school diploma, and obtained within the time period for which the state ensures the availability of a free appropriate public education (FAPE). This report documents the status of state-defined alternate diplomas in states in 2018-19 and provides recommendations to states intending to develop a state-defined alternate diploma.
Published: September 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 cognitive disabilities in inclusive general education settings, as well as increase and sustain opportunities for these students to learn core academic standards-based curriculum through the implementation of inclusive education practices. The report concludes with the identification of several components associated with effective and sustainable systemic change efforts related to the implementation of inclusive practices.
Published: June 2019
Guidance for Examining District Alternate Assessment Participation RatesThis Brief addresses important questions that arise for states as they implement federal alternate assessments aligned to alternate achievement standards (AA-AAS) participation requirements. Federal policy limits the number of students that a state may assess with an AA-AAS to no more than 1% of all students in the grades assessed in a state. The AA-AAS is intended only for students with the most significant cognitive disabilities. Given that many states report more than 1% of their student population taking an AA-AAS, there is a need to identify effective and technically defensible practices for monitoring participation rates for alternate assessments.
Published: October 2018
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. It provides information and suggestions for state education agencies and technical assistance providers who work with local education agencies (LEAs). It highlights six strategies, and then identifies several questions that states may want to consider if they choose to use local assessment data to measure progress toward their SIMRs.
Published: February 2018
NCEO Reports: Providing English Language Development Services to English Learners with Disabilities: Approaches to Making Exit Decisions (NCEO Report 404)The purpose of this report is to provide a baseline report, prior to the passage of the Every Student Succeeds Act, on factors that affect decisions to exit English learners (ELs) with disabilities from English language development services, including the relationship of these decisions to students' Individualized Education Programs (IEPs). Although many critical educational decisions are made for these students, the determination that an EL with disabilities should be reclassified and exited from services is one of the more critical decisions made for individual students.
Published: January 2017
NCEO Reports: Principles and Characteristics of Inclusive Assessment Systems in a Changing Assessment Landscape (#400)This document is the fourth in a series of Principles documents produced by the National Center on Educational Outcomes (NCEO). NCEO revisited and revised its 2008 Principles for inclusive assessment systems to respond to the many changes in the current educational assessment context. The revised Principles reflect a broader perspective that acknowledges that the Principles should apply not only for students with disabilities but also for English learners (ELs) and ELs with disabilities, as well as to all types of assessments in assessment systems. Similar to previous documents, it is designed to identify the principles and characteristics of inclusive assessment systems.
Published: February 2016
NCEO Synthesis Reports: States' Flexibility Waiver Plans for Alternate Assessments Based on Alternate Achievement Standards (AA-AAS) (#96)A report compiling, analyzing, and summarizing what states said about the Alternate Assessments Based on Alternate Achievement Standards (AA-AAS) in their waiver applications. The U.S. Department of Education offered these waivers to states that requested flexibility from some of the Elementary and Secondary Education Act accountability requirements. The states' waiver applications included information that pertained to the AA-AAS, alternate achievement standards, and the students with disabilities who participate in the AA-AAS.
Published: 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 by the National Center on Educational Outcomes (NCEO) as well as information from other sources. Topics addressed in the brief include: (a) required assessment decision-making processes, (b) experts' recommendations about assessment decision making for ELLs with disabilities, (c) resources available to guide assessment decision making, (d) standards-based IEPs, and (e) recommended participants on the decision-making team. Conclusions focus on the six key areas in which policymakers should provide guidance for educators.
Published: June 2014
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 information collected by the National Center on Educational Outcomes (NCEO), as well as information from other sources. Topics addressed in the brief include: (a) state policies on participation, (b) use and reporting of data on participation in ELP assessments, (c) experts' recommendations about assessment participation, and (d) the understanding of practitioners about the participation of ELLs with disabilities in ELP assessments. Conclusions focus on four recommendations for consideration.
