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- NCEO Participation Communication Toolkit: Customizable Participation Communication Toolkit IEP Team Discussion GuideFormats: Word
This discussion guide for IEP teams is designed to provide information about the different test options for students with disabilities, and the implications of those decisions. This resource also explains why it is so important that students with disabilities participate in state testing. The tool may be customized by a state, district, or school. The discussion guide is part of the Participation Communication Toolkit developed by the National Center on Educational Outcomes (NCEO) to identify and describe reasons why all students, including students with disabilities, English learners, and English learners with disabilities should take state tests.
Published: 2021-11-11 - NCEO Participation Communication Toolkit: Customizable Participation Communication Toolkit Policymaker FlyerFormats: Word
The purpose of this flyer is to provide concise resources about why it is so important that all students participate in state testing. Written for policymakers, it also provides strategies to support students and their families in the policymaker’s state. The flyer is part of the Participation Communication Toolkit developed by the National Center on Educational Outcomes (NCEO) to identify and describe reasons why all students, including students with disabilities, English learners, and English learners with disabilities should take state tests.
Published: 2021-11-11 - NCEO Participation Communication Toolkit: Customizable Participation Communication Toolkit Student FlyerFormats: Word
The purpose of this flyer is to provide concise resources about why it is so important that all students participate in state testing. Written for students, it also provides strategies to reduce student test anxiety. The flyer is part of the Participation Communication Toolkit developed by the National Center on Educational Outcomes (NCEO) to identify and describe reasons why all students, including students with disabilities, English learners, and English learners with disabilities should take state tests.
Published: 2021-11-11 - NCEO Participation Communication Toolkit: Participation Communication Toolkit Slide Deck TemplateFormats: PPT
This customizable slide presentation is designed to support the needs of state education agency staff, and district and school administrators for brief but substantive information district and school administrators can use when communicating with educators, policymakers, families, and other stakeholders about why it is so important that students participate in state assessments. In addition to serving as an information resource for administrators, it may be used for in-person or webinar trainings for educators, and as a handout for educators and parents. The slides may be customized. The slide deck is part of the Participation Communication Toolkit developed by the National Center on Educational Outcomes (NCEO) to identify and describe reasons why all students, including students with disabilities, English learners, and English learners with disabilities should take state tests.
Published: 11/9/2021 - A Framework for Making Decisions about Participation in a State’s Alternate ELP Assessment (NCEO Report 426)
This report provides information on how to identify which English learners who may have a most significant cognitive disability are eligible to take an alternate English language proficiency (alt-ELP) assessment. It does so by summarizing federal assessment requirements for English learners with the most significant cognitive disabilities, describing characteristics of students in this population, offering a framework for identifying students who are eligible to participate in the alt-ELP assessment, and incorporating a list of recommended resources for more information.
Published: 10/28/2021 - NCEO Brief: Understanding the Characteristics of English Learners with Disabilities to Meet Their Needs During State and Districtwide Assessments (#24)
The purpose of this Brief is to highlight available federal data about the characteristics of English learners with disabilities, including how the population has changed over time. Understanding the characteristics of English learners with disabilities is critical to ensuring that their needs are met appropriately during the assessment process. Three characteristics are highlighted: (a) percentage of all students with disabilities identified as English learners, (b) disability categories of English learners with disabilities, and (c) classroom placements of English learners with disabilities. The implications of these characteristics for assessment are discussed in this Brief.
Published: 10/26/2021 - School Leader Series: Supporting the Inclusion of Students with Disabilities in Assessment (School Leader Series Brief #1)
This resource is designed to provide guidance to school leaders about supporting the inclusion of students with disabilities in state and district content assessments. Developed in collaboration with CCSSO, the Assessment, Standards, and Education for Students with Disabilities (ASES) and School Leadership Development and Supports (SLDS) state collaboratives made important contributions to this document. This resource highlights what school leaders can do to ensure all students with disabilities are instructed in academic content for their enrolled grade and participate in state and district content assessments. It also gives talking points for school leaders to use when addressing key stakeholders on the topic.
Published: 9/28/2021 - School Leader Series: Working with IEP Teams to Make State Assessment Participation and Accessibility and Accommodations Decisions (School Leader Series Brief #3)
This resource is designed to provide guidance to school leaders about working with IEP teams to make state assessment participation and accessibility and accommodations decisions. Developed in collaboration with CCSSO, the Assessment, Standards, and Education for Students with Disabilities (ASES) and School Leadership Development and Supports (SLDS) state collaboratives made important contributions to this document. This resource highlights what school leaders should ensure IEP teams do when making decisions about state assessment participation, what factors must IEP teams not consider when making assessment participation decisions for students with disabilities and what school leaders can do to ensure that IEP teams select appropriate accessibility features and accommodations for students with disabilities. It also gives talking points for school leaders to use when addressing key stakeholders on the topic.
