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NCEO Policy Directions: Students with Disabilities and Educational Standards: Recommendations for Policy and Practice (#2)Formats: OnlineThis year 1994 report describes various types of standards in education (i.e., content, performance, opportunity-to-learn, and assessment) and summarizes issues when applying these standards to all students, including students with disabilities. The report concludes with recommendations for policies addressing content and performance standards.
Published: May 1994- NCEO Parent Fact Sheets: Participating in What your Child is Being Taught and is Learning in School (Parent Fact Sheet #2)
This Fact Sheet helps parents improve two-way communication with teachers, including guidance for families with students with disabilities and English learners. This Fact Sheet provides to help parents improve two-communication with teachers, including guidance for families with students with disabilities and English learners. 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 Brief: Suggestions for Involving Students in Selecting and Implementing Accommodations (#30)
This Brief provides an overview of how students’ insights on the usefulness and feasibility of various accessibility features and accommodations should be taken into account when identifying accessibility features and accommodations for instruction and assessment. Students are often the best source of information about their strengths and needs, and what helps. This Brief uses synthesized and summarized research NCEO conducted on the perceptions of students with disabilities regarding accommodations between 1999 and 2021, and provides suggestions for soliciting students’ perceptions on accommodations and involving them in advocating for their needs.
Published: January 2023 - NCEO Newsletter: October 2021 issueFormats: Online
This issue highlights the news of NCEO’s continued funding. Also announced is NCEO’s new website. It is easier to navigate and very user-friendly. Featured is NCEO’s new accommodations toolkit which provides easy to use research summaries and policy analyses for select accommodations. This issue also summarizes a report on the 95% state assessment participation requirement, and provides an overview of a brief that contains frequently asked questions (FAQs) on testing children with disabilities during the 2021-22 school year.
Published: 10/6/2021 - NCEO Newsletter: October 2020 issueFormats: Online
This issue highlights translations of several NCEO and affiliated center products. One or more publications are now available in each of the following languages: Arabic, Traditional Chinese, Simplified Chinese, Spanish, and Vietnamese. It also highlights a new guidebook on including students with disabilities and English learners in assessments, and the resources available from several webinars that NCEO conducted for the U.S. Department of Education’s Office of Elementary and Secondary Education (OESE). Additionally, this newsletter highlights two new briefs on access to the general education curriculum by students with the most significant cognitive disabilities, as well as several new distance learning resources.
Published: October 2020 
NCEO Newsletter: February 2014 issueFormats: OnlineAn issue highlighting the findings from NCEO's Improving the Validity of Assessment Results for English Language Learners with Disabilities (IVARED) project that led focus groups with 232 school and district practitioners to better understand issues and challenges educators face in making appropriate decisions for English language learners (ELLs). It also announces the launching of IVARED's learning modules on ELLs with disabilities. Another launch is NCEO's first YouTube channel with videos from NCEO's Online Training to Improve Accommodations Decision Making. This issue also contains a list of sessions delivered, moderated, or chaired by NCEO staff at the NCME, AERA, or CEC conferences in Philadelphia in April 2014.
Published: February 2014
NCEO Brief: Developing Common Accommodations Policies Discussion Points for Consortia (#2)A brief -- the second in a series for the Race to the Top Assessment Consortia -- addressing the need for the Consortia to develop shared accommodations policies. The publication presents information that shows the variability in use of accommodations and policies across the states within each Consortium. The brief identifies ways to address the different perspectives on accommodations that underlie this variability, and provides several questions for the Consortia to use as discussion points as they develop their common accommodations policies.
Published: May 2011
Developing and Improving Modified Achievement Level Descriptors: Rationale, Procedures, and ToolsFormats: PDFA report providing a rationale, procedures, and tools to develop and continuously improve alternate assessments based on modified achievement standards (AA-MAS) achievement level descriptors (ALDs). As states make decisions on whether and how to develop an AA-MAS, they will also be developing a defense of the choices they make. This paper proposes a process to guide state work so that stakeholders and policymakers can articulate, from the very beginning, the educational rationale for their choices and the implications of this rationale for the specific design choices they make related to their ALDs.
Published: 2010
NCEO Out-of-Level Testing Project Reports: Educators' Opinions About Out-of-Level Testing: Moving Beyond Perceptions (#15)This year 2004 report documents the pro and con arguments given on out-of-level testing using a survey with teachers and administrators. The report describes their perceptions and opinions about the use of out-of-level testing for students with disabilities in large-scale assessment programs used for accountability purposes.
