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NCEO English Language Learners (ELLs) with Disabilities Reports: Math Strategy Instruction for Students with Disabilities who are Learning English (#16)This year 2006 report describes a series of single-subject studies examining the effect of a teacher-directed "think aloud" instructional strategy in math with English learners with disabilities.
Published: November 2006
NCEO Synthesis Reports: Access Assistants for State Assessments: A Study of State Guidelines for Scribes, Readers, and Sign Language Interpreters (#58)This year 2005 report describes a national study on state guidelines provided for human access assistants that help students who use either a scribe, reader or sign language interpreter accommodation on state assessments. Overall, 22 states had guidelines for one or more of the three access assistants that were the focus of the study. Variations across state guidelines extended from breadth and depth to format and ease of access. Further, 14 states with guidelines also had described the qualifications or characteristics required of these access assistants. The report concludes with a description of several challenges to the development of state guidelines for access assistants, and recommendations for meeting those challenges.
Published: December 2005
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: Alternative Routes to the Standard Diploma (#54)This year 2005 report investigated alternative routes that states provide for students, with or without disabilities, to get a high school diploma. The report studied 16 states that indicated previously in an NCEO survey that an alternate route was available to students. Of these 16 states, 10 had an alternative route for all students (including students with disabilities) as well as alternative routes just for students with disabilities. Three of the remaining six states had alternative routes for all students only, and three had alternative routes just for students with disabilities. Analysis includes state eligibility criteria, who initiates the alternate route request, who makes decisions, description of process, and the comparability of the alternate route to the standard route. A key finding in the comparability of alternate and standard routes was that 71% of the alternative routes for all students were judged comparable to the standard routes, whereas only 35% of the alternative routes for students with disabilities were judged to be comparable. Authors make several suggestions to states based on the analysis.
Published: March 2005
NCEO English Language Learners (ELLs) with Disabilities Reports: Educator Perceptions of Instructional Strategies for Standards-based Education of English Language Learners with Disabilities (#7)This year 2004 report presents a study conducted to determine the teacher-identified effective strategies for teaching grade-level reading/English language arts, mathematics, and science content to English learners with disabilities.
Published: August 2004
NCEO Technical Reports: State Literacy Standards, Practice, and Testing: Exploring Accessibility (#38)This year 2004 report reviews state reading standards, addresses alternative modes for student interaction with print, and analyzes the correspondence between reading standard requirements and the modes of interaction with print. It concludes by identifying implications for instruction, assessment and related issues. The authors consider this paper to be a first step in exploring how students can access print in order to more widely promote student access to standards, instruction and assessments.
Published: May 2004
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 Synthesis Reports: Access to Computer-Based Testing for Students with Disabilities (#45)This year 2002 report recommends a five step process for the transformation of paper and pencil tests to computer-based tests based on an overview of the opportunities and challenges of computer-based testing and a presentation of research findings and accommodation considerations. This process assumes that the principles of universally designed assessments have been followed and include the following five steps: (1) assemble a group of experts to guide the transformation, (2) decide how each accommodation will be incorporated into the computer-based test, (3) Consider each accommodation or assessment feature in light of the constructs being tested, (4) consider the feasibility of incorporating the accommodation into the computer-based test, and (5) consider training implications for staff and students. Authors also make initial considerations for common accommodations within the categories of timing/scheduling, presentation, response, and setting.
Published: June 2002
NCEO Synthesis Reports: Use of Alternate Assessment Results in Reporting and Accountability Systems: Conditions for Use Based on Research and Practice (#43)Formats: OnlineThis report reviews current (2002) understanding of the technical and policy considerations involved in high quality alternate assessment. Based on research from early implementation and what are considered to be best practice approaches, this synthesis describes five steps in alternate assessment test development processes that allow interpretation and use of results in reporting and accountability.
Published: May 2002
NCEO Technical Reports: What Databases Tell Us about Differential Levels of Use and How to Document the Use of Accommodations (#30)Formats: OnlineThis year 2001 report presents an analysis of accommodation use data from 12 states. Findings include extremely variable rates in accommodation use, use patterns by level of schooling, and concerns about data accuracy drawn from how states record accommodation use. Further, states report accommodated student data in unique ways making comparisons difficult.
Published: August 2001
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 Synthesis Reports: Neglected Numerators, Drifting Denominators, and Fractured Fractions: Determining Participation Rates for Students with Disabilities in Statewide Assessment Programs (#23)Formats: OnlineDeveloping accurate reporting procedures on the participation of students with disabilities in large-scale assessment programs has proven to be difficult, due to a lack of data, differing definitions of eligible testing populations, and the misalignment of data collection efforts and data management responsibilities. This 1996 report provides specific recommendations for both policymakers and local practitioners and administrators to assist in improving our ability to accurately report the participation of students with disabilities in statewide assessment programs.
Published: October 1996- Accommodations Toolkit: Assistive Technology: ResearchFormats: Online
This fact sheet on assistive technology is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO). It summarizes information and research findings on the use of assistive technology as an accessibility feature or accommodation.
Published: 12/16/2024 - Accommodations Toolkit: Word Prediction: States’ Accessibility Policies, 2023Formats: Online
This summary of states accessibility policies for word prediction is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO).
Published: 4/22/2024 - Accommodations Toolkit: Math Charts/Tables: States’ Accessibility Policies, 2023Formats: Online
This summary of states accessibility policies for math charts/tables is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO).
Published: 4/22/2024 - Accommodations Toolkit: Manipulatives: States’ Accessibility Policies, 2023Formats: Online
This summary of states accessibility policies for manipulatives is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO).
Published: 4/22/2024 - Accommodations Toolkit: Large Print: States’ Accessibility Policies, 2023Formats: Online
This summary of states accessibility policies for large print is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO).
Published: 4/22/2024 - NCEO Parent Fact Sheets: Getting Help for Your Child When Taking State Tests (Parent Fact Sheet #1)
This Fact Sheet summarizes the purpose of state tests, and describes test resources that students may need. This Fact Sheet also provides parents with tips on how to work with teachers to access these resources. It is part of a set of Fact Sheets developed by NCEO to provide accessible materials for parents about state assessments.
Published: 8/14/2023 - NCEO Reports: 2021-22 Participation Guidelines and Definitions for Alternate Assessments Based on Alternate Academic Achievement Standards (#440)
This report provides an update to previous analyses of the guidelines, definitions, and criteria states have developed for making decisions about alternate assessment based on alternate academic achievement standards (AA-AAAS) participation. This report provides an analysis of the 2021-22 policies of the 50 states and the District of Columbia. We analyzed criteria that should be used and factors that should not be used to determine participation, the state definitions of “most significant cognitive disabilities,” the information provided to parents about the AA-AAAS, mentions of English learners in materials related to the AA-AAAS, exemption and non-exemption materials regarding participation, and the content areas for which participation decisions are made.
Published: June 2023 - 1% Toolkit: Developing an Assessment Participation Action Plan: A Tool for District Leaders (NCEO Tool #14)
The purpose of this resource is to provide a tool for districts that wish to improve student assessment participation. The tool provides guidance on how district leaders can develop an assessment participation action plan and describes a series of steps that support the development of the action plan. States may customize the tool as needed to meet their needs. This resource was developed through a collaborative process with the 49 states participating in NCEO’s 1% Cap Community of Practice (CoP) during its bi-weekly webinar calls in 2021 and 2022.
Published: April 2023