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NCEO Data Analytics: State and National Demographic Information for English Learners (ELs) and ELs with Disabilities, 2012-13 (#4)Formats: OnlineThis interactive report presents data that states have submitted on the five languages most frequently used by English learners (ELs) in each state, the percent of identified ELs receiving services, the percent of ELs with disabilities, and a state profile page. The data are derived from Consolidated State Performance Reports (CSPRs), the Office of Special Education Programs (OSEP), and the National Center for Education Statistics (NCES), and from calculations made using these sources for the school year 2012-13.
Published: April 2016
NCSC WikiFormats: OnlineAn extensive collection of online resources for school personnel, policymakers, and parents nationwide created by the participants in the National Center and State Collaborative (NCSC) . NCSC is a partnership of five centers and 24 states that developed a multi-state comprehensive assessment system for K-12 students with significant cognitive disabilities that includes a system of curriculum, instruction, and assessment, supporting instruction aligned to the Common Core State Standards. Among the resources in the wiki are curriculum and instruction materials to support classroom teaching, professional development tools for educators, tips and tools for parents, and a communication toolkit for teachers and speech-language pathologists serving students with disabilities who do not or do not yet use oral speech. These teaching and learning resources are now in use in every state, as well as in many other countries.
Published: 2016
NCEO Reports: 2013-14 Publicly Reported Assessment Results for Students with Disabilities and ELLs with Disabilities (#401)This is the seventeenth report by the National Center on Educational Outcomes (NCEO) that describes how states publicly report online assessment data for students with disabilities in K-12 schools in the United States. The Individuals with Disabilities Education Act (IDEA) and the Elementary and Secondary Education Act (ESEA) require states to disaggregate participation and performance data at the state level. The ESEA flexibility waivers that many states received also require states to report for the "all students" group as well as for all of the subgroups, including students in special education, as long as the number of students in a subgroup is equal to or above the minimum reporting number defined by the state. This report presents information on publicly reported participation and performance data for the 50 regular states and the 11 unique states. Recommendations are offered to states for the public reporting of disaggregated data for students with disabilities.
Published: February 2016
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 Newsletter: February 2016 issueFormats: OnlineThe year 2016 arrived quickly, and a lot already is happening. In this issue new products and activities are highlighted. New products include a Brief developed in collaboration with the National Center for Systemic Improvement (see Lessons Learned...) and a White Paper developed in collaboration with the English Language Proficiency Assessment for the 21st Century (ELPA21) consortium (see Alternate Assessment ...). Two new Enhanced Assessment Grant (EAG) projects are summarized - DIAMOND and ALTELLA (check below for the meaning of those acronyms). Finally, this issue highlights some presentations and meetings at the upcoming conferences in April (CEC and AERA).
Published: February 2016
Lessons Learned About Instruction from Inclusion of Students with Disabilities in College and Career Ready AssessmentsFormats: PDFThe new large-scale assessments rolled out by consortia and states are designed to measure student achievement of rigorous college- and career-ready (CCR) standards. Recent surveys of teachers in several states indicate that students with disabilities like many features of the new assessments, but that there also are challenges. Many of these challenges are related to instructional issues that need to be addressed to improve student outcomes. This Brief was prepared to provide information and suggestions for state education agencies (SEAs) and other technical assistance (TA) providers who work with local education agencies (LEAs). It highlights four main challenges identified by the teachers, and then addresses the implications for instruction, the relationship to CCR standards, and the implications for TA providers.
Published: January 2016
White Paper on English Language Learners with Significant Cognitive DisabilitiesFormats: PDFThis White Paper was developed by the Administration, Accessibility, and Accommodations Task Management Team (AAA TMT) to provide the English Language Proficiency Assessment for the 21st Century (ELPA21) states with recommendations for ways to include their English language learners (ELLs) with the most significant cognitive disabilities in an assessment of their English language proficiency. The ELPA21 states are developing a college- and career-ready assessment of English language proficiency (ELP). This assessment is designed for all ELLs except those who have the most significant cognitive disabilities.
