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NCEO English Language Learners (ELLs) with Disabilities Reports: Confronting the Unique Challenges of Including English Language Learners with Disabilities in Statewide Assessments (#9)This year 2005 report examines the challenges that state educational agencies face when including English learners with disabilities in statewide assessments and the solutions they have identified. The study involved telephone interviews with state department personnel in areas of assessment, English learner programs, and special education in 14 states.
Published: June 2005
NCEO Synthesis Reports: Washington Alternate Assessment System Technical Report on Standard Setting for the 2002 Portfolio (#52)This year 2003 report presents information on Washington's standard setting procedure for its portfolio alternate assessment for students with significant disabilities. It also gives information on the perception of the standard setting panel regarding the decisions that were made, thereby providing documentation and validation of the standard setting process to establish alternate academic achievement standards for this population.
Published: October 2003
NCEO Technical Reports: Interpreting Trends in the Performance of Special Education Students (#27)Formats: OnlineThis year 2000 report examines the effect that transitions between regular education and special education across grades had on performance trends for the special education population. It also looks at the effect that changes in exemption rates for students with disabilities had on performance trends. It was found that the reduction in exemption rates from testing as well as the departure of highest achieving special education students returning to general education both contributed to an increase in the performance gap over time. Further, when the same group of special education students were tracked over time, this gap decreased slightly. Findings have significant implications for states in the reporting of disaggregated data on students with disabilities, particularly in tracking performance across time. Recommendations are provided.
Published: October 2000
NCEO Minnesota Assessment Project Reports: Data on LEP students in State Education Reports (#26)Formats: OnlineThis year 2000 report examines the extent that states publicly reported participation and performance data for English learners for school year 1997-1998.
Published: August 2000- V2-3: General Education Teacher Communicating with ParentsFormats: Online
A math teacher calls a parent to discuss a student's difficulties in the classroom. They talk about the possible use of accommodations to help the student succeed in the classroom.
Published: 2014-05-05 
NCEO Synthesis Reports: Learning Progressions in K-8 Classrooms: How Progress Maps Can Influence Classroom Practice and Perceptions and Help Teachers Make More Informed Instructional Decisions in Support of Struggling Learners (#87)A report describing perceptions and practices of Hawaii teachers using progress maps (learning progressions) to inform their understanding of how struggling learners progress during the school year in language arts or mathematics. Participants included (K-8) elementary and middle school teachers from six Hawaii public schools. Each teacher selected five students in his or her classroom to document progress and collect work samples from at least two quarters during the 2010-2011 school year; several of these students were ones who might have been eligible for and participated in an Alternate Assessment based on Modified Achievement Standards (AA-MAS) if Hawaii had developed one. Multiple data collection tools and processes were developed for use in this project and are described in the report. Findings from the year-long effort addressed (a) teachers' reflections on practice (instruction, assessment, and instructional decisions), (b) teachers' perceptions on learners and learning pathways, (c) facilitated collaboration sessions), and (d) unanticipated activities. This report addresses each of those, as well as the implications of the project for professional development support.
Published: January 2012- V1-3: Special Education Teacher Communicating with ParentsFormats: Online
A special education teacher calls a parent to discuss how her daughter is performing in her classes. They discuss how they can work together to make sure she is completing her assignments.
Published: 2014-05-05 - 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 
NCEO Data Analytics: 2016-17 Publicly Reported Assessment Results for Students with Disabilities and ELs with Disabilities (#11)Formats: OnlineThis interactive report presents data on public reporting practices for assessment data for students with disabilities in K-12 schools in the United States. This brief is based on 2016-17 Publicly Reported Assessment Results for Students with Disabilities and ELs with Disabilities
. The purpose of this study was to analyze whether states report data for students with disabilities "to the public with the same frequency and in the same detail as it reports on the assessment of nondisabled children," as required by the Individuals with Disabilities Education Act (IDEA). The report also summarizes the extent to which states report participation and performance for English Learners (ELs) with disabilities and examines public reporting of accommodations.Published: 2020-01-06
CCSSO Accessibility Manual: How To Select, Administer, And Evaluate Use Of Accessibility Supports For Instruction And Assessment Of All StudentsFormats: WordThe Council of Chief State School Officers' (CCSSO's) 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 (ELs), ELs with disabilities, and students without an identified disability or EL status. Accessibility supports discussed herein include both embedded (digitally-provided) and non-embedded (non-digitally or locally provided) universal features that are available to all students as they access instructional or assessment content, designated features that are available for those students for whom the need has been identified by an informed educator or team of educators, and accommodations that are generally available for students for whom there is documentation on an Individualized Education Program (IEP) or 504 accommodation plan. Approaches to these supports may vary depending on state or assessment consortium contexts as well as nature of assessments - be they content assessments, English language proficiency (ELP) assessments, or alternate assessments.
Published: August 2016
NCEO Reports: Principios y Características de Sistemas Inclusivos de Evaluación en un Escenario de Evaluación Cambiante (#400 Spanish)This document is a Spanish translation of 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. Content is in Spanish.
