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- Challenges Teachers Experience in Making Decisions about Accessibility Options in Instruction and AssessmentFormats: PDF
This presentation addressed challenges teachers experience in making decisions about accessibility options in instruction and assessment. It was presented at the 2019 American Education Research Association (AERA) annual conference.
Published: 2019-04-07 - Trends in Participation, Performance, and Accommodations Received by Special Education StudentsFormats: PDF
This presentation described trends in participation, performance, and accommodations received by special education students. It was presented at the 2019 National Council on Measurement in Education (NCME) annual conference.
Published: 2019-04-04 
NCEO Reports: Diploma Options, Graduation Requirements, and Exit Exams for Youth with Disabilities: 2017 National Study (#409)This report presents the results of a study undertaken to update what is known about the status of graduation policies across the nation. Three research questions served as the focus of this national study of high school graduation requirements and diploma options for students with and without disabilities: (1) What is the range and variation in state graduation requirements and diploma options across the United States for students with and without disabilities? (2) What are the intended and unintended consequences for students when they are required to pass exit exams to receive a high school diploma? (3) What are the intended and unintended consequences of using single or multiple diploma options for students with disabilities? This study found great variability in state graduation requirements for students with and without disabilities, and offers several recommendations to help guide state and local district decision making when implementing state graduation requirements and different diploma options for students with disabilities.
Published: March 2019- Using Online Modules to Learn about Accessibility Features and AccommodationsFormats: PDF
This presentation focused on using online modules to learn about accessibility features and accommodations. It was presented at the 2019 National Association for Bilingual Education (NABE) annual conference.
Published: 2019-03-08 - Trends in Accommodations and Accessibility Features English Learners Received on Statewide AssessmentsFormats: PDF
This presentation addressed trends in accommodations and accessibility features received by English learners in statewide assessments. It was presented at the 2019 National Association for Bilingual Education (NABE) annual conference.
Published: 2019-03-07 
NCEO Data Analytics: Percent of Students with Disabilities by Disability Categories for 2005-06 to 2016-17 (#8)Formats: OnlineThis 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 receives data from states on the number of students with disabilities who receive special education services as indicated in an Individualized Education Program (IEP) in each of 13 disability categories. This report presents information on the percent of students with disabilities ages 6-17, and the percent of these students by category for school years 2005-06 to 2016-17, for the 50 regular states.
Published: February 2019- Planning for Successfully Including and Accommodating Your Students in AssessmentsFormats: PDF
This presentation addresses how to plan successfully to include and accommodate your students in assessments. It was presented at the 2019 Council for Exceptional Children (CEC) annual conference.
Published: 2019-02-02 - Meeting the Educational Needs of ELs with Significant Cognitive DisabilitiesFormats: PDF
This presentation addressed how to meet the educational needs of English learners with significant cognitive disabilities. It was presented at the 2019 Council for Exceptional Children (CEC) annual conference.
Published: 2019-02-01 - Successfully Making Decisions about the Use of Scribing and Speech-to-TextFormats: PDF
This presentation addressed how to successfully make decisions about using scribes and speech-to-text. It was presented at the 2019 Council for Exceptional Children (CEC) annual conference.
Published: 2019-02-01 
NCEO Newsletter: February 2019 issueFormats: OnlineIn this newsletter, we highlight several publications that have been released since our October, 2018 newsletter. They include a brief on approaches to examining district alternate assessment participation rates, a proceedings document on the 1% Cap National Convening, and a brief on suggestions for showing that proficiency on a state’s alternate achievement standards are consistent with the requirements of the Workforce Innovation and Opportunity Act. Also in this issue is an update on news from the TIES project (including recent publications and the project’s Facebook page). Finally, in this issue, we provide information on sessions at the annual conferences of the Council for Exceptional Children (CEC), the National Association for Bilingual Education (NABE), the American Educational Research Association (AERA), and National Council on Measurement in Education (NCME).
