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- Considerations for Monitoring Accommodations on the Alternate AssessmentFormats: PDF
This presentation described considerations for monitoring accommodations on the alternate assessment. It was presented at the 2019 National Conference on Student Assessment (NCSA) annual conference.
Published: 2019-06-24 
Supporting English Language Learners Through Improved Accessibility Decision MakingFormats: OnlineThese online professional development modules on accessible instruction and assessment were designed for distinct audiences of elementary teachers and secondary teachers. The modules use a collaborative decision-making process among educators, parents, and students who are English learners, to decide appropriate accessibility features and accommodations for individual students, and guides K-12 teachers to facilitate and document high quality decision making about accessible instruction and assessment for English learners.
Published: 2019-06-01
NCEO Reports: Students with Disabilities in Educational Policy, Practice, and Professional Judgment: What Should We Expect? (#413)This report provides a cross-disciplinary look at educational policy, practice, and law related to expectations for students with disabilities. It addresses three questions critical to a discussion of expectations for students with disabilities, viewing the questions from an educational perspective and a legal perspective. The report concludes with responses to each of the questions and then provides recommendations for action based on what thoughtful, informed professional judgment of appropriate educational opportunities for students with disabilities should be.
Published: May 2019
NCEO Brief: Revisiting Expectations for Students with Disabilities (#17)The purpose of this brief is to summarize some of the past exclusionary practices that resulted from low expectations for students with disabilities, and how those were addressed in policies related to standards-based reform. The brief is based on a comprehensive paper that takes a cross-disciplinary approach to examining expectations for students with disabilities, “Students with Disabilities in Educational Policy, Practice, and Professional Judgment: What Should We Expect?” (NCEO Report 413). We highlight answers to critical questions about expectations for students with disabilities, including those with the most significant cognitive disabilities. Suggestions are provided for policymakers, states, and technical assistance providers on how to work with districts, schools, and educators to revisit expectations for students with disabilities.
Published: May 2019
NCEO Data Analytics: Percent of ELs with Disabilities from 2013-14 to 2016-17 (#9)Formats: OnlineThis interactive report presents information on the percent of students with disabilities ages 6-17 who are also English learners (ELs), and the proportion of these students by category for school years 2013-14 to 2016-17, for the 50 regular states.
Published: May 2019
NCEO Reports: Guidance Manuals for Educators of English Learners with Disabilities: Ideas and Lessons from the Field (#410)This report describes ideas and lessons learned from leaders who developed state education agency guidance manuals for identifying, assessing and referring English learners (ELs) to special education. To ensure that students are receiving optimal instruction, appropriate interventions, and assessments, state, district, and school leaders need to develop or improve the systematic processes educators and administrators work through. Providing manuals with consistent and practical guidance (and appropriate professional learning on their use) is a means to do so. This report presents findings from telephone interviews conducted with the authors of six state manuals, probing the impetus for getting started; the manual development process; dissemination and professional learning; and lessons learned during manual development. The report concludes with implications for state and local leaders.
Published: April 2019
NCEO Newsletter: June 2019 issueFormats: OnlineIn this issue, we highlight sessions in which NCEO will participate during the upcoming National Conference on Student Assessment in Orlando, Florida. We also highlight recent NCEO reports, including two that address expectations for students with disabilities—one a longer report that examines what we know in the context of policy, practice, and evidence from the implementation of reforms (Students with Disabilities in Educational Policy, Practice, and Professional Judgment: What Should We Expect?); and the second a brief that provides suggestions for policymakers, states, and technical assistance providers (Revising Expectations for Students with Disabilities). A new Data Analytics that provides national and state trends on students with disabilities and their categories of disability also is highlighted. A report that updates state graduation policies for students with disabilities concludes the NCEO reports highlighted in this issue. We conclude this issue by summarizing a new report from the DIAMOND Project, Additional Educators’ Perspectives on Classroom Implementation of Accessibility Features and Accommodations.
Published: June 2019
Additional Educators’ Perspectives on Classroom Implementation of Accessibility Features and AccommodationsA second report from the DIAMOND project on phone interviews conducted with educators to highlight effective practices being used to implement accessibility features and accommodations in their classrooms during instruction and during assessments. Educators were asked about two kinds of accessibility features (universal features and designated features) and about accommodations. This report on the second cohort of interviewees presents separate findings as well as an overall summary for the two cohorts.
Published: April 2019- 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