Published: January 2016
Meeting the Needs of Special Education Students: Recommendations for the Race-to-the-Top Consortia and StatesFormats: PDFA report identifying several actions for the Race to the Top assessment consortia to take to meet the needs of special education students. The actions are consistent with standards and principles for assessments, and reflect evolving research and development activities directed toward supporting better assessments for every student. The paper was authored by staff from the Institute's National Center on Educational Outcomes and produced in partnership with Arabella Advisors.
Published: 2011
NCEO Synthesis Reports: Characteristics of States' Alternate Assessments Based on Modified Academic Achievement Standards in 2009-2010 (#80)A report tracking the characteristics of states' alternate assessments based on alternate achievement standards (AA-MAS) that the National Center on Educational Outcomes has been following since 2007. The current report found 13 states that by the 2009-10 school year had developed, or were developing, what they considered to be an AA-MAS, and two additional states (Kansas and Louisiana) had received federal approval. This study also tracked whether states' AA-MAS were computer-based and whether the states' documents included considerations for English language learners (ELLs) with disabilities. Four of the thirteen states had a computer-based test. Documents from six states suggested that the needs of ELL students participating in the AA-MAS were considered.
Published: November 2010- NCEO Annual Performance Reports and State Performance Plans: 2007-2008 State Assessment DataFormats: PDF
A report summarizing the 2007-2008 state assessment information that was submitted by states in their Annual Performance Reports. States and other educational entities receiving Part B funding under the Individuals with Disabilities Education Act (IDEA) submitted their Annual Performance Reports and Section 618 Table 6 data together to the U.S. Secretary of Education on or before February 2009. This report summarizes the 2007-2008 state assessment information that was submitted by states in their Annual Performance Reports. It contains information on large-scale assessment participation and performance data for the 2007-2008 school year.
Published: August 2010 
NCEO Synthesis Reports: Earning a High School Diploma through Alternative Routes (#76)A report based on a study examining the alternative routes to passing the high school exit exam that were available during the school year 2008-09 to students to earn a standard high school diploma. It examines alternative routes in the 26 states with active or soon-to-be active exit exams, and documents the alternative routes available for all students and those specifically for students with disabilities. Earning a standard diploma has increased in importance during the past several years. Not only is it a document that improves postschool outcomes, but it also has become a part of the Elementary and Secondary Education Act (ESEA) accountability system at the high school level--with the required graduation rate including only those students who have earned a regular/standard high school diploma or higher. Complicating matters in several states is the addition of an exit exam requirement to the traditional coursework requirements. The addition of a testing requirement to other requirements for earning a standard diploma is a challenge for students who do not perform well on assessments. Many, but not all, of these students have disabilities.
Published: June 2010- NCEO Annual Performance Reports and State Performance Plans: 2006-2007 State Assessment DataFormats: PDF
A report summarizing the 2006-2007 state assessment information that was submitted by states in their Annual Performance Reports. States and other educational entities receiving Part B funding under the Individuals with Disabilities Education Act (IDEA) submitted their Annual Performance Reports and Section 618 Table 6 data together to the U.S. Secretary of Education on or before February 2008. This report contains information on large-scale assessment participation and performance data for the 2006-2007 school year.
Published: July 2009 
NCEO Synthesis Reports: A Comparison of IEP/504 Accommodations Under Classroom and Standardized Testing Conditions: A Preliminary Report on SEELS Data (#63)This year 2006 report uses SEELS data to examine accommodation use across different education conditions, comparing IEP and 504 Plan accommodations to what students reportedly received in the classroom and on standardized tests. Findings show a lack of alignment in accommodation use among IEP/504 plans, classroom conditions, and state testing situations. Further, some variability is seen for students with different categorical labels. The author notes that continued monitoring of alignment should continue.
Published: September 2006
NCEO Synthesis Reports: One State's Story: Access and Alignment to the GRADE-LEVEL Content for Students with Significant Cognitive Disabilities (#57)This year 2005 report presents a case study from the state of Massachusetts for providing students with significant cognitive disabilities with grade-level aligned content. It addresses opportunity to learn, and emphasizes the importance of working to get these students as close as possible to the grade-level standards that typical students are learning, as this is important for the student's education and is an important statement to make about the goal of special education. The author then describes how Massachusetts equips special educators with a conceptual standards roadmap of what is expected of all students, a process for customizing that curriculum for each student., and a method of data collection to document a student's progress learning targeted skills in the student's portfolio that gets used in the school, and later submitted to the state as an alternate assessment.
Published: December 2005
NCEO English Language Learners (ELLs) with Disabilities Reports: English Language Learners with Disabilities and Large-Scale Assessments - What the Literature Can Tell Us (#6)This year 2005 report describes a review of literature pertaining to the inclusion of English learners with disabilities in states' large-scale assessment programs. It describes their participation in statewide testing for accountability purposes and reviews other literature pertaining to this population.
Published: June 2005
NCEO English Language Learners (ELLs) with Disabilities Reports: A Review of 50 States' Online Large-Scale Assessment Policies - Are English Language Learners with Disabilities Considered? (#5)This year 2004 report provides an assessment policy review on the extent that the needs of English learners with disabilities are considered in public state assessment policy documents.
Published: September 2004