Published: January 2016
NCEO Data Analytics: Graduation Policies for Students with Disabilities Who Participate in States' General Assessments (#3)Formats: OnlineA report presenting the results of a study looking at coursework and exit exam requirements for students with IEPs compared to students without IEPs. This relates to the larger issues of graduation rates and requirements for earning a regular diploma -- issues that interest states as they work to ensure their students are ready for college and career when they leave school with a diploma.
Published: November 2015
NCEO Synthesis Reports: Science Alternate Assessments based on Alternate Achievement Standards (AA-AAS) During School Year 2014-2015 (#99)A report that analyzes the characteristics of states' science alternate assessments based on alternate achievement standards (AA-AAS) in 2014-2015. Federal law requires that all students, including students with disabilities, participate in state assessments used for accountability purposes. It also requires states to assess students in several content areas, including science. Most students with disabilities take the general science assessment with or without accommodations, but a few students with the most significant cognitive disabilities participate in AA-AAS. Although federal regulations do allow states to define the complexity, depth, and breadth of the AA-AAS, the apparent lack of consistency in the domains assessed suggests that some students with significant cognitive disabilities may not be getting access to the same rigorous grade-appropriate content.
Published: November 2015
Forum on Implementing Accessibility Frameworks for ALL StudentsFormats: PDFSixty individuals representing staff from state departments of education, school districts, other countries, testing and testing-related companies, and other educational organizations participated in a forum on June 22, 2015 in San Diego, California, to discuss implementing accessibility frameworks for all students, including students in general education, students who are English language learners (ELLs), and students with Individualized Education Programs (IEPs) or 504 plans. The forum was a pre-session to the Council of Chief State School Officers (CCSSO) National Conference on Student Assessment (NCSA), and was a collaboration of the Assessing Special Education Students (ASES) State Collaborative on Assessment and Student Standards (SCASS) and the National Center on Educational Outcomes (NCEO). Although this report summarizes the introductory information provided to forum participants, its main purpose is to describe the panel presentations and the facilitated forum discussions.
Published: October 2015
Instructing and Assessing English Learners with Significant Cognitive DisabilitiesFormats: PDFThe purpose of this report is to identify an evidence base on best practices in English language arts instruction for English learners (ELs) with significant cognitive disabilities whose family may use another language in the home. This report also provides recommendations for important first steps to ensure that ELs with significant cognitive disabilities have access to grade-level curriculum and instruction.
Published: September, 2015
NCEO Newsletter: October 2015 issueFormats: OnlineAn issue providing a link to the new NCEO Web site, with many new topics and lots of new information, plus summaries of, and links to, several new NCEO products. Among them is the report on the National Conference on Student Assessment pre-conference forum, titled Implementing Accessibility Frameworks for ALL Students, which focuses on the challenges and opportunities of the new context of many new assessments. This issue also highlights the results from the 2014 Survey of States, a report on graduation policies for students with disabilities who participate instates' general assessments, and the latest Data Analytics report on public reporting of state assessment data on students with disabilities.
Published: October 2015
NCEO State Surveys: 2014 Survey of States: Initiatives, Trends, and AccomplishmentsA report providing a snapshot of the new initiatives, trends, accomplishments, and emerging issues during this important period of education reform as states documented the academic achievement of students with disabilities. This is the fourteenth such survey of states conducted by NCEO. States were cognizant of the benefits of inclusive assessment and accountability systems, and continued to improve assessment design, participation, accessibility and accommodations policies, monitoring practices, and data reporting.
Published: September, 2015
NCEO Data Analytics: 2012-13 Publicly Reported Assessment Results for Students with Disabilities and ELLs with Disabilities (#2)Formats: OnlineAn interactive, online brief analyzing public reporting practices for assessment data for students with disabilities in K-12 schools in the United States. This interactive brief is based on NCEO Technical Report 70: 2012-13 Publicly Reported Assessment Results for Students with Disabilities and ELLs 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).Published: August 2015
NCEO Synthesis Reports: Graduation Policies for Students with Disabilities who Participate in States' General Assessments (#98)A report detailing the results of states' 2014-15 requirements for students with disabilities who participate in the general assessment to earn a regular diploma, and comparing the requirements held for them to the requirements held for their peers. This NCEO investigation relates to the recent nationwide push for all students, including those with disabilities, to leave school ready for college and career has heightened the importance of understanding what states are requiring of students with disabilities to earn a regular diploma. Researchers examined both the course requirements and, in those states that had them, the exit assessment requirements.
