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- Empowering Families Toolkit - Tool 4 Video: Understanding Test Data at SSIP Stakeholder MeetingsFormats: Free Video
This video explains how the review of test data at State Systemic Improvement Plan (SSIP) stakeholder meetings by parents and other stakeholders can support the development and implementation of plans that lead to improved outcomes for their children and all students with disabilities. The video also provides tips on how to be active participants in stakeholder meetings. This video is part of the Empowering Families Toolkit developed by NCEO to provide accessible materials for parents about assessment topics.
Published: 9/5/2023 - 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 
Educators' Thoughts on Making Decisions About Accessibility for All StudentsThis report describes the asynchronous online focus group activity of the Data Informed Accessibility - Making Optimal Needs-based Decisions (DIAMOND) project. The goal of conducting the focus groups was to gather in-depth information about teachers' experiences with accessibility features and accommodations in the classroom and on assessments. The results from the focus groups contribute to the project's development of guidelines for making informed decisions about accessibility features and accommodations.
Published: September 2018
NCEO Newsletter: October 2013 issueFormats: OnlineAn issue highlighting findings from the 2012 survey of states, information on two new NCEO products--a tool that groups can use to build consensus on a topic, and a report covering current state policies on accommodations for delivering assessments orally. It also profiles an innovative online training for educators to improve decisions made about accommodations for individual students. Finally, this issue focuses on three manuals developed collaboratively by states, the Council of Chief State School Officers (CCSSO), and NCEO, and published by CCSSO, to help guide accommodations decision-making.
Published: October 2013
NCEO Minnesota Assessment Project Reports: Initial Perceptions of Educators as They Work Toward Including Students with Disabilities in Minnesota's High Standards (#25)Formats: OnlineThis year 2000 report examines educator perceptions on including students with disabilities in Minnesota's High Standards. Educators across all grade levels were included within a large suburban school district.
Published: July 2000- NCEO Minnesota Assessment Project Reports: Participation and Performance of Limited English Proficient Students During Second Attempts on a Graduation Exam (#28)Formats: Online
This year 2000 report examines the performance of English learners taking the Minnesota's Basic Standards Test in 8th grade for the first time and those needing to retake the test in school years 1996 through 1998.
Published: June 2000 - NCEO Minnesota Assessment Project Reports: Focus Group Input on Students with Limited English Proficiency and Minnesota's Basic Standards Tests (#4)Formats: Online
This year 1996 report summarizes information from focus groups conducted to address the participation of English learners in Minnesota's first administration of the Basic Standards Tests in spring 1996.
Published: August 1996 - 1% Toolkit: Reasons Why Students with Disabilities Should Take State Tests: A Customizable Template for a Flyer for Parents and Families (NCEO Tool #9)
This resource was developed by NCEO to identify and describe reasons why students with disabilities should take state tests. The purpose of the tool is to provide a concise resource that administrators, teachers, and other educators can use when communicating with parents and families about why it is so important that their children with disabilities participate in state assessments. It also provides strategies to reduce student test anxiety.
Published: January 2021 - Webinar: What Do Students Prefer? Considering Students’ Perceptions and Preferences when Selecting AccommodationsFormats: Free Video
This webinar presents research on students’ preferences for accommodations as well as suggestions for how to incorporate these preferences and perceptions into accommodations decision-making (see NCEO Brief #30
). The primary audience for this webinar is State Education Agency (SEA) special education and assessment staff, especially those who are involved in monitoring accommodations.Published: 4/24/2024 - NCEO Brief: Teacher Perceptions and Perspectives on the Selection and Implementation of Accommodations (#34)
Many students with disabilities use accessibility features and accommodations during instruction and when taking assessments. It is important to consider teacher perceptions and experiences when making accessibility decisions. The National Center on Educational Outcomes (NCEO) synthesized and summarized research conducted between 1999 and 2022 on the perceptions of teachers regarding accommodations. Based on this research on teachers’ perceptions of accommodations, NCEO suggests several strategies that could improve practice.
Published: February 2024 - NCEO Brief: Related Services Providers: Important Contributors to the Accommodations Decision-Making Process (#27)
Related service providers include speech-language pathologists, audiologists, psychologists, and physical and occupational therapists who provide specialized support to students with disabilities. This Brief suggests strategies for supporting related services providers so that they can participate more confidently as members of Individualized Education Program (IEP) teams when decisions are made about instructional and assessment accommodations.
Published: December 2021 
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
Educators' Perspectives on Classroom Implementation of Accessibility Features and AccommodationsA 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.
Published: May 2018- IVARED Learning ModuleFormats: Online
A set of five online learning modules helping educators make good assessment decisions for students who are English language learners (ELLs) with disabilities. Access to the modules is free and open to all educators. Educators can register for a username and password, and then log in whenever they like and work their way through the modules. Most users take 70-90 minutes to complete all five sections.
Published: 2013 
NCEO Policy Directions: Using Computer-based Tests with Students with Disabilities (#15)This year 2003 report presents factors to consider in the design of computer-based testing for all students, including students with disabilities and English learners. It also provides a process for initial transformation of paper/pencil assessments to inclusive computer-based testing.
Published: January 2003- NCEO Minnesota Assessment Project Reports: Initial Perceptions of English as a Second Language Educators on Including Students with Limited English Proficiency in Minnesota's High Standards (#33)Formats: Online
This year 2000 report presents a study investigating the perceptions, beliefs, and expectations of English as a Second Language educators working towards including English learners in Minnesota's High Standards.
Published: December 2000 - NCEO Minnesota Assessment Project Reports: Bilingual Accommodations for Limited English Proficient Students on Statewide Reading Tests: Phase 2 (#31)Formats: Online
This year 2000 report examines a bilingual side-by-side test form accommodation for Spanish language background English learners taking a reading test. The side-by-side form was presented aurally in the native language on a cassette tape.
Published: August 2000 - NCEO Minnesota Assessment Project Reports: Bilingual Accommodations for Limited English Proficient Students on Statewide Reading Tests: Phase 1 (#20)Formats: Online
This year 1999 report presents initial results from a quantitative and qualitative study examining the feasibility and desirability of offering English learners a reading test with bilingual test items and answer choices.
Published: October 1999 - NCEO Minnesota Assessment Project Reports: Participation and Performance of Students Receiving Special Education Services on Minnesota's Basic Standards Tests: Reading and Math, 1996 through 1998 (#18)Formats: Online
This year 1999 report summarizes the participation and performance of students with disabilities taking Minnesota's Basic Standards Tests from 1996 to 1998.
Published: April 1999 - NCEO Minnesota Assessment Project Reports: Educators' Responses to LEP Students' Participation in the 1997 Basic Standards Testing (#15)Formats: Online
This year 1997 report presents survey results about the participation of English learners in Minnesota's Basic Standards Test in 1997-1998. The survey questions focused on participation and accommodation decision-making, and included responses from educators and administrators.
Published: October 1997