Resources
Search Filters
Search Results
- Selected filters():
- NCEO Reports: Using Interim Assessments to Appropriately Measure What Students with Disabilities Know and Can Do: Advisory Panel Takeaways and NCEO Recommendations (#427)
A report on a virtual meeting NCEO held on February 16 and 17, 2021 of an Interim Assessment Advisory Panel to tap into the panel members’ collective knowledge about using interim assessments to support valid interpretations of what students with disabilities know and can do. The panel represented psychometricians, researchers knowledgeable about students with disabilities, state education agency (SEA) assessment and special education leaders, local education agency (LEA) leaders, and parents. Interim assessments refer to assessments that are administered several times during a school year to measure student progress. The meeting purpose was to develop and disseminate guidance to state departments of education on how to enable all students with disabilities, including students with the most significant cognitive disabilities and English learners with disabilities, to participate in interim assessments in ways that yield valid inferences of what they know and can do.
Published: May 2021 - Parental Expectations on the Post-school Outcomes for English Learners with DisabilitiesFormats: PDF
This presentation, focusing on parents’ expectations about post-school outcomes for English learners with disabilities, was presented at the 2021 National Association for Bilingual Education (NABE) annual conference.
Published: 2021-04-28 - The Growing Population of ELs with Disabilities in the United StatesFormats: PDF
This presentation, about the growing population of English learners with disabilities in the United States, was presented at the 2021 National Association for Bilingual Education (NABE) annual conference.
Published: 2021-04-27 - Parent-Educator Toolkit: Accessibility Features and AccommodationsFormats: Online
Parents of English learners need to be involved in decisions about accessibility features for their children. This Toolkit created by the Improving Instruction project provides several concise briefs to guide parents through this process. Print and audio versions of these briefs are available in Spanish, Mandarin, Vietnamese, and Arabic. Additional briefs for teachers and principals give advice on how to make sure parents are included and listened to.
Published: March 2021 - The Increasing Population—English Learners with DisabilitiesFormats: PDF
This presentation, highlighting the increasing population of English learners with disabilities, was presented at the 2021 Council for Exceptional Children (CEC) annual conference
Published: 2021-03-08 - Accessibility and Accommodations for ELs with DisabilitiesFormats: Online
This page has links to state content test and English language proficiency assessment accessibility and accommodation policies that address English learners (ELs) with disabilities.
Published: 2021-02-01 - ELs with DisabilitiesFormats: Online
This page provides an overview on the student population of English learners with disabilities.
Published: 2021-02-01 - State Public Assessment Reports for ELs with DisabilitiesFormats: Online
This page has links to state pages with assessment reports that include disaggregated data for English learners with disabilities.
Published: 2021-02-01 - Partnering with Parents of English Learners (ELs) and ELs with Disabilities during the COVID-19 PandemicFormats: PDF
This presentation on partnering with parents of English learners with and without disabilities during the COVID-19 Pandemic. It was presented at the 2020 Minnesota Department of Education's Minnesota English Learner Education conference (MELEd).
Published: 2020-11-20 - Successfully Making and Implementing Participation and Accommodations Decisions for English Learners with DisabilitiesFormats: PDF
This presentation addressed how to successfully make and implement participation and accommodation decisions for English learners with disabilities. It was presented to the U.S Departments of Education’s Office of Elementary and Secondary Education (OESE).
Published: 2020-08-27 - NCEO Reports: Updated Assessment Principles and Guidelines for English Learners with Disabilities (#424)
This updated report, originally published in 2013, presents five core principles of valid assessments for English learners with disabilities, along with a brief rationale and specific guidelines that reflect each principle. The principles were developed through a Delphi review involving experts in the fields of assessment, instruction of English learners, and special education. Appendices to this report describe the Delphi data collection process, and members of the expert panel. References and selected core resources related to each principle and guidelines are also included in an appendix. This update of the report recognizes the contextual changes that have occurred since 2013, but does not alter the principles themselves.
Published: August 2020 
NCEO Reports: Guidebook to Including Students with Disabilities and English Learners in Assessments (#420)This report provides 10 lessons about how to ensure inclusive assessment practices for students with disabilities and English learners. In addition to the 10 lessons, it provides foundational information on the characteristics of these students that require consideration during all phases of assessment design, development, and implementation. The focus of the Guidebook is large-scale summative assessments rather than interim and formative assessments; it does not address accountability considerations. The purpose of the Guidebook is to remind all assessment, special education, and other personnel in state departments of education of the lessons that have been learned, and to share those lessons with new personnel in state assessment, special education, Title I, and Title III offices.
Published: June 2020- Exploring IEP Transition Planning Experiences and Future Goal Aspirations of ELs and non-ELs with DisabilitiesFormats: PDF
This presentation on IEP transition planning experiences and future goal aspirations of English learners and non-English learners with disabilities was presented at the 2020 National Association for Bilingual Education (NABE) annual conference.
Published: 2020-02-28 - Used vs. Assigned Accommodations and Accessibility Features for English Learners with Disabilities on Statewide AssessmentFormats: PDF
This presentation addressed the difference between used vs. assigned accommodations and accessibility features for English learners with disabilities on statewide assessment. It was presented at the 2020 National Association for Bilingual Education (NABE) annual conference.
Published: 2020-02-27 
A Summary of the Research on Test Accommodations for English Learners and English Learners with Disabilities: 2010-2018The purpose of this literature review is to examine the published English learner (EL) accommodations literature between 2010 and 2018 to provide an updated overview of research trends on this subject. Providing accommodations during assessments for students with disabilities has long been a standard requirement in federal education legislation. Providing assessment accommodations for English learners (ELs), on the other hand, is a newer requirement appearing only over the past few decades. As such, state assessment policies vary widely in terms of what accommodations are permitted for ELs on state assessments. Further, many of the allowable accommodations do not address students’ linguistic needs and there is not a large research base to document their effectiveness. In this review, the researchers examine the purpose of each study, the type of assessment measured, the content area assessed, the type of linguistic support accommodation examined, the characteristics of the research sample and the participants, the type of research design, the findings, and the author-identified limitations.
Published: 1/8/2020
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
Improving Instruction Briefs: Accessibility Features and Accommodations: Information for Parents or GuardiansThis Brief explains accessibility features and accommodations for parents or guardians of students who are English learners, and also provides guidance on how to talk to teachers to help their child access accessibility features and accommodations. This Brief was developed by NCEO’s “ Improving Instruction for English Learners Through Improved Accessibility Decisions,” in collaboration with the West Virginia Department of Education.
Published: December 2019- Engaging Parents of English Learners and English Learners with DisabilitiesFormats: PDF
This presentation addressed engaging parents of English learners with and without disabilities. It was presented at the 2019 Minnesota Department of Education's Minnesota English Learner Education conference (MELEd).
Published: 2019-11-22 - Trends in Accommodations Assigned to English Learners with Disabilities for Statewide AssessmentsFormats: PDF
This presentation focused on trends in accommodations assigned to English learners with disabilities for statewide assessments. It was presented at the 2019 Minnesota Department of Education's Minnesota English Learner Education conference (MELEd).
Published: 2019-11-22 - Predictors of Participation of Transition Planning Participation and Future Goal Aspirations for Secondary ELs with DisabilitiesFormats: PDF
This presentation discussed predictors of participation of transition planning participation and future goal aspirations for secondary English learners with disabilities. It was presented at the 2019 Minnesota Department of Education's Minnesota English Learner Education conference (MELEd).
Published: 2019-11-19