Published: September 2004
NCEO Minnesota Assessment Project Reports: Feasibility and Practicality of a Decision Making Tool for Standards Testing of Students with Limited English Proficiency (#22)Formats: OnlineThis year 1999 report describes a decision-making tool to provide educators of English learner and bilingual students with the most current participation and test accommodation guidelines for informed decisions. The report describes the tool and reports on the results of a study examining the tool's feasibility.
Published: December 1999- NCEO Minnesota Assessment Project Reports: Participation and Performance of Students from non-English Language Backgrounds: Minnesota's 1996 Basic Standards Tests in Reading and Math (#17)Formats: Online
This year 1999 report summarizes the participation and performance of students from non-English language backgrounds taking the Minnesota Basic Standards Tests in Reading and Math for 1996.
Published: January 1999 - NCEO Minnesota Assessment Project Reports: Cambodian, Hmong, Lao, Spanish-Speaking, and Vietnamese Parents and Students Speak Out on Minnesota's Basic Standards Tests (#12)Formats: Online
This year 1997 report summarizes focus groups conducted on English learner participation in Minnesota's Basic Standards Tests involving English learners and their parents from the following language groups: Cambodian, Hmong, Lao, Spanish, and Vietnamese.
Published: May 1997 
A Guide to Educational Acronyms: What's in the Alphabet Soup?Formats: PDFA resource guide providing a glossary of the "alphabet soup" of educational acronyms. NCEO developed this "acronym handbook" as a resource to define, clarify, or remind anyone involved legislative and policy discussions of definitions of routine educational acronyms. This pocket guide will be a useful tool for participants, whether they are state legislators, teachers, parents, or others.
Published: 2012- Parent-Educator Toolkit: En Español: Working with Your Child's Teacher Using the multilingual Parent Educator ToolkitFormats: Free Video
The parents of English learners need to be involved in decisions about accessibility features for their children. The multilingual Parent-Educator Toolkit consists of several concise briefs to guide parents through this process. This Spanish-language video shows how parents can work with their child’s teacher to make decisions in using accessibility features for their child.
Published: 11/3/2022 - Parent-Educator Toolkit: Building Successful Communication with the School Using the Multilingual Parent Educator ToolkitFormats: Free Video
The parents of English learners need to be involved in decisions about accessibility features for their children. The multilingual Parent-Educator Toolkit consists of several concise briefs to guide parents through this process. This video helps parents understand what the resources are and how to use them. This English-language video provides subtitles in Arabic, Simplified Chinese, Spanish, and Vietnamese that can be turned on in the Settings feature.
Published: 11/3/2022 
NCEO English Language Learners (ELLs) with Disabilities Reports: Graduation Exam Participation (2000-2001) of English Language Learners with Disabilities (#3)This year 2005 report examines the participation and performance of English learners with disabilities taking the Minnesota Basic Standards Tests, needed for a high school diploma, in 2000-2001. The report describes both reading and math during the first attempt on the grade 8 administration.
Published: June 2005
NCEO Data Analytics: Percentage of Students with IEPs Who Were Assigned Accommodations from 2007-08 to 2016-17 (#13)Formats: OnlineThis interactive report presents data on the number and percentage of students receiving special education services who were assigned accommodations for the state general assessments used for accountability purposes in grades 3-8 and high school from 2007-08 to 2016-17. This report displays data on content area differences, grade level differences, trends over time, accommodations vs. performance, and state profiles.
Published: May 2020
NCEO Newsletter: February 2020 issueFormats: OnlineThis newsletter highlights several NCEO resources that can be used to learn more about what the research says about the effectiveness of various accommodations. The newsletter also highlights several new publications, including a report on states’ alternate assessment based on alternate academic achievement standards (AA-AAAS) participation guidelines and definitions of students with the most significant cognitive disabilities. A brief on considerations for states providing materials in braille is also highlighted, as well as a parent-educator toolkit developed by an affiliated project, the Improving Instruction for English Learners Through Improved Accessibility Decisions project. Finally, in this issue, we provide information on NCEO presentations and posters at the annual conference of the Council for Exceptional Children (CEC).
Published: February 2020
NCEO Newsletter: February 2019 issueFormats: OnlineIn this newsletter, we highlight several publications that have been released since our October, 2018 newsletter. They include a brief on approaches to examining district alternate assessment participation rates, a proceedings document on the 1% Cap National Convening, and a brief on suggestions for showing that proficiency on a state’s alternate achievement standards are consistent with the requirements of the Workforce Innovation and Opportunity Act. Also in this issue is an update on news from the TIES project (including recent publications and the project’s Facebook page). Finally, in this issue, we provide information on sessions at the annual conferences of the Council for Exceptional Children (CEC), the National Association for Bilingual Education (NABE), the American Educational Research Association (AERA), and National Council on Measurement in Education (NCME).
Published: February 2019
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