Published: May 2014
PARA Accessible Reading Assessment Reports: Accommodations for State Reading Assessments: Policies Across the NationA report summarizing accommodation policies for the content area of reading. Because of the increase in the use of computer-based assessments, the authors also examined whether reading assessment policies varied as a function of test format. Two research questions are addressed in this report: (1) What did state accommodation policies specify for individual accommodations on state reading assessments? And (2) Did different formats (computer vs. paper and pencil) have different accommodations policies for state reading assessments? This analysis of states' accommodation policies for their reading assessments indicates the importance of understanding the intended constructs to be assessed by the state reading assessment. Policies indicate that there are different perspectives on the constructs, and that further explication of the content to be assessed would be beneficial.
Published: September 2011
NCEO Technical Reports: Participation and Performance Reporting for the Alternate Assessment Based on Modified Achievement Standards (AA-MAS) (#58)A report examining publicly-reported participation and performance data for the alternate assessment based on modified achievement standards (AA-MAS). Analysis included all states publicly reporting AA-MAS data, regardless of whether they had received approval to use the results for Title I accountability calculations. Data were examined for school years 2006-07 through 2009-10. Because most states had not yet reported data for 2009-10, the authors focused most of the analyses on 2006-07 (six states with an AA-MAS), 2007-08 (eight states with an AA-MAS), and 2008-09 (eight states with an AA-MAS).
Published: April 2011
PARA Accessible Reading Assessment Reports: Accessible Reading Assessments for Students with Disabilities: The Role of Cognitive, Grammatical, Lexical, and Textual/Visual FeaturesA study examining the characteristics of reading test items that may differentially impede the performance of students with disabilities. By examining the relationship between select item features and performance, the study seeks to inform strategies for increasing the accessibility of reading assessments for individuals from this group. The results of this study can help the assessment community in two ways. First, by elaborating on some test accessibility features, this report may serve as a guideline for those who are involved in test development and the instruction and assessment of students with disabilities. Second, and more importantly, this report provides methodology for examining other features that may have a major impact on assessment outcomes for students with disabilities.
Published: November 2010
NCEO Synthesis Reports: Science Assessments for Students with Disabilities in School Year 2006-2007: What We Know about Participation, Performance, and Accommodations (#77)A report documenting the inclusion of students with disabilities in state science assessments in 2006-2007, the period just before the required implementation of statewide science assessments. The success of all students, including students with disabilities, on statewide assessments in mathematics and reading/English language arts has been examined closely, partly due to the role of these content areas in school accountability for the Elementary and Secondary Education Act (ESEA) known as "No Child Left Behind" (NCLB). States also were expected to establish science content standards by 2005-2006, and to develop assessments in science by 2007-2008.
Published: August 2010
NCEO Synthesis Reports: States' Participation Guidelines for Alternate Assessments Based on Modified Academic Achievement Standards (AA-MAS) in 2008 (#71)A report describing an assessment option permitted by federal regulations that give states the flexibility to offer an alternate assessment based on modified academic achievement standards (AA-MAS). This assessment option is for a small group of students with disabilities who can make significant progress but may not reach grade-level proficiency within the time period covered by their Individualized Education Program. Students who participate in an AA-MAS must have access to grade-level content. States are not required to offer this option. This report compiles, analyzes, and summarizes states' participation guidelines for the AA-MAS.
Published: December 2008
NCEO Technical Reports: An Analysis of Accommodations Issues from the Standards and Assessments Peer Review (#51)A report commissioned by the Accommodations Monitoring Study Group of the Assessing Special Education Students State Collaborative on Assessment and Student Standards. It is the second in a three-part series providing information to states about the monitoring of accommodations to address the question of how states meet the NCLB requirement to routinely monitor the extent to which test accommodations are consistent with those provided during instruction, specifically for students with IEPs. This technical report provides a comprehensive analysis of the peer review guidance information and the methodology used in the research, as well as summarizing themes found across multiple peer reviews of state assessment systems. The first report in the series is Hints and Tips for Addressing Accommodations Issues for Peer Review.
Published: December 2008