Published: 9/28/2021 - School Leader Series: What School Leaders Need to do Before, During, and After the Assessment Window (School Leader Series Brief #4)
This resource is designed to provide guidance on what school leaders need to do before, during, and after the assessment window. Developed in collaboration with CCSSO, the Assessment, Standards, and Education for Students with Disabilities (ASES) and School Leadership Development and Supports (SLDS) state collaboratives made important contributions to this document. This resource highlights what school leaders should do to prepare for, do during, and do after assessments for students with disabilities. It also gives talking points for school leaders to use when addressing key stakeholders on the topic.
Published: 9/28/2021 - Universal Design and AssessmentsFormats: PDF
This presentation shares information about an updated state guide to universally designed assessments. The purpose of the guide is to provide states with strategies for designing tests from the very beginning. The objective is to create tests that present an accurate measure of the knowledge and skills of diverse student populations. It was presented on July 14, 2021 at the forum on Education for Each and Every Student: Perspectives on Universal Design in 2021. This forum was jointly hosted by NCEO and the Council of Chief State School Officers' (CCSSO), Assessments, Standards, and Education for Students with Disabilities (ASES) collaborative.
Published: 8/24/2021 - NCEO Brief: Getting Ready for the 2021-22 School Year: Frequently Asked Questions (FAQs) About Testing Children with Disabilities (#26)
As states, districts, and schools plan to return for the 2021-22 school year, questions are raised about whether and how to test children with disabilities, including children with the most significant cognitive disabilities and English learners with disabilities. This FAQ addresses some common questions and provides links to useful resources.
Published: August 2021 - "Welcome to NCEO" VideoFormats: Online
This short video provides an overview of the National Center on Educational Outcomes (NCEO).
Published: July 2021 - 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 - NCEO Reports: Using Interim Assessments to Appropriately Measure What Students with Disabilities Know and Can Do: Advisory Panel Takeaways and NCEO Recommendations (#427)
A report on a virtual meeting NCEO held on February 16 and 17, 2021 of an Interim Assessment Advisory Panel to tap into the panel members’ collective knowledge about using interim assessments to support valid interpretations of what students with disabilities know and can do. The panel represented psychometricians, researchers knowledgeable about students with disabilities, state education agency (SEA) assessment and special education leaders, local education agency (LEA) leaders, and parents. Interim assessments refer to assessments that are administered several times during a school year to measure student progress. The meeting purpose was to develop and disseminate guidance to state departments of education on how to enable all students with disabilities, including students with the most significant cognitive disabilities and English learners with disabilities, to participate in interim assessments in ways that yield valid inferences of what they know and can do.
Published: May 2021 - Parental Expectations on the Post-school Outcomes for English Learners with DisabilitiesFormats: PDF
This presentation, focusing on parents’ expectations about post-school outcomes for English learners with disabilities, was presented at the 2021 National Association for Bilingual Education (NABE) annual conference.
Published: 2021-04-28 - The Growing Population of ELs with Disabilities in the United StatesFormats: PDF
This presentation, about the growing population of English learners with disabilities in the United States, was presented at the 2021 National Association for Bilingual Education (NABE) annual conference.
Published: 2021-04-27 - Parent-Educator Toolkit: Accessibility Features and AccommodationsFormats: Online
Parents of English learners need to be involved in decisions about accessibility features for their children. This Toolkit created by the Improving Instruction project provides several concise briefs to guide parents through this process. Print and audio versions of these briefs are available in Spanish, Mandarin, Vietnamese, and Arabic. Additional briefs for teachers and principals give advice on how to make sure parents are included and listened to.
Published: March 2021 - The Increasing Population—English Learners with DisabilitiesFormats: PDF
This presentation, highlighting the increasing population of English learners with disabilities, was presented at the 2021 Council for Exceptional Children (CEC) annual conference
Published: 2021-03-08 - Accessibility and Accommodations for ELs with DisabilitiesFormats: Online
This page has links to state content test and English language proficiency assessment accessibility and accommodation policies that address English learners (ELs) with disabilities.
Published: 2021-02-01 - ELs with DisabilitiesFormats: Online
This page provides an overview on the student population of English learners with disabilities.
Published: 2021-02-01