Published: February 2019- Accommodations Considerations in Pre-College and Postsecondary Assessments for Deaf IndividualsFormats: PDF
This presentation focused on accommodations considerations in pre-college and postsecondary assessments for deaf individuals. It was presented at the 2019 Council for Exceptional Children (CEC) annual conference.
Published: 2019-01-30 - Pros and Cons of Alternate Diplomas: Benefits for Student Transition Success?Formats: PDF
This presentation describes the pros and cons of alternate diplomas, focusing on possible benefits for students to have successful transition experiences. It was presented at the 2019 Council for Exceptional Children (CEC) annual conference.
Published: 2019-01-30 
NCEO Brief: Suggestions for Aligning Alternate Achievement Standards with WIOA (#16)This Brief provides information on alternate achievement standards and the Workforce Innovation and Opportunity Act (WIOA) of 2014, and makes several suggestions about ways to show that a student who meets a state’s alternate academic achievement standards is on track to pursue postsecondary education or competitive integrated employment. Recommendations are also provided for states on how to build a strong system to support the realization of the intent of the Elementary and Secondary Education Act (ESEA) and WIOA requirements for their students with the most significant cognitive disabilities.
Published: January 2019
Making Decisions for Everyone Training ModuleFormats: OnlineThis online professional development module gives educators the knowledge and tools they need to make, implement, and evaluate sound decisions about accessibility features for students in their classrooms in situations teachers encounter across the school year. This self-paced module, developed by the Diamond Project, guides teachers through accessibility decision-making using a fun, interactive approach, focusing on one of three students: Beau (a student who is struggling with some reading-related tasks), Daisy (a student with an Individualized Education Program), or Ana (an English learner). The module, offered by the Minnesota Department of Education through the University of Minnesota, provides access to: reference materials, a set of post course group discussion questions, links to a YouTube collection of brief videos by NCEO experts contained in the online course, and a continually updated list of related videos produced by NCEO.
Published: 2019-01-06
Proceedings of the 1% Cap National Convening: Supporting States in Implementing ESSA's 1% State-level Cap on Participation of Students in the AA-AAASThis Proceedings document was developed to provide a summary of the 1% National Convening that took place in Boston on October 18 and 19, 2018. More than 200 individuals gathered to listen to each other, share ideas, and develop state-level action plans. The purpose of the Convening was to support states as they work with local education agencies to implement the Every Student Succeeds Act (ESSA) requirement of a 1% cap on the participation of students with the most significant cognitive disabilities in the alternate assessment aligned with alternate academic achievement standards (AA-AAAS). The Proceedings document includes appendices and links to resources that were shared by states and others at the Convening.
Published: December, 2018
TIES Center Reports: How States Interpret the LRE Clause of IDEA: A Policy Analysis (#101)The purpose of this report is to analyze how states interpret special education regulations associated with the Individuals with Disabilities (IDEA) regulations, specifically around least restrictive environment (LRE), the continuum of alternative placements, and placement for students with disabilities. Findings indicate that there was variation in how states organized the regulations. The interaction between policy and practice presents an on-going need for reevaluation of intent and praxis that has the potential to spotlight issues that may need to be addressed improve education and outcomes for students with disabilities.
Published: November 2018
TIES Center Briefs: 10 Reasons to Support Inclusive School Communities for ALL Students (#1)Educators, students, and families have found many compelling reasons to support inclusive education for students with and without disabilities. This Brief delineates ten reasons that supporting inclusive school communities for ALL students is important, but in a nutshell, inclusive learning communities are better, richer, and more effective when all students, including those with disabilities are full participants.
Published: November 2018- Using Online Professional Development Modules to Learn about Accessibility Features and AccommodationsFormats: PDF
This presentation explored using online professional development modules to learn about accessibility features and accommodations. It was presented at the 2018 Minnesota Department of Education's Minnesota English Learner Education conference (MELEd).
Published: 2018-11-17 - 1% Convening Webinar TrainingFormats: Online
This webinar provided information on how to be an effective facilitator at the 1% Cap National Convening.
Published: 2018-10-12 
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