Published: July 2015
NCEO Brief: Making Accessibility Decisions for ALL Students (#11)A Brief presenting information on steps to take in the transition from a focus on making decisions about accommodations for students with disabilities and English language learners (ELLs), to a focus on decisions about accessibility and accommodations required by the new assessment approaches of states and collaboratives of states. These new approaches include making decisions for students without an identified disability or ELL status. Seven steps are highlighted that will be useful for states in organizing professional development for educators who will be making accessibility decisions, and for educators themselves who are seeking information on making optimal decisions about accessibility tools and accommodations that meet individual student needs.
Published: June 2015
NCEO Newsletter: June 2015 issueFormats: OnlineAn issue providing a preview of the National Conference on Student Assessment pre-conference forum that NCEO is holding with the Assessing Special Education Students SCASS - Implementing Accessibility Frameworks for ALL Students. It focuses on the challenges and opportunities of the new context of many assessments - technology based, with new tools available to all students, some accessibility features available to students with documented needs, and accommodations for a defined set of students. The discussion is free and open to the public. Also highlighted in this issue is a new approach that NCEO is taking to present some of its rich data-based reports. NCEO's new series of Data Analytics reports allows the user to obtain customized information about state data and policies. The first report, highlighted in this issue, focuses on graduation requirements for students with significant cognitive disabilities. Look for other topics in the near future! The last article tells how Martha Thurlow was honored at the 2015 Council for Exceptional Children conference in San Diego in April with the CEC Lifetime Achievement Award.
Published: June 2015
NCEO Technical Reports: 2012-13 Publicly Reported Assessment Results for Students with Disabilities and ELLs with Disabilities (#70)A report analyzing public reporting practices for assessment data for students with disabilities in K-12 schools in the United States. This report -- the 16th of its kind by the National Center on Educational Outcomes (NCEO) -- includes information about both the 50 regular states and the 11 unique states. For the 2012-13 school year, 52 of the 61 regular and unique states reported participation and performance data for students with disabilities for all general and alternate assessments based on alternate achievement standards (AA-AAS) that were used for Title I within the ESEA accountability system. Information about state assessments not used for Title I is also presented. Information on public reporting for English Language Learners (ELLs) with disabilities is also included in this report.
Published: May 2015
NCEO Data Analytics: Graduation Policies for Students with Significant Cognitive Disabilities Who Participate in States' AA-AAS (#1)Formats: OnlineAn online, interactive brief presenting the results of NCEO's analysis of states' graduation policies for their students with significant cognitive disabilities who participate in the alternate assessment based on alternate achievement standards (AA-AAS). There is increasing interest in graduation rates and regular diploma requirements as states aim to ensure their students are college- and career-ready when they leave school with a diploma. Yet little was known about states' graduation policies and this prompted the current analysis.
Published: March 2015
NCEO Newsletter: February 2015 issueFormats: OnlineAn issue highlighting findings from a recent National Center on Educational Outcomes (NCEO) report on graduation requirements for students with significant cognitive disabilities who participate in the alternate assessment based on alternate achievement standards (AA-AAS). This issue also provides snapshots of updates on the six assessments consortia - PARCC, Smarter Balanced, DLM, NCSC, ASSETS, and ELPA21! These snapshots focus on the consortia's efforts for students with disabilities and ELLs, including ELLs with disabilities. Finally, if you will be in Palm Springs for the ATP Conference, or in San Diego for the CEC Conference, or in Chicago for the AERA/NCME Conferences, NCEO has for you a list of the sessions that will be delivered, moderated, or chaired by Center staff.
